My ASD Child

High-Functioning Autistic [ASD Level 1] Children and Difficulty with Reciprocal Social Interactions

Many kids with ASD or High-Functioning Autism have an inability (or a lack of desire) to interact with their friends and classmates. Moms and dads are often concerned with their youngster’s interactions with others and the quality of those interactions.

It is very important to observe how your child interacts with same-age peers. Below are a few of the reasons a youngster with ASD has difficulty finding and keeping friends.

The child:

1. Compromises interactions by rigidity, inability to shift attention or “go with the flow,” being rule bound, and needs to control the play/activity

2. Displays a lack of desire to interact

3. Displays a limited awareness of current topics, activities, songs, etc.

4. Displays a limited awareness of the emotions of others and/or how to respond to them, for example, does not:

ask for help from others
know how to respond when help is given
know how to respond to compliments
realize the importance of apologizing
realize something he says or does can hurt the feelings of another
differentiate internal thoughts from external thoughts
respond to the emotions another is displaying (missed cues)

5. Displays narrow play and activity choices (note: best observed during unstructured play/leisure activities: look for rigidity/patterns/repetitive choices, inability to accept novelty)

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

6. Does not care about her inability to interact with others because she has no interest in doing so. She prefers solitary activities and does not have the need to interact with others, or she is socially indifferent and can take it or leave it with regard to interacting with others.

7. Engages in unusual behaviors or activities (e.g., selects play or activity choices of a younger child, seems unaware of the unwritten social rules among peers, acts like an imaginary character, uses an unusual voice — any behaviors that call attention to the child or are viewed as unusual by peers).

8. Initiates play interaction by taking a toy or starting to engage in an ongoing activity without gaining verbal agreement from the other players, will ignore a negative response from others when asking to join in, will abruptly leave a play interaction.

9. Spends all free time completely consumed by areas of special interest. Her activities are so rule bound, it would be almost impossible for a peer to join in correctly. When asked about preferred friends, the child is unable to name any or names those who are really not friends (e.g., family members, teachers).

10. Is unable to select activities that are of interest to others (unaware or unconcerned that others do not share the same interest or level of interest, unable to compromise).

11. Lacks an understanding of game playing — unable to share, unable to follow the rules of turn taking, unable to follow game-playing rules (even those that may appear quite obvious), is rigid in game playing (may want to control the game or those playing and/or create her own set of rules), always needs to be first, unable to make appropriate comments while playing, and has difficulty with winning/losing.

12. Lacks conversational language for a social purpose, does not know what to say — this could be no conversation, monopolizing the conversation, lack of ability to initiate conversation, obsessive conversation in one area, conversation not on topic or conversation that is not of interest to others.

13. Lacks the ability to understand, attend to, maintain, or repair a conversational flow or exchange — this causes miscommunication and inappropriate responses (unable to use the back-and-forth aspect of communication).

14. Observes or stays on the periphery of a group rather than joining in.

15. Prefers structured over non-structured activities.

16. Sits apart from others, avoids situations where involvement with others is expected (e.g., playgrounds, birthday parties, being outside in general), and selects activities that are best completed alone (e.g., computer games, Game Boy, books, viewing TV/videos, collecting, keeping lists).

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

==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder

==> 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

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

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Resources for Neurodiverse Couples:

==> Online Group Therapy for Men with ASD

==> Online Group Therapy for NT Wives

==> Living with ASD: eBook and Audio Instruction for Neurodiverse Couples

==> One-on-One Counseling for Struggling Individuals & Couples Affected by ASD

==> Online Group Therapy for Couples Affected by Autism Spectrum Disorder

==> Cassandra Syndrome Recovery for NT Wives

==> ASD Men's MasterClass: Social-Skills Training and Emotional-Literacy Development

==> Pressed for time? Watch these "less-than-one-minute" videos for on the go.

Fail-Safe Method for Setting Your High-Functioning Autistic Child Up for Success

If you have few (if any) chances to "catch your child in the act of doing something right" (because he rarely behaves in accordance with your expectations), then use a bit of reverse psychology. In other words, catch him in the act of "not doing something wrong."

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

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…

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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...

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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…

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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…

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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...

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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.

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Educating Others About Your Child's "Odd" Behavior

"My 8 year old son is going to begin testing in a few weeks. I'm not sure if he has high functioning autism or not, but he sure has many of the behaviors and tendencies. He does have sensory issues and severe anxiety. My question is about the constant judgment and ignorance of other parents and teachers. I do have plenty of supportive friends, but recently I've had some intense altercations with my son's teacher (saying he's only "oppositional" with me, he's fine at school and this is "something I need to work out in therapy"). Her comment was so ignorant - she knew nothing about his level of anxiety, his sensory issues or how he melts at the end of each day after just trying to hold it together. I also had another mom leave our playdate the other day because of inappropriate behavior (slamming a door b/c of frustration). She couldn't believe I let that happen. Ugh!! My parents and even husband have called me a pushover and too "soft" with my son. I feel like ALL of the blame is put on me!! I look forward to getting some answers through testing so I can educate others about the extreme difficulty and unpredictable nature of parenting a child with these challenges. It has been a very lonely and deflating parenting experience. Does anyone else have this experience or advice? Thank You!"

You are not alone. This is a very common dilemma for parents of kids on the autism spectrum. Here are some concrete tips to help others understand High-Functioning Autism (HFA) and Asperger's:

Ask others how they would feel if they were stuck in a foreign country where they could not make anybody understand what they wanted. Point out that this is how your youngster feels.

Describe the kinds of social interactions HFA kids have problems with (e.g., it is difficult for them to understand how to connect effectively with their peer group). It's not because of behavioral problems – it is how their brain works.

Educate people about the level of functioning these "special needs" kids can have. Tell them about different skills they find challenging (e.g., making eye contact, accepting change, showing appropriate emotions, etc.).

Explain that HFA is a form of autism and that it is on a “spectrum” (i.e., there are different levels of severity). Not all sufferers act like the "Rain Man."

Explain that your youngster's inappropriate behavior comes from misunderstanding, not contrariness.

Explain to others that the disorder is, in some instances, a part of your child’s personality and not simply just a physical disability.

Many people make the mistake of associating HFA with a sickness or a disease. Remind them that it is neither and that it is just something your child has to contend with having.

Soothe other people's discomfort about repetitive or strange actions by telling them that it has to do with how your child’s brain processes information. Assure them that your child can't help this behavior.

Educate people about the nature of the disorder. It's neurological, not psychological or behavioral. It has an organic origin.

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

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

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Resources for Neurodiverse Couples:

==> Online Group Therapy for Men with ASD

==> Online Group Therapy for NT Wives

==> Living with ASD: eBook and Audio Instruction for Neurodiverse Couples

==> One-on-One Counseling for Struggling Individuals & Couples Affected by ASD

==> Online Group Therapy for Couples Affected by Autism Spectrum Disorder

==> Cassandra Syndrome Recovery for NT Wives

==> ASD Men's MasterClass: Social-Skills Training and Emotional-Literacy Development

==> Pressed for time? Watch these "less-than-one-minute" videos for on the go.

What other parents have to say about this issue:

•   Anonymous said… I'm going to play devils advocate here, teachers are over worked with way too many students. I've worked in a school and with special needs and see how passionate the teachers are. Even if your child is main stream the teachers (most) do their best with the resources at their disposal and with the professional development offered. Most go above and beyond, and there are other children that need to learn also sorry to say but your child can't be their only priority.
•   Anonymous said… I have issues with my sons school too. Teachers are terrible ignorant and arrogant bullies. Ive called the minster of education in twice within the 2yrs hes attended. His anxiety of going to school is extreme now because of what the teachers have done to him.
•   Anonymous said… I have the issues with my daughters school x
•   Anonymous said… Most of my son's teachers have been great, but this year is not going very well. His teacher sent a very judgmental email yesterday and he reported she humiliated him in front of his classmates after sending the email. It is heartbreaking and brings out the mama bear in me.
•   Anonymous said… My child was always a hand full and difficult. With 20 to 25 other children to deal with on a daily basis the teacher doesn't have time to give the child individual time. If the child is a challenge at home, one can only image school. There is going to be some tension. That is reality. I'm thankful my teenager did not give his teacher a mental breakdown. Some child are a real challenge and some are not. Challenge at home and challenge at school.... I'm not going to trash the teacher. Teachers need to educate themselves on behaviour patterns, triggers, meltdowns, repetitive behaviors, and sensory. There are tools to help teachers have a much better day. Some teachers feel like it is not their job to go the extra mile. This is sad but true.
•   Anonymous said… My daughter is the same way thankfully her school is working with me and accommodating all of her needs. For those who are having school issues. Has your child been diagnosed!
•   Anonymous said… My son does have a diagnosis and most of his teachers have been eager to learn and work as a team to provide for his needs. This year he has a teacher who is nearing retirement and is very judgmental and ignorant. She believes his executive functioning deficit does not exist and he is merely lazy. Yesterday she sent an email, berating him and us, to his team of teachers and aides. We live in a very rural area and education is lacking on ASD, ADHD, and many learning disorders. Each year I enter the school armed to teach the teacher about his many diagnosis. Some years it is well received, other years I am talking to the wall. It sounds like your school is very supportive and that is awesome!
•   Anonymous said… We have my son in a very small private school. There are 6 in his class and he is doing very well so far. I agree with what some of the others have said... 20-25 kids in a class is overwhelming to the teacher as well as any student, but especially an Asperger's student.
•   Anonymous said… Well that is very unfortunate that she is that way. Maybe go to the school board or request a new teacher? Sorry just trying to give you ideas. Sounds like you are doing everything you can and that is awesome. Some people just don't get it. And no matter how much info you give or educate them they are just ignorant on the subject. I will pray for you and I hope things get better for you, my heart goes out to you!!
•    Anonymous said… Some parents do not want to have evaluations done because they would rather not have a diagnoses. However, as you point out,it would be comforting for you to have a diagnoses because then others will have to believe what you have been trying to tell them. Furthermore with a professional evaluation then it is much easier to have support and accommodations set up in school for your child.
•    Anonymous said... My son is five years old. The testing came back pdd-nos however his dr. says he has aspergers from my reading i do agree. I have been told for years that i spoil my son. I don't feel that i spoiled him i was just trying to avoid the meltdown. I told a friend about his diagnoses. She said but he has feelings. How do I explain to people who really have no clue without getting upset. Maybe I said something about it to soon because I am still having trouble with it.
•    Anonymous said... My 5 year old son has Asbergers. I noticed differences in him since he was very young. He practiced things forever over and over until he got it. He wakes up if you are not next to him. It takes hours to put him down. I am a single parent with no help from his father. He has a super high vocabulary and is very intelligent. He has been in daycare forever. I also put him in OT for sensory issues and into a social group. All have helped. His overly precise language drives me crazy. His tantrums are unbelievable and exhausting at times. I pick my battles with him. When he gets edgy and we have plans a few hours later, I push him tell he melts to avoid a melt down later. When his meltdown is beginning to come and we are in public I either leave or give in to avoid a melt down and when people give me a look in the store I say he is on the Autism Spectrum and walk away. No one knows what Asbergers is only Autism. I put him on sport teams that are fast paced. I found a coach with an Asbergers son. He will be on his team Forever. I talk to mothers who go through the same things as me. I educate those I can and IGNORE those I can't. I have chosen to let some friends go because I am tired of the judgments. Teaching Special Ed High School Kids I realize that his tantrums will become less frequent and long. I spend my time educating my family and my mom helps. It is tough, but you have to see your son's strengths build them and work on their weaknesses with Specialists. In fact I am beginning to take my son to a speech therapist for Communication Speech and to help him Generalize. Good luck

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More articles for parents of children and teens on the autism spectrum:

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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...

Is My Child Melting Down or Simply Tantrumming?

Meltdown or tantrum? Do you sometimes wonder which one your child is doing? This video will explain the difference...

Highly Acclaimed Parenting Programs Offered by Online Parent Support, LLC:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

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

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book

==> Highly Effective Research-Based Parenting Strategies for Children with Asperger's and High-Functioning Autism

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Do you need the advice of a professional who specializes in parenting children and teens with Autism Spectrum Disorders? Sign-up for Online Parent Coaching today.

It’s ASD Level 1! How do you share the news?

"How do we tell others about our daughter's recent diagnosis of autism (high functioning)? Who needs to know - and who doesn't?"

Finding out that one’s child has been diagnosed with ASD level 1, or High-Functioning Autism, can be scary. Some moms and dads naturally feel guilty, even though there isn’t anything yet known that could have prevented the disorder. Through all of this comes the need for telling others about the disorder and how it affects the child.

If you are faced with having to tell those around you that your child has ASD, the first thing you want to do is understand and read about the disorder so that you can answer questions appropriately and truly be an advocate for your child.

You will also want to start with those closest to you, beginning with the siblings of the affected youngster. Telling younger children that their sibling has a brain condition that causes him/her to have problems talking with others, causes him/her to focus inordinately on certain subjects to the exclusion of others, and results in him/her performing ritual behaviors may be enough.

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

These kids have seen everything already and just need to know that there is a reason behind the behaviors. It can help siblings be less frustrated with their "special needs" sibling - and they can also become advocates for the child. Having a name for what the siblings are seeing can help a great deal.

After the family becomes accustomed to the diagnosis, it’s time to speak with the extended family. Encourage them to read what they can on the subject, and help them connect the symptoms they see with a brain disorder that can’t be helped. If they know that much of the behavior is beyond the control of the child, family members can come to love the child at the level he or she is at.

Certainly, teachers need to understand the diagnosis and how it is affecting your child. Plans need to be made to alter the educational style the teacher(s) use to help teach the child in an effective manner. A frank discussion of the diagnosis should be followed with problem-solving methods that will help the child thrive as best he or she can in the educational world.

Beyond family, educators, and perhaps daycare workers, parents of an autistic child don’t necessarily need to tell the rest of the world, especially if others don’t see much of a problem in the child’s behavior. What you do eventually say can be as simple as “my child has a brain disorder” or as complex as explaining the disorder to its fullest to interested friends or acquaintances.

Certainly, the conversation needs to take place every year as new teachers come into the picture but, in today’s times, autism spectrum disorders are more well known and more easily understandable than they once were.

As one parent stated: "I find it helps to say . . .'but don't worry, its not catching'."

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

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

More articles for parents of children and teens on the autism spectrum:

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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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Click here for the full article...

Kids on the Autism Spectrum Who Steal Other People's Belongings

Question

I am the dubiously proud mother of a 7-year-old girl with HFA. As with many autistics, she likes a certain sense of order in her surroundings, and will rearrange other people's belongings to accommodate her own preferences. We have spoken to her time and time again about not touching other people's things... all to no avail. Now her teacher reports she is taking things from others. This has been happening in our home rather regularly, and we have tried everything we can think of to stop or prevent the behavior, but it seems to be getting worse not better. Any help you can give me would be MUCH appreciated!

Answer

I don’t see this as an high-functioning autistic trait per say. The desire for forbidden objects overwhelms many kids, making the temptation to take them too much to resist. Your daughter probably just can't control her “desire” to have other’s belongings – but it is possible for her to control her “behavior.”

Often times, kids take things because they lack impulse control and haven't developed a strong sense of right and wrong just yet. But you should also ask yourself if there is another reason your daughter is taking things that don't belong to her (e.g., lack of attention at home, not enough friends in school, etc.).

Whatever the reason for your daughter’s behavior, it does infringe on the rights of the other kids.

As one mother stated, "My son is 13 and is still grabbing and touching other people's belongings. His hands are as busy as a toddler's only now the things that interest him are not grandma's shiny breakables, but someone else's cell phone or ipod. He will pick them up and start pushing buttons, etc. His world is "all about me" and he doesn't notice how appalled or annoyed people are with him. In a few years, I'm afraid someone will really take him to task over this. The cute factor is long gone. He also has stolen other people's belongings, if they are related to his special interest. His reasoning? 'I wanted it!' "

Your first goal should be to stop this undesirable behavior and help your daughter to respect the belongings of others. Here are a few ideas:

1. Acknowledge her desires. It's important to validate your daughter’s feelings while also maintaining leadership and stopping the behavior. You might say, "I know you want that toy, but it's Michelle’s. You need to ask her if you can play with it." Or you might say, "You really want that doll, don't you? But it belongs here in school so the other kids can use it."

2. Anticipate and remove temptations. Make a box where kids can keep the toys they bring in, and place it out of reach.

3. Give two choices; this helps children learn decision-making skills.

4. Realize you must teach your child boundaries; children are not born with them.

5. Recognize and respect the child’s boundaries. For example, knock on their closed bedroom door instead of just walking in.

6. Review the rules. Make sure that your daughter knows that "don't take things that do not belong to you" is a school rule. Have her return the object or classroom material, but do not force her to apologize.

7. Set your own boundaries as the parent, and have consequences for crossing them.

8. Share your opinions with your child. Allow your child her opinions. Opinions are not right or wrong. This will help her think for herself.

9. Teach impulses control. Help your daughter learn to stop and think before she takes other’s stuff. Explain to her that she needs to ask herself, "Who does this belong to, and can I play with it?" Point out to her that if the item in question belongs to another youngster, she should ask the owner whether she can use it and accept the response. If she uses the object, she needs to return it when she's done.

10. When you recognize that boundaries need to be set, do it clearly, do it without anger, and use as few words as possible.

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

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

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Resources for Neurodiverse Couples:

==> Online Group Therapy for Men with ASD

==> Online Group Therapy for NT Wives

==> Living with ASD: eBook and Audio Instruction for Neurodiverse Couples

==> One-on-One Counseling for Struggling Individuals & Couples Affected by ASD

==> Online Group Therapy for Couples Affected by Autism Spectrum Disorder

==> Cassandra Syndrome Recovery for NT Wives

==> ASD Men's MasterClass: Social-Skills Training and Emotional-Literacy Development

==> Pressed for time? Watch these "less-than-one-minute" videos for on the go.

Dealing with Self-Stimulation Behaviors in Kids on the Autism Spectrum

"What can be done about an autistic child (high functioning) who does things repeatedly like rocking back and forth, spinning and flipping objects, making strange vocal noises over and over again? This constant non-stop behavior can be so annoying (and embarrassing) at times."

Most of our "leisure activities" are nothing more than self-stimulation behaviors that have become highly ritualized over time and made socially acceptable. There is nothing intrinsically valuable or reasonable about leisure pursuits such as bungee jumping, playing cards, dancing, playing video games, listening to music, smoking, etc.

People participate in these different activities because they find them to be pleasurable and because the activities alter their physical state. Each activity provides us with a particular type of sensory input.

There is not necessarily a great difference in so-called self-stimulation behaviors in children with autism spectrum disorders and some of these activities, beyond the fact that some are more socially acceptable and "normal" in appearance than others.

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

Most parents find that their child with ASD or High-Functioning Autism is more likely to participate in self-stimulatory behaviors when he or she is idle or stressed. Interacting with your child in some way may break up the self-stimulation. If the behavior appears in response to stress, finding ways to help him relax (e.g., massage, being wrapped up in a quilt, etc.) may reduce the amount of time spent in the behavior you find inappropriate or harmful. If your child is left alone; however, it is likely he/she will re-engage in this activity as soon as the opportunity presents itself.

Some behaviors may present problems because they are considered socially inappropriate. These behaviors can be used as a way to explore the child's preferred sensory channels for receiving information from the world. With this information, parents may identify preferred sensory experiences around which they can develop more "mainstream" leisure activities that their children will also come to view as "leisure" (e.g., if the youngster enjoys the visual sensation of lights, find age-appropriate toys that can be motivating to him).

Take time to observe the types of self-stimulation that your child participates in - and when this behavior occurs. Watch him or her and make notes about what you see and when you see it. Then try to see if there is any pattern to these behaviors that would give you insight to the type or types of stimulation he/she prefers and the purpose it serves.

At the same time, note what types of activities your youngster finds aversive. When you have a good understanding about his or her preferences, begin to brainstorm ways that you can offer other stimulatory activities, modify or expand on the preferred self-stimulation.

Look at children of the same age, and try to find toys or activities that may make the self-stimulatory behavior appear more "normal." Sometimes your child's favorite self-stimulation activity can be modified or expanded in a way that will make it more socially acceptable.

As one mother with Asperger's herself states, "I totally agree, it can be annoying, even embarrassing at times, but they cant help themselves. Its part of the acceptance we as parents have to do. Ive even had to go to counseling myself. My child's father was so ashamed that he left. If u really love ur child, u have to just deal with it minute by minute & second by second. I personally am blessed to have 2 adult children that are always willing to watch my son for a few hours to give me a break. Ill be praying for all the other aspergers parents out there cuz we understand all too well what that missing puzzle piece means."

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

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

Can Autism Spectrum Disorders Be Inherited?

"Can high functioning autism be inherited? Our son was recently diagnosed, and now I am wondering if my husband has it too ...their behaviors are very similar."

There is strong evidence that ASD Level 1 or High-Functioning Autism (HFA) is, at least in part, an inherited condition. If one twin develops the disorder, there is a 60% likelihood that the other will develop it as well.

Younger kids born into families with an older child on the autism spectrum have a 5-6% likelihood of also having the disorder.

Even though the incidence of HFA is higher among related family members, no specific gene has been linked to its development. Also, there is currently no way to test for the genetic predisposition towards the disorder.

HFA is a neurobiological disorder in which known areas of the brain are affected in ways scientists do not yet completely understand. The disorder is considered to be inherited in a complex fashion (e.g., more complicated than disorders such as color-blindness or Huntington’s disease).

Researchers are getting closer to finding a genetic basis behind autism spectrum disorders. Rett’s syndrome is an autistic disorder for which the exact genetic cause is believed to have been found. In Aspergers and HFA, studies suggest problems in several chromosomal (genetic) regions, including areas on the chromosomes 2q, 7q and 15q.

While the 7q region is considered the most promising area of study, research studies involving this chromosome in the disorder have failed to observe its linkage to this region.

For reasons doctors do not completely understand, there are far more boys "diagnosed" than girls (although there may be as many girls with the disorder as boys, males get diagnosed with the disorder more often).

Scientists have evaluated whether or not HFA represents an X-linked genetic disorder (i.e., one passed down generally from a mother to a son). Unfortunately, there have been cases of father to son transmission of the condition, which means that the disease can't be X-linked.

In at least one case, two parents with HFA had a child that also had the disorder, but did not have a severe case of the disorder, nor did the child have autism. In another case, identical twins both had HFA, but this is not always the case.

While some scientists support the idea that at least a portion of the disorder isn’t genetic at all, there have been no specific findings associating it with any environmental conditions (e.g., pregnancy complications).

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

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

More articles for parents of children and teens on the autism spectrum:

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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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Click here for the full article...

Inaccurate Stereotyping of Kids on the Autism Spectrum

"Is it fair to say that some people unfairly stereotype children and teenagers who have an autism spectrum disorder? It seems to me that society views this population as "trouble-makers" or mentally handicapped - and even dangerous (e.g., they get blamed for some school shootings), which is just plain ignorant in my opinion. What's your opinion please?"

Young people with ASD level 1 or High-Functioning Autism (HFA) are often viewed largely in negative terms by some. And to make matters worse, this inaccurate stereotyping often leads to inappropriate interventions, which can lead to long-term damage.

Here are some examples of stereotyping. A child with ASD:

Can't do things that require social interaction, especially with strangers
Dislikes establishing eye contact
Dislikes using the telephone, preferring email or person-to-person instead
In social situations with a lot of noise and conversations, has trouble hearing and easily gets disoriented
Is easily depressed
Is not very good at small talk, especially intimate bantering
Often assumes that any comments or remarks require a response
Often does not care what other people think
Often fails to read other peoples' standard body language
Often feels rejected if an important project or idea gets a mixed or lukewarm response
Often makes others very angry because of the way he or she interacts
Often responds angrily to frustrating situations
Often says things in conversation that are inappropriate, divergent, or tactless
Talks forever, without pause, about favorite topics
Usually keeps silent and does not interact if faced with a question or topic that is difficult to answer

Do some children and teens with ASD have some of these characteristics to varying degrees from time to time? Yes.

Do all of these young people have all of these characteristics all the time? No.

It has been well documented that those on the autism spectrum are vulnerable individuals who will face certain difficulties. These are often highlighted by people who see only the negatives rather than the positives such differences could represent. This lack of positive awareness, combined with an inconsistency of knowledge, can lead to inaccurate stereotyping and resultant interventions that are far more harmful than helpful.

The reality is that a children with ASD are unique individuals who have a lot of skills and abilities. Yet, they are often deemed incapable of learning; thus, an ability to achieve much in life may be overlooked.

All too often, the focus continues to be on forcing them to fit into damaging, inflexible environments, which not only prohibits them from reaching their full potential, but also contributes to long-term mental health problems that could otherwise be avoided.

Having an autism spectrum disorder can be worrying and upsetting for all those concerned, but there will be areas in which these "special needs" kids will excel compared to the general population. For example:

A sensitivity to sound could lead to working in sound recording or music.
With a sensitivity to the taste and texture of food and drink, people with ASD could become great gastronomes and food critics.
A sensitivity to visual information can be useful in photography, drawing and visualization used by architects and artists.
These individuals are generally free from sexism or racism.
They can be very sensitive to the plight of disadvantaged people around the world.
They can use their sensitivity and wider differences to help others who are in the same position as themselves, or act as arbiters and mediators in dispute situations.
They have proved themselves to be great innovators and inventors – not only of products, but also of ideas concerning literacy and story-telling.
They often speak out frankly and honestly; they are sincere truth-tellers who will tend to follow the rules of the job.
Many are intelligent and have high IQs. They may, for example, have an excellent memory for facts and figures, or a good memory for past situations.
Many possess powers of deduction that, when coupled with an attention to detail, could be useful in criminal investigations.
People with ASD tend to make very loyal friends.

Little research has been conducted into “gifted” individuals, although those who are described as such often show the same qualities seen in people on the spectrum. Individuals with high IQs question the world which surrounds them. They are usually single-minded and can throw themselves into their work for long, intense periods. These are all aspects associated with the "disorder."

In short, the way these young people think should be regarded as a positive attribute, which the rest of society can learn from. When their differences are embraced, the positives definitely can outweigh the negatives. The goal should not be about “normality,” but encompassing acceptance, love, and communication.

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