Search This Blog

Recent Comments & Questions

COMMENTS AND QUESTIONS

Resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> 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


==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism


~~~~~~~~~~~~~~~~~~~~~

My AS son just turned 26 and is in the undergraduate mechanical engineering program at Portland State University.  He moved back home this January after living five years as a roommate elsewhere while I financially supported him while he went to school. He was sub optimally getting by. His sleeping and eatingwere irregularly. He was smelly and messy. He was staying up all night with his computer games and procrastinating studying.  He has all the usual problems. I brought him back home so I could observe him and begin raising the bar by having expectations. I finally woke up to the fact that my parenting style has been detrimental to his growth. I am committed to change. I saw in a flash that he was manipulating me to shirk responsibility and it was I who taught him this behavior starting when he was young. I realize now I was afraid of his anger.

Do you do consulting? I am looking for help implementing a new structure that addresses his situation. I have started a bit to assert myself and have had several staring down sessions where for the first time I have held my own. And like the parents you describe I have many emotional buttons that get pushed and I can be triggered by my fear.

Let me know if you or who can help me find my parenting path. I am retired (I am 67) and need him to be able to function at a higher level.

~~~~~~~~~~~~~~~~~~~~~~~~~~~

Hi, I need help with dealing with my husband and balancing life with my kids.
I almost feel like it is impossible to live with him and that we get along a lot better living apart as friends. Everything a Asperger wife goes through that is me , how w do I fight being emotionally stressed, and create a life of my own. Why do I feel so weighed down and can’t enjoy life when he is around but supper happy when he is not around. I don’t understand because he literally sits on the games and phone, doesn’t bother me, I can do and go where I want. He is a okay dad beside being attracted to his obsessions. He tells me I just can’t be happy. If I leave he try’s to take everything from me and the kids to force me to come back. He is very immature and lies a lot and he s responses always change depending on what mood he is in. I need help processing all this, I have put up a wall and taught myself not to care about (I’m so it won’t hurt me but now I’m stuck because kids want us to be a family and I do not know how. I feel like secretly contactiNg a old friend of mine just to have conversation here and there with opposite sex and be able to laugh sometimes. I do pray a lot as well. Help please.

~~~~~~~~~~~~~~~~~~~


My son had a very difficult traumatic experience in a small private school in kindergarten. We pulled him out in Feb of his Kindergarten year and started homeschooling.

We got several Dx from several doctors stating profoundly gifted/Quirky.....our last Dx was Twice Exceptional. (Profoundly gifted-with learning differences in dyslexia dysgraphia and executive functions...it might of stated processing delay, I can’t fully recall.

Everything that describes HFA he does...to some degree...I really don’t see much difference between 2e and HFA.

He is now 14 and starting to show signs of depression, isolation, lack of motivation.

We have decided to enroll him in public high school for the fall.

He says he is very nervous but also excited at the possibility of making new friends.

I have been his teacher for the past 9 years. He will need some accommodations in the areas of timed testing (causes anxiety and blank mind) He will also need organizational / executive functioning skill help, ideally very little to no homework would  be nice, as the whole high school day might be stimulating enough and honestly candidly we are more concerned with integrating over academics at this point.

Can you please help me plan out what accommodations I ought to ask for to set him up for success in high school?

~~~~~~~~~~~~~~~~~~~~~~~~~~

So here’s my story. My fiancé and I met September 2018. Everything was so great I knew he has aspbergers but that didn’t bother me. He also has 2 children , didn’t bother me. We got engaged in December and I moved in fully in January 2019. Everything from there is when i have been noticing his asperger traits coming out. He puts me down jokingly it doesn’t bother me anymore.. he has outbreaks of anger when he’s overwhelmed (not toward me unless I hound or confront him) and I haven’t been the best I can be for him. I get mad and yell at him when he can’t understand me, I get depressed emotional and I just don’t know how to react I’m still learning. Beginning of March I caught him txting a girl (some random girl he had a thing with nothin serious) I didn’t get to read or explore I just didn’t want to know anything . After he asked me to come back he explained that his sister knows her and the girl has just been talking about him and kept trying to reach out so he did. He said it didn’t feel right and that he would never do it again and that he knows they will never work out. He was just curious as to why she would keep saying things and wanting to talk to him. so I am absolutely terrified. He’s explained to me he wouldn’t ever cheat and it’s not his intention.He always always shows me affection and we have a sex life he isn’t really distant other than not txting me as much during work (as I say he is comfortable enough he doesn’t need to blow me up anymore ) but me being me I keep constantly bringing this girl up because of what happened I never got a full answer and as I know now he can’t really explain or express anything . He doesn’t know why he did it he says. 😞since then he has unblocked her on fb once but (she has him blocked from messaging her) and he knows I always check to see if it’s unblocked and he stated he did it to piss me off because I started screaming at him so I am trying to stop getting mad at him and stop fighting over stupid things ... I really want to believe this isn’t going to happen again. He hasn’t talked to her or unblocked her he did open up and tell me he was just upset and thought I was done.. I know my best friends husband has aspbergers and she keeps telling me I need to lay off just let it go and let it be or I will push him away. He has never once told me to leave him he is always always affectionate there hasn’t been anything weird or distant other than when we have disagreements. She feels I am pushing him away by not letting the little things go 😞and I want to learn to be his PEACE but I also don’t want him to want someone else. He has not ever once said he didn’t want me he never once has not spent a day with me since September we have gotten through so many obstacles AS A COUPLE and he knows it he always says I love you. I just need some advice on what to do. What to say what not to say and to see how to go about going forward.

~~~~~~~~~~~~~~~~~~~

Our 13 year old son has just been diagnosed as an Asperger’s teen after having a psychological exam (WISC-V). His school recommended he get tested after several behavioral issues at school. The examined revealed he is “twice exceptional.” We always knew our son was quite intelligent, but had not noticed anything unusual in his earlier years. It was not until middle-school his behavioral issues surfaced.

I am looking for suggestions on how we tell our son about his condition. The psychologist apparently did not explain anything to him. I asked my son if the psychologist explained or told him anything about Asperger’s, to which he replied “no.”

~~~~~~~~~~~~~~~~~~~~~

Hi Mr. Hutton,

I'm intrigued and interested in your work and ebook, as we have a 19 year old still at home that we've been trying to motivate to move forward in life.

Our challenge might be a little different though, and so I'm checking in to see if your methods are the right fit.

We've been facing some pretty intense challenges around his being targeted by an online cult, and the experts on this tell us that as long as he is still with us and hasn't gone to
be with the cult, we still have a chance to undo the brainwashing they've done to him.

It has been a terrifying two years, and we're treading very carefully.  We've helped him get a car so that he will begin looking for a job, and he has verrrry slowly applied to two at this point.  He has one interview with a crime scene clean up company...which in and of itself is something we cannot imagine him doing, but he's dead set on it.

So, while we want to encourage the life skills and the independence, we don't want to alienate him so that he moves towards this dangerous cult and leaves to be more enmeshed with them.

My question to you is, have you encountered anything like this before, and also, do you think your ebook can still help us without alienating him and potentially risking him getting more deeply enmeshed in this potentially life-threatening group?

~~~~~~~~~~~~~~~~~~~~

My HFA child is seven. For the past few years, we have had fun encouraging his obsessions or special interest due to the positive nature and results it brings. When he wanted to know everything in the world about dinosaurs, it was fun to read tons of books from the library and watch him impress people with his knowledge of different species.
Recently, however, he has started to obsess over violence. He is constantly asking me questions about movies he isn't allowed to watch, like Deadpool, Venom, or Chucky, and drawing pictures of villains. At first, I would answer him by saying things like, "Deadpool curses and we don't want you hearing those words." or "Chucky hurts people and seeing that doesn't make me feel good." But I notice he is asking me how Chucky hurts people or if Deadpool shoots people. He wants specific details. I don't want to lie and I want to help him face these fears, but I am reluctant to answer many of these questions.
I know he has heard of these sorts of characters at school and I suspect he is obsessing because he is anxious about their actions and/or wants to be able to talk to his peers about them when they bring it up as a way of socializing. He has never seen Deadpool or Venom or Chucky, and yet I notice him asking kids he has never met in the grocery store or other social situations if they have seen it. When they answer yes, he starts drilling them to find out all the details of the movie. If they answer no, he immediately tells them that Deadpool kills people or venom eats people. He doesn't see that this scares them or why it's bad to get a scared response.
As I said, in the past, we have dealt with his special interest by finding a way to use it to socialize or make it positive. How can I do that here? How can I relieve his anxiety and answer his questions without making him seem violent to others or encouraging him to focus on violence?
I don't want to give him the gory details of our violent culture but I don't want to leave him in the dark to deal on his own. How do I talk to him about this?
Your website and videos have been so helpful in the past and I have scoured the internet looking for the answers but this time I can't find it. Please help me by answer this for myself and other parents in the same situation.

~~~~~~~~~~~~~~~~~~~~

Hello Mark,

Our son graduated high school last spring with an over all GPA of 3.7.  He was MVP of the year in soccer his junior year. From anyone looking in from the outside, no one would ever know he had once been diagnosed with ASD. He was ‘recovered’ with intense biomedical intervention by age 8. But still had problems making friends. He is the youngest of 4 sons.  He got very sick last year and was unable to start college. We got that figured out finally, but as he started getting well, this spring, getting ready to sign up for college, he suddenly became super depressed, stopped taking the supplements that were helping him, etc I think you get the picture. This is not the first time that change caused him to hit a brick wall, but we forced him to do it and he got through it, but it was aweful. His first major brick wall was going to a new school in 9th grade (his brothers were there). Then me forcing him to go to soccer camp for a week the summer before his junior year because I felt he needed that experience away in that type of situation. Our other sons had all done 4 h camps, traveled with other various groups like kids and teenagers do, but Zack had always flat our refused to do anything like that, and I felt that in the end, it would help him. We thought he was over that, but now seeing what we are, I finally have understood that he is sabotaging his ability to get well because his once again, terrified of the change of going to college where he does not know anyone and it is the ‘new’ situation.  He does not live with us, we have a house near campus we bought that our others sons have all lived in. 2 still live there, but one just graduated college and will be out soon. The other son still there will probably be out by the end of summer.  Zack wants to come home, we don’t live that far, 10 miles. But part of what made him sick is a mold problem we have in our home and we don’t want him back in here in the mold and  as of right now, we don’t have the money to remediate, we are hoping to by the fall, have the money that is. But we still don’t want him to live with us, we want him to be in college, getting on with his life.  We need someone to help him find a way to make this transition. I don’t know that it is us that can.

I know you don’t know us, or our son, but we are at a loss and broke.  Our son has an appointment with a counselor tomorrow, but now I am not so sure I have pick the right counselor for him to see. I think the most important part as of this moment is for our son to even admit that it is his fear of the ‘new’ that is the problem, not this new imagined thing he has that has stopped him in his tracks and he has said he can’t go forward in life.

Any advice you can give us at this point is greatly appreciated.

~~~~~~~~~~~~~~~~~~

Mark,

I’ve have learned a lot from the sharing of your insights and clips of seminars. 

My husband, Scott, and I have been married 21 years, and all the pieces came together recently that I believe he is HFA.  He joked about taking a test at the end of last year that scored him on the spectrum.  After a series of signs, I finally began investing if he may be.  When I finally did, I couldn’t believe ther the wife’s experiences I read could have easily been written by me.  Best way to explain it is “grief-relief.”

I shared my belief about him possibly having HFA, and gratefully he was receptive and agreed.  It has been a bittersweet journey and am proud to say we’ve survived prior to putting a name on it. 

We met when we were both around 26 and married around 30.  God blessed us with an amazing daughter...now 14...that reminds me of why we are together and will continue to be. 

What are the next steps to beginning counseling?   You reference $49.00 to be paid at some point.  Is this the fee per 30 minute session?   Just want to know so can budget.

~~~~~~~~~~~~~~~~~~~~~~~~~~

Dear Mark,
I am a psychotherapist and I specialise in NT/Aspergers relationships, breakdowns and high conflict divorce as part of my work.
I have found your work very useful over the years when assisting clients. I would like to professionally chat to you at some point to share experiences of dealing with NT spouses and the fall out after divorce and separation on both parties. Your insight as to the empathy we have to have with aspergers adults and NT adults alike is so true and this compassionate stance is one that I also adopt. It is healing for all.
Apart from the professional growth that we both might benefit from, it would be useful to have a link in America and Australia where clients bight be referred to. Apart from getting help from someone closer to home, the international time barrier is an issue for me as I work in the UK.
I would also like very much to site, in full, a reference to an article that you have written, about the intricacies of parenting with an aspergers adult found on the Neurotypical site.
I look forward to hearing from you.
Kind regards,
Sarah Morris

~~~~~~~~~~~~~~~~~~

Mr. Hutten,
My son is 13 and  he was diagnosed with Asperger at age 6 by specialists.  His school however re-evaluated him and admitted him to to their  special ed as “emotionally disturbed”. For 6 years I believed that he was just that. Last year though, Sam, my son, showed me what he had just researched online, and read aloud all Asperger symptoms to me. Then he said “check” after almost every single one he had read. From then on, it  all started making sense. Now, the school wants him to go to a Neuro-Psychologist for another evaluation, because they can not correct their own diagnosis from  7 years ago. I am really disappointed because, based on what my son tells me, they are just clueless as to how to help him.
They make him feel like he was under an ongoing investigation, keep track of  his meltdowns and “alarming” behaviors. Blow things out of proportion to the point that my son feels like a “suspect” at the  school. They often  call him out of a  class in front of other kids to go to the Counseling.  In counseling he doesn’t feel comfortable because all they do is pick on his wrong doing or disturbing dreams or the violent drawings he makes. He started drawing pictures on his assignments papers that teachers found disturbing. Now they are calling on another PPT meeting. They have those goals and plans and schedules that don’t help. Sam feels isolated  and misunderstood. All he  wants is to avoid the  noise and chaos and be understood.
His father refuses to have him go thru another of those evaluations, he just wants the kid to be left alone, and give him room to just grow and mature. He doesn’t want to believe that his son is autistic. I just want to help my son but don’t know how and where to go for advise. I am surprised that I can’t find anyone who can relate to our situation and help. That’s why when i found your website it was like a god sent. I hope you will get this email and be able to let me know what do you think I should do to help Sam.

~~~~~~~~~~~~~~~

I'm mother of four. The eldest is 21, Asperger's, adhd, dyspraxia and tourettes -some verbal, some motor tics. Jack is "complex" he's come out as bisexual and is now dressing as a male with fake boobs and girlie clothes. Shaving plucking preening is his daily task. Now we are pretty open minded parents bit our Jack is still very vunerable but doesn't seem to understand how as he is very nieve. How much do we allow him to preen and prime himself for his "night out". And at what point do we intervene? It's a confusing time for us. As although Jack is 21, he's much younger when it comes to the real world. Is this something u could help us with??

~~~~~~~~~~~~~~~~

I’ve been in the FB group for women with ASD men for a few months. I feel like I have a very solid understanding of ASD, my husband, and my situation. However, this evening I decided it might be worthwhile to get a “second opinion” (my opinion being the first. There’s a lot that makes sense to include, and a lot that’s relevant, but I don’t want to be up all night, and I assume you want to have a life, so I’ll try to distill it to what’s really key, then we can communicate further as needed.

In a nutshell, the question to consider is whether my husband can be persuaded to re-engage with me (and ideally a therapist) regarding the relationship.

I’ll start with the basic data:

My husband (Pushkar): 43, born and raised in India, moved to Germany, then the US. Recently naturalized. Software engineer turned MBA. Undiagnosed ASD. He’s very good at masking in most situations, to the point where even he isn’t aware that he’s doing it. To me, it’s absolutely undeniable.

Me (Jennifer): 40, born and raised in Dallas, went east for college, west for grad school, then parked it in California for many years working as an environmental geologist. Previously married, but no kids with my first husband. Potentially relevant is that I have a hx of treatment-resistant MDD, and I have chronic migraines. My last bout with MDD occurred in 2017, and was largely triggered by long-term stress of being the sole caretaker of the girls, the older of whom is autistic. Pushkar is largely checked out.

Child 1 (Rita): 7, ASD, VERY VERY ADHD, GAD, starting 2nd grade in a few weeks. Mainstreamed in public school, very bright, but has significant self-care deficits (not toilet trained, can’t eat — tube fed), and almost nil executive function. Restrictive/repetitive behavior and speech is pronounced, particularly perseverative speech. Of course, social skills are lacking. Meds are on board but nowhere near adequate. It’s a work in progress.

Child 2 (Leela): 4.5, NT, significant anxiety but no diagnosis, will be starting preK in a few weeks.

Pushkar and I met in late 2010, started dating 1/1/2011, got married 11/10/11, Rita was born 3/20/12, and Leela was born 10/24/14. You could say the relationship moved very quickly.

There was a time when I told Pushkar I was moving out with the girls. He said the one thing that could change my mind: he wanted to try counseling. He had previously declared he would not go to a therapist under any circumstances. I had asked him to go to therapy only weeks before, and he declined. When he realized he was losing his family, he changed his tune.

Therapy wasn’t that helpful. However, a month or two in, Pushkar finally started to get his head around Rita’s ASD diagnosis (one year later). He asked me how autism is defined, so I showed him the DSM-5 criteria for ASD. He read them, looked up, and said, “this is me.” No kidding. That’s what saved the marriage. From that point onward, we could explicitly address our different neurologies and work on issues in those terms. Since our daughter’s diagnosis, I’ve been doing my best to educate myself on all things autism, relying heavily on perspective taking (ironic, I know). I’ve read quite a few books by people with ASD to help me understand the experience. I also spent time working with and being trained by therapists and reading books about teaching relevant skills. I was able to apply the lessons I learned for Rita to Pushkar.

After making some phone calls, I found that having him formally evaluated wasn’t worthwhile. However, he did start working on social with Michelle Garcia-Winner.

I hit my rough patch. It was a tough time. Couples therapy and social therapy for Pushkar stopped. We moved from California to Dallas, where my family is. We didn’t have a support network in CA. Eventually I got back to a good place mentally, and stayed there.

At one point I asked Pushkar to return to counseling together, and to arrange to continue working with Michelle. I don’t recall what exactly prompted me to make that request.

Well, counseling wasn’t helpful, and after one meeting with Michelle he decided he didn’t see the point in social. He told me that he was not autistic after all. He had been mistaken. There are no problems in the relationship. The only problems exist in my perception. He would do no further work on the relationship, and he would not do anything more with therapists.

To me, that was the end of the relationship. He told me he wouldn’t put any further effort into it. If one person refuses to participate in a relationship, it isn’t a relationship. I realize he doesn’t understand it that way.

As it stands, I’m stuck in a holding pattern. I have a roommate, not a husband. I can’t leave and take care of Rita as she needs. Mostly, it’s tolerable, but it’s just trying to coexist, mostly. He isn’t a bad person, just uninvolved.

I’m quite certain that he meant it when he said no more effort, not autistic, no more therapy. One of my first efforts after that was to try to be clear that autistic means different, but not lesser or flawed. If an autistic person is lesser than a NT person, Rita would be lesser than Leela. That isn’t the case. Both kids are equally wonderful. They’re just each wonderful in her own way. It didn’t help.

I’ve basically given up at this point. At the same time, I still live with him, and it’s the only semblance of a relationship I can have, with our being married. Maybe it would be worth trying if I could convince him to come to the table. I don’t see a way to do that.

Thoughts?

~~~~~~~~~~~~~~~~~~~~~~~~

Good Evening Mr.Hutten,
My name is Angela. I saw your website and wanted to contact you.  I am a mom to two boys.  My one son is a 17 year old boy starting college in three weeks.  We have never had difficulty with him.  My younger son, however, has been difficult since he was two years old.  He is 14 years old, and has been very disrespectful to us as well some teachers at school.. He has been seeing a counselor since he was 10.   He is a very social young man with many friends.  We have had an ongoing (2 year) argument over the issue of a curfew.  We have a set curfew for him, during the school year week days he must be home by 9, and 10 on the weekends.  In the summer, we gave him a curfew of 10 on weekdays and 11:30 on weekends.  This however, is not good enough.  He has now begun to sneak out of the house.  He has been caught twice; once he was brought home by the police at 3:30 (he a his friends were riding their bikes on a main road), the other time he was caught coming in at 3.  We have grounded him, taken away his phone and video games.  He was complaint the first time he got caught and we thought this would not be an ongoing issue.  We were, of course, wrong.  I know it sounds like a cliché but we are at our wits end!!  We just don't know what to do.  We have resulted to adding door alarms and motion detectors in our home to keep him home.  Any advice would be much appreciated.

~~~~~~~~~~~~~~~~~~

Dear Mr. Hutten:

I'm a 71 year old man who was diagnosed with Aspergers just 5 years ago.  After 15 years of counseling (with many psychologist/therapists) and many drugs for social anxiety, stress, depression, etc... I finally know why I am the way I am and why the therapies and drugs didn't work.

This condition explains why I've lost multiple jobs and have been rejected by so many people (including "so called" friends)  My wife of 31 years finally gave up on me and divorced me in 2007 after our children grew up and left the house.  My 3 adult children abandoned me as well.

After being able to keep my last job for 11 years I was "retired" last year.  Although I hated the social aspects of the job (I was in marketing!!!), I was able to keep going emotionally by staying busy and having a good income.  Now I can't get a new job and just sit around getting more depressed with each day.  Suicide is looking like more of a solution every day.

My two younger children finally contacted me several months ago and wanted a "positive" re-connection.  I wanted them to know about my diagnosis and how Aspergers made me a lousy husband and father.  I sent many of your (and other therapists you tube videos) to them hoping they would help understand and accept me as I am.  It hasn't worked as I hoped.  I doubt that they even viewed them or don't understand that Aspergers applies to me. They still avoid me.

Right now I'm trying to find a local therapist who understands Aspergers in adults and can help me strongly get a real relationship with my children.  Most of the ones I've contacted only deal with children and very young adults.

~~~~~~~~~~~~~~~~~

My granddaughter "C15" came to live with me when her mother's boyfriend became physically abusive a year ago. CPS opened a case, but determined that the family could handle it. No, we can't. C15 has had counseling and professional help, but this has only made her more like an OCC kid. She seems stuck in her pain.Yesterday violent language became destructive acts, things were broken, she injured her hand striking the door. We called the cops, and I took her to the ER. How do we defuse this? It seems we may need to file something like a PIN, and her mother wants her to be placed in a group home. C15 has expanded her opposition to everyone in our "toxic" family, and became violent when I told her she could not live with her new boyfriend and his roommates. She wants us to just not report her as runaway, because the legalities and parental responsibilities are only a problem for us. She can handle this herself. After all, we don't really want her a t home a nyway.

````````````````````````````````````

My son is 16, a high school junior, super bright, loved by teachers and all adults, and liked by his peers though he stopped really socializing in middle school (except a little through Minecraft and Pokemon Go). Though he is not athletic and is 99% focused on computers (developing games more than playing them), he is a Boy Scout and looks forward to a weeklong summer camp every year. That, and campouts during the year, is really his only outdoor activity, and we are so grateful for it. He had a very difficult time in middle school, driven mostly by his sensitivity to the structure and his own restrictions about how things should be, for example insisting that he had to get 100% on everything or be 2 minutes early for class – anything else was a failure. He developed a lot of OCD traits in an effort to be able to control something. It was one of those situations where he held it all together in class and was highly regarded, but lost it at home. It eventually led to a psychological evaluation and placement in a new alternative high school program that offers high level academics in a less overwhelming setting. He takes medication for anxiety and depression which I would love to get him off of.

He has been diagnosed with Aspergers by some professionals, though he is not a clear case (is anyone?). His main traits are discomfort with his physical self, rigid thinking, and hyperfocus on his interest. He is not especially socially awkward, though he is shy. He is empathetic, understands social cues for the most part, behaves appropriately in social situations, makes eye contact, etc. In our initial psychological evaluation the Dr said he did not have Aspergers but he was on a superior intelligence scale that created some behaviors that mimicked Aspergers.  We haven’t shared this diagnosis with him explicitly because we don’t want him to grab on to a label, and many of the traits do not describe him.

Anyway, the issue is that he is brilliant but has no desire to go to college, work, or plan for an independent future. He is gifted at computer programming and game development, as well as other skills like teaching and analysis, but he does not see any reason he should ever have a job. He believes wholeheartedly that his current “hobby” (my word, not his) developing games for a small online community that shares games made using pieces of other trademarked games (which therefore cannot be sold) is his sole purpose in life.  We have talked ad nauseum about many educational opportunities beyond a 4-year college and have no issues with him pursuing a degree online, commuting to a local private or community college, going to a trade school etc. We also emphasize that opportunities abound for jobs beyond a traditional 9 to 5 desk job. We talk about the benefits of independence and supporting himself, etc. He has no desire to leave our house and has been resistant of any moves towards independence including driving, puberty/relationships, or showing any competence through chores.

I’m sure we have indulged him too much, not requiring much of him beyond going to school, but he’s 16 so it’s hard to push him to work etc . We have seen some changes come over time, very slow maturing, but it does happen. Punishments are difficult – he doesn’t have much he wants/needs and if we cut out electronics, it turns into a pointless war, and frankly, that is where he finds his talents, identity, and some online friends. We just try to provide some alternate experiences but there isn’t much he likes to do. When we talk about supporting himself someday, he goes right to the worst case worried that we will throw him out to a point that the conversation becomes fruitless.  We lean on outside forces for encouragement as much as possible as he is more likely to act on another’s request than ours, but his response to others is starting to dwindle too. 

While a lot sounds like an average spoiled entitled teen, I really don’t believe that is his intent. With his rigid thinking, he just sees something as he sees it and cannot consider an alternative. Our discussions are so frustrating because they don’t move him at all, and even when he is anxious about something and is able to get through a situation without that anxiety coming to fruition, he doesn’t learn from it, just holds the same anxious thoughts. His therapist is having difficulty seeing much significant change as well.

Do you have any thoughts on how to spur some motivation in him, or help him at least envision a future? The worst part is he really doesn’t see much of a purpose in life, not in a depressed way, but just blind to it. Part of me thinks he’s just behind emotionally and will eventually mature into it, but the other part does not want to be a hands-on mom forever. (He has a younger sister that is influenced by this as well).

~~~~~~~~~~~~~~~~~~~

we are experiencing a family crisis situation with my 15 year old son, Ben, who was asked to leave our home and stay with his grandparents for a few nights after being verbally abusive - but refuses to come back home after 10 days. I'm sorry if you have covered this situation in your materials, but I did a search on your site and was unable to find advice about teens that won't return home. It makes it very difficult to implement your strategies
A little background:
We had just received feedback on a psychological assessment done on Ben, and he had not been diagnosed with ODD, but rather GAD (Generalized Anxiety Disorder) which presents itself with irritability and acting out behaviours at home. But your descriptions seemed to fit Ben perfectly, so I decided to purchase your resource in the hopes it can change our family dynamic.
I am the stricter parent who sets lots of limits (without the poker face), and my husband is more of a conflict avoider - but we try to work together within a family contract  to set guidelines for Ben. Ben resents me and hate restrictions, and has always been more bonded to my husband. To be fair, I probably am too critical.
In the last month, Ben has destroyed some property (a lock box, smashed with hammer) and last week was very verbally abusive to me when I suggested he take a break from his screens (after 5 hours in a row) and come and eat and tidy up his mess. This type of behaviour had been building over time, and I was fed up with his emotional explosions. I asked Ben to leave the house and stay with his grandparents (they live next door and he gets along with them well) for a few nights. Typically in the past, Ben will take a while and then apologize and we can move on. But this is the first time that I have asked him to leave the house, and he initially refused as he didn't want me to 'win'. But now Ben has been staying at his grandparents, mostly just sleeping overnight, for 10 days, and refuses to talk to me or come home to live with us. He will come home and visit with my husband during the day (my husband is a farmer) when I am at work, and has been enjoying a hassle free time at his grandparents, and he also works part time - but he is stubbornly refusing to come home to live. My husband gives him rides to and from work, and he has been eating here during the day and picking up more clothes when I'm gone to work.
Do you have any suggestions on how to handle this situation? I feel awful that my family is fractured, and would really like to try your suggestions, but I'm not sure whether we should be pressuring Ben to come home so we can try to work on our family relationships. 

~~~~~~~~~~~~~~~~~~~~~~~

Hello,
By Grace, I found your video on Youtube.  My name is Naomi and I suspect my partner is on the Autism spectrum, possibly affected mildly by Asperger's.  Since being together there has always been something not quite right, though I cannot put my finger on what exactly the issue is. We have been through many counselors, but not much has changed pertaining to our ongoing issues. He seems to not be able to understand my needs and may be unable to meet them. He is very easily overwhelmed, and he continually tells me “you are stressing me out”.  I cannot talk to him about important or significant things. It seems to rarely be a good time on his part for us to talk, and he seems to bail out of the conservation or become enraged. One previous counselor stated that my partner has a “personality disorder” and recommended Cognitive Behavioral Therapy.  However, my husband does not see an issue with himself and did not follow through with Cognitive Behavioral Therapy, he agreed at first, then declined after we left the counselor’s office.  He tells me “I’m different” , “I’m sensitive” , “ don’t try to change me”.  I have been emotionally scared and emotionally separated from my partner for years. We are now separated, yet we talk to each other mostly every day. If our issues could become better, I would rather stay with him than to start over with someone else.  We have been in each other’s lives for close to 16 years.  Throughout all this time, I have been praying and hoping that we can communicate better and that our relationship would be better. I have been the one to seek help through all the different counselors but now, I am financially and emotionally drained. I am beginning to let go. I don’t really want to let go, but I need to have a safe and emotionally stable relationship - a good environment for myself and  future children. I would have liked to have already started a family instead of holding out waiting for so many years  for things to get better with us.  Now after close to 16 years, I don’t want to wait in vain any longer. I am thinking with my head now instead of my emotions.  I may be running out of time for things to be better between us. However, seeing your video gave me some hope and interest to reach out to you.  Can you please tell me about how your sessions work, cost etc…

~~~~~~~~~~~~~~~~~~~~~~
Hi Mark,
I am an NT wife married to a man who I just realized is on the spectrum...I was about to leave him and move out. I had consulted with an attorney about divorce. Yesterday I  bought your book (which I have not even read yet!) and I listened to your audios..and I feel like my eyes have been opened! I thought my husband was ignoring me on purpose and just being a jerk on purpose...and now I see that he truly is mind blind and is not doing this to hurt me! I had him take a quiz on line (Online Alexithymia test) about mind blindness and was blown away by his answers to the questions and the results.  I told him last night that I am not going to move out after all, and want to stay and work on my resentment and try to be more understanding.

I have a question...your page said that parts 1-3 are excerpts of a 4 hour presentation.  Is the rest of the presentation available also?  I have learned so much from parts 1-3 and want to learn even more.

Thank you so much for what you do!

~~~~~~~~~~~~~~~~~~

I have a question about my 16 hear old son. I'm at the end of the 2nd week of assignments. I know I'm supposed to wait till I've read the whole book but I need to know how to handle a certain situation.
Last night I gave my son a whole list of possible chores and told him to choose 5 for the week. (He doesn't presently do any) He refused and we had a huge fight. I kept very calm and didn't rise to his provocations.
He threatened to move in with one of his married sisters and I said that's fine, but no one's kicking you out. It's your choice.
In the end, he backed off of moving out.
My question is this, he has a couple thousand dollars in cash in my safe. He insisted that I take it out and give it to him, because the consequence of not doing any chores is that he won't get his allowance anymore. So he wants that savings money for his expenses. (I didn't take it out, I said I would do it today)
My husband thinks it's a huge mistake to give it to him. He feels that if my son ever gets mad enough to break something, we'll have his money to cover the cost. In the other hand, WWII is likely to break out if I don't give him his money that he worked for.
What should I do?

~~~~~~~~~~~~~~~~~~



Hi Mark, I am a member of your team, who got waylaid and disconnected from you for a while. I used your "out-of-control-teen" program at the time. My son is now a good and talented young man, who is writing and recording his own music. That said, he is having difficulty "launching". It seems to me he lacks confidence. I do have problems not worrying about his language processing difficulties, and learning disabilities. We are older retired parents, and need some coaching. I also believe my son needs a mentor in his music and career goals. Thanks for all you do.

~~~~~~~~~~~~~~~~~~~~


Hi Mark,

I have recently been told by a PSYD that I am on the autism spectrum.  I am waiting for her report and, of course, doing a deep dive into Aspergers/HFA.  What I have learned so far deeply resonates with my life experience. 

I'm 55 and have been married for almost 32 years.  I have damaged my marraige severely and want to save it.  My wife is willing to do Skype counseling with you and me if possible.  Now that I understand what I have I can deal with it as a whole and also get some understanding from my spouse.

I have a nephew with autism and possibly a second nephew.  My siblings and I suspect my father had Asberger's.  I have similar characteristics to him.  I am even wondering if my mother had it, too.

People have been upset with or vindictive to me in work situations and I don't know why because I purposely try not to offend people.  The latest blow to my being was being laid off a week after my award winning plant-based drinkable yogurts were debutted.  It send me into a deep depression which I am slowly climbing out of.

Please let me know if you can help our marraige.

`````````````````````


Hello Mark,

I am the wife of an undiagnosed HFA husband.
The key is undiagnosed. I don't even know how to bring it up, as the three times I've dared say anything related to Aspergers, it has been a huge fight. He gets very defensive and then starts saying hurtful things to me.

I am at my wits end and our marriage is hanging by a thread. He finally agreed to counseling, which is great. I'm having a very challenging time finding a counselor who is well-versed with ASD/HFA because the other four counselors' (three of which I saw solo) advice has made things worse. I really need someone who can give appropriate advice, as I am trying to save this marriage (just three years). And also someone who can find his motivation for change, as he will agree to things in theory but not apply it (we had counseling prior to getting married and he did go but really didn’t apply anything).

We are not at the same location for the time being. It's not relationship-based; just good timing for me to help out family and such.

````````````````````````

Hi Mark,
My son and I got into it about him needing to wash his dirty dishes before I took him to the mall yesterday. He refused. I stayed calm and poker faced and let him vent, but I stood my ground on the consequence, which was not being able to go shopping.
I went out for a few hours and when I came back I realized he was gone. I called around and found he had taken a taxi to his married sister. He slept there last night and went to school from there. I texted him that I love him and that I'm glad he has a safe place to cool off, but that he nerds to let me know where he's going. No answer.
He went back to her from school tonight. My daughter thinks I should go over and talk to him, but I feel it's just going to give him the impression that he's in control again. I asked her to let him know that, although he's welcome to visit now and again, he really needs to go home and work things out.
What should I do? Was I right or wrong in how I handled it? What's my next step?


~~~~~~~~~~~~~~~~~~~



Dear Mark,

My sister, who is nurse, and passed along a link to your website in hopes that I may be able to read some of your E-books; she feels that my 19-year-old daughter may possibly be in the ASD/HFA spectrum.

Are you still selling the E-Books? Since there aren't dates on your website, I wasn't certain, so I wanted to reach out to make sure before I give out any credit card number to anyone or company.

Would your E-Book, Parenting Children & Teens with HFA help me to identify if my 19 yr old daughter is in the HFA category? Diagnosed with ADHD/Inattentive/ Mild Dyslexia (from comprehension and phonemic perspective),and Anxiety, she's always had difficulties in school since 3rd grade. Reading Comprehension, Remembering and Testing was always very hard for her, as was Social Cues/ Interaction with children her own age. She was bullied a lot (unbeknownst to me for a long time--so much for the kindness in Catholic grade school!) which she confided to me years later and is likely why her self esteem is so low. She tends to withdraw rather than deal with what she may feel is a chance of rejection as she is super sensitive. ( I was told this may be a "Rejection Senstivity Dysphoria" by one psychologist; however, it seems to be a common trait for both ADHD and ASD kids?)

What I didn't realize until perusing your website (a lightbulb went off in my mind) was how her much her sensory functions were affected and how this is also common in those teens with ASD...lights are too bright, sounds are too loud, doesn't like showers they bother her, etc ...I'm wondering if her ADHD really is ADHD, or if perhaps it's Aspergers or a combo of both? Does one need to be tested per say to get this diagnosis? (The Aspie is all new to me but she has several traits that overlap.) 

Along those same lines, she doesn't seem to have many interests and does not connect with the few close friends she has. She doesn't act depressed as her spirits are actually decent (she's on antidepressants as well as Vyvanse for the ADHD), but just doesn't seem to care or is apathetic if she interacts with anyone at all (including my husband and I.) She seems to be using an "avoidance" as a mechanism for everyone and everything as she doesn't want to hear about her issues (we annoy her it seems) and I'm wondering if this too, is common with ASD, and if so, is this discussed in your book? Or in your Teaching Social Skills/Emotional Management Ebook?

What complicates things is that she has dealt with a chronic medical condition (IBS-C & chronic anemia) but was able to function with that and school in the past. She did graduate from high school. But this year, sophomore year at our local community college, she just dropped out because she said she just "can't do school" it anymore, is exhausted/tired all the time (even with the iron meds)and was very very anxious. My husband and I will be bringing her to a few new doctors to see if we can better assess what's really going on with her, from a physical and mental health perspective. However, I can't help but wonder if the college aversion and /or avoidance is common on the ASD spectrum? While her medical condition is a factor, is it possible that this avoidance/aversion to school and people is also due to ASD/HFA? Is this commonplace?

``````````````````````````````

Hello, I am stuck here and am having trouble with process this. My husband has a hard time accepting constructive Critism. He will make excuses and blame anyone and everyone instead of taking responsibility. I could record him or even show photographic proof of a habit he has that is unproductive and hurting his family or something I’d like and have proof he will still find a reason to blame anyone but himself. Is this a aspergers struggle or is he using manipualtion?

``````````````````````````

I found your information regarding Neurodiverse couples online. My husband is 50 years old and Was informally diagnosed with HFA in July of this year.  He readily accepts the diagnosis and was somewhat relieved to know that his behaviors/experiences has a name but we are having issues as a couple and he is t really doing anything to learn more about the problem.  Do you do online counseling or is it more of a coaching strategy? We need practical help as HFA has wreaked havoc on our relationship as well as therapeutic intervention as I believe I am resisting the work it takes to make this relationship succeed (eg I am falling into old communication patterns).
Any direction is appreciated.

``````````````````````
Dear Mr. Hutten, I have bought several of your books and read your articles on the computer. In fact I have been following you for years and appreciate your expertise. My daughter and her husband adopted two babies from Kazhastan who are now 13 and 16. The 16 year old is doing fine and the 13 year old has aspergers. My daughter and her husband are both teachers and keep up the best they can with any new information that would help their 13 year old son who is the love or their life ( along with his brother) and also greatly loved by his grandparents.

I am thinking they may need some help from you in the near future and I wonder if you would mind telling me how much your Skype sessions cost. I'm thinking they would need probably at least 6. I may be able to help with the cost of the sessions if I set money aside and made it available to them.  Thanks for any information you can provide.

`````````````````````````````````

I have been in a relationship with an aspie man for almost three years now. He knows he’s different but not that he has aspergers.

I have read almost 30 books on this and watched/listened to countless videos, podcasts etc and even had a few visits to a specialist autistic psych. This was all in order to learn about the condition and how to better our relationship and communications.

Over time he has made so many conditional rules about our relationship I now wonder if he even loves me or wants to be with me at all.

I am not allowed to see him Monday to Thursday because these are ‘work days’. We used to see each other on weekends but about 18 mths ago he said he needed to get chores done and couldn’t see me on Friday nights or Saturday. Then in feb this year, his 16 year old daughter and her 21 year old boyfriend moved in with him full time and when this happened he said he wanted them to settle in so I couldn’t come to the house.

I have seen him about 6-8 times in 12 mths.  He also doesn’t like talking on the phone and hardly texts me (his preferred method of communicating) compared to what he used to.

I asked him about a month ago what I was to him and he said - well, someone I want to be with for the rest of my life. But, his actions don’t match those words at all. I am a very independent woman and definitely not needy but I do need some connection.

I seem to be someone he contacts when he needs advice or help and that’s about it. His kids ask why I don’t come to the house anymore.

I realise he has a lot of priorities but I never seem to be one of those even for some of the time. I feel like I am on a different planet to him and he is not letting me into his world.

We have never talked about getting married. We don’t live together. We haven’t even spent a weekend away because he always has an excuse.

I love him dearly but I feel like I am just having a relationship with myself and I am completely invisible to him.

Is there anything you could recommend I do to help us communicate and for him to actually realise I am alive and a person who occasionally needs a chat and a hug?

Would appreciate any guideance you may have. I have read your book Living with and aspergers partner and watched your YouTube videos.

Creating a Highly Effective "Behavior-Plan" for Children on the Autism Spectrum

"What are some of the parenting techniques that work best with children on the autism spectrum? As grandparents, we will soon be full-time parents to our 6 yo granddaughter (high functioning)."

Inappropriate behavior is common among many children with High Functioning Autism (HFA), especially when comorbid conditions exist as well (e.g., ADHD, OCD, anxiety). Knowing how to create and utilize behavior plans improves the home environment on multiple levels. 
 
The behavior plan is a great management tool for children engaging in unwanted behavior. It serves to teach and reinforce positive behaviors in the “special needs” child – and is a helpful way of documenting the success of the plan.

==> Teaching Social Skills and Emotion Management

Common behavioral techniques for parents of kids on the spectrum include:
  • Contingency Management: A child receives a positive outcome or reward if certain conditions are met.
  • Modeling: The special needs child observes siblings receiving rewards for appropriate behavior.
  • Planned Ignoring: The parent ignores the problem behavior to reduce negative attention-seeking behaviors.
  • Proximity Control: This technique involves placing the child closer to the parent (e.g., at the dinner table), or when the parent comes closer to a child who is at risk of engaging in unwanted behavior.
  • Signal Interference: This involves having a planned signal with the child as a reminder to redirect inappropriate behavior.
  • Social Reinforcement: This is the effective use of parent-attention and praise to promote appropriate behavior (i.e., catch the child in the act of doing things right).
  • Token Reinforcement: The child receives a “token” when a clearly defined target behavior is performed. Tokens can be exchanged for a wide variety of reinforcers (e.g., special privileges). It is easily administered with checkmarks or stickers. Tokens should be given immediately after target behavior is performed.





Creating effective behavior plans for kids on the spectrum:
  1. Describe the targeted misbehavior (be specific)
  2. Obtain a baseline measure of misbehavior (i.e., frequency or duration of misbehavior)
  3. Determine what causes the behavior
  4. Determine what is reinforcing to a child
  5. Consider additional supports that might be needed
  6. Define roles of those involved in the intervention
  7. Document everything
  8. Use positive recognition and incentives
  9. Clear and consistent house-rules and consequences are important and can improve situations and prevent many problems

Motivating the special needs child:

Successful behavior plans require the child to become motivated. A parent must first determine what motivates the child by interviewing him or her. Create a menu of potential reinforcers that you are willing to give, and allow the child to choose from the menu.

All parents want their children to be intrinsically motivated (i.e., reinforcement directly from performing a task). Unfortunately, some special needs children are not intrinsically motivated for a variety of reasons. Extrinsic motivators (i.e., reinforcement from outside the performance of a task) are often used to motivate a child to engage in a more appropriate behavior.

Some parents believe that children should not be rewarded for something they should be doing already. But, extrinsic motivators should be temporary. The goal is to motivate the child extrinsically until he or she begins to feel success, and then use intrinsic motivation when the behavior is changed. Extrinsic motivators should be phased out over time to best allow intrinsic reinforcement to provide the motivation.

==> Teaching Social Skills and Emotion Management

An example of extrinsic-intrinsic motivation used properly:


A behavior plan is created for a special needs child who usually completes her school assignments – but consistently fails to turn them in to the teacher for credit. The child is initially rewarded with extra computer time each day she turns in her assignments (as reported by the teacher). After a few weeks of success, she receives a weekly reward for weeks that all assignments are handed in. 
 
She turned in assignments for the reward initially, but grades came up. Mom and dad were excited and stopped complaining, they gave praise, and as a result the child began to feel proud of herself. She became intrinsically motivated and no longer needed an extrinsic motivator to be successful with turning in assignments.

Evaluating the behavior plan:

After creating a behavior plan, it is important to evaluate the outcomes. With good baseline data, it will be fairly easy to measure the behavior again and compare. If the plan is working like it should, gradually encourage more independence from your child. If it is not working like expected, determine what is at fault, and revise and monitor closely. Behavior plans that are implemented inconsistently usually fail.





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

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


 COMMENTS:

•    Anonymous said... Having the same struggle at home and at school with 11 yr old son. Might have to try some if the suggestions
•    Anonymous said... I also homeschool and use gametime as incentive and reward for full day of school or whatever is required.
•    Anonymous said... I feel for you Tonya as we've had similar situations in our home with our 9 1/2 year old daughter. I've learned that work first before any video games or Ipod is the best result for us. We use that as a reward system instead of an entitlement and so far so good! Good luck!
•    Anonymous said... My son is 13 and he just acts like theres no one else that matters but him. He makes up reasons why he cant help us do anything..and just sits in his room playing his video games. If we do ask him to do something anything, he freaks out and yells at us. My husband is his step dad and thinks i should just spank him but i no that isnt going to work. Help how do i handle this.

Post your comment below...

Our Best Picks: Cool "Calming Devices" for Kids on the Autism Spectrum












Activity-Shifting- Part II: Helping Kids on the Autism Spectrum to Move Successfully from One Task to Another

Transition strategies are used to support children with HFA during changes in tasks, settings, and routines. These techniques are used before, during, and after the activity-shift occurs. The strategies increase predictability for the child, thus reducing meltdowns and tantrums.

Here are some examples:

Finished Box—

This visual activity-shifting strategy can be used before and during a transition. This is a designated location where children with High-Functioning Autism (HFA) place items that they are finished with when it is time to shift to a new activity. When it is time to transition, it is often helpful for these young people to have an assigned location to put materials prior to moving on to the next task. The box may be located in the child’s work area or in any center of the classroom or room in the home, and can be labeled with the word or a visual cue to indicate its purpose.

Often, children with HFA may prefer to complete a task before moving on, and this may not be possible due to time constraints. In these cases, establishing a location where the child knows he or she can find the materials to finish up at a later time or date may be helpful.

Objects, Photos, and Icons—

Using a visual cue during activity-shifting can decrease challenging behavior and increase following “transition demands.” For example, photo cues can be used during transitions from one classroom activity to another, from one room within the school to another, etc.

“First/Then” Sequence—

A First/Then sequence of information may be useful, because the children can see what activity they are completing currently and what activity will occur next. This may help a child transition to a location that is not preferred if he or she is able to see that a preferred activity is coming next. The “First/Then” sequence should be portable and move with the child as he or she shifts to the next task.

Activity-Shifting Cards— 

Some children with HFA may find that longer sequences of visual information are more effective in alleviating activity-shifting difficulties. These children often benefit from the use of a visual schedule that is located in a central area in the home or classroom. In this technique, they have to travel to the schedule to get the object, photo, or icon that describes the next activity or location.

Using the visual cue regularly helps these young people predict the shifting routine. The visual cue will likely be more meaningful to the child than repeated verbal cues. Examples of activity-shifting cues can include visuals that read “Check Schedule” and match to a corresponding pocket above daily schedules, and a picture of Snoopy that serves as a transition cue.

Visual Countdown— 

Another visual strategy to use prior to activity-shifting is a countdown system. Like the visual timer, a visual countdown allows a child to “see” how much time is remaining in an activity. There is no specific time increment used. This tool is beneficial if the timing of the activity-shifting needs to be flexible.

It’s often helpful for children with HFA to “see” how much time remains on a task before they will be expected to shift to a new location or event. Concepts related to time are fairly abstract to kids on the spectrum (e.g., “You have a few minutes”), often can’t be interpreted literally (e.g., “We need to go in a minute”), and may be confusing for these “special needs” kids, especially if time-telling is not a mastered skill.

Visual Schedules— 

The consistent use of visual schedules with children with HFA can assist in successful activity-shifting. Visual schedules can allow them to view an upcoming activity, have a better understanding of the sequence of tasks that will occur, and increase overall predictability. Visual schedules used in classrooms and home settings can assist in decreasing transition time and challenging behaviors during the shift – and increase child-independence during the transition.


Activity-Shifting: Helping Kids on the Autism Spectrum to Move Successfully from One Task to Another

"My child has a big problem with making transitions at home (school too). What methods do you use to help your child with autism (high functioning) to get accustomed to switching off one activity and on to another such as moving from a game to coming to the dinner table to eat with the rest of us?"

All children must switch from one task to another - and from one setting to another - throughout the day. At home and school, shifting naturally occurs frequently and requires children to stop one task, move from one spot to another, and begin a new task. Children with High-Functioning Autism (HFA) have greater difficulty in shifting attention from one task to another and changing routines.

This difficulty is due to a greater need for predictability, challenges in understanding what task will be coming next, and emotional discomfort when a routine is disrupted. A number of supports to assist children with HFA during activity-shifting have been designed to prepare these children before the transition will occur - and to support them during the shift. When shifting techniques are used, children with HFA increase appropriate behavior during shifting, participate more successfully in school and community outings, reduce the amount of time to shift, and rely less on adults for prompting.

Shifting techniques are used to support children with HFA during changes in - or disruptions to tasks, settings, or routines. The strategies can be used before an activity-shift occurs, during an activity-shift, and after an activity-shift – and can be presented verbally, auditorily, or visually. The techniques attempt to increase predictability for children with HFA - and to create positive routines around task-shifting, and they are used across settings to support these young people.

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


Task-shifting is a big part of any school day, as they move to different activities or locations. Research has indicated that up to 25% of a school day is spent engaged in transition activities, for example:
  • coming in from the playground
  • gathering needed materials to start working
  • going to the cafeteria
  • moving from classroom to classroom
  • putting personal items in designated locations (e.g., lockers)

Similar requirements for task-shifting are found at home as well, as these kids move from one task to another, attend functions, and join others for meals and activities.

Most children with HFA have problems associated with changes in routine and changes in environments. They have a strong need for “sameness” and predictability. These issues may eventually impede the child’s independence and limit his or her ability to succeed in community settings. A variety of factors related to the disorder contribute to these issues during task-shifting (e.g., problems in understanding the verbal directives or explanations that a teacher, parent, or employer are providing).

When a teacher announces that a task is finished and provides multi-step directions related to upcoming tasks, students with HFA often do not comprehend all of the verbal information. Difficulty sequencing information and recognizing relationships between steps of a task impact the child’s ability to transition as well.

These special needs kids often do not recognize the subtle cues leading up to a transition (e.g., packing up their materials, a teacher wrapping up her lecture, students getting their lunches out of the refrigerator, and so on) -- and may not be prepared when it is time to move. Also, children with HFA often have restrictive patterns of behaviors that are hard to disrupt, thus creating difficulty at times of task-shifting. Lastly, they often have greater anxiety, which can impact behavior during times of unpredictability.

The ongoing task may be more reinforcing to the HFA child than the task he or she is moving to – or a second task may be more demanding or unattractive. The child may not want to start one task or may not want to end another. Also, the attention the child receives during the transition-process may be reinforcing or maintaining the difficult behavior. 

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


Preparation Technique—

Cueing children with HFA before a transition is going to take place is a crucial strategy. In many settings, a simple 3 to 5 word “verbal-cue” can be used to signal an upcoming transition (e.g., “Time for a shower”, “Put your homework away”). This is the most effective way to signal a transition, because lengthy verbal information will not be quickly processed or understood.

NOTE:  Providing the cue immediately before the transition is “suppose” to occur may not be enough time for the child with HFA to shift attention from one task to the next. Allowing time for him or her to prepare for the task-shift, and providing more relevant cues that the youngster can refer to as he/she is getting ready to transition is much more effective. 





Along with developing predictable and consistent task-shifting routines, parents and teachers should also consider adjusting the activities that children on the autism spectrum are transitioning to and from if transition problems continue. Factors such as the length of a task, the difficulty level, and the interest level of the child all may contribute to transition problems.

Likewise, if an area is too crowded, loud, over-stimulating for some reason, these young people may resist transitioning to that location. An assessment of environmental factors that could contribute to transition problems is recommended here.

Furthermore, the sequence of activities should be assessed. Parents and teachers can benefit from reviewing the tasks required of the child throughout the day and categorizing them as (a) preferred, (b) non-preferred, or (c) neutral. If the youngster has difficulty transitioning, you can strategically sequence certain tasks so that he or she moves from non-preferred tasks to preferred tasks -- and from preferred tasks to neutral tasks.

Continually review how transitions impact the child with HFA. Depending on the task, environment, and his or her specific needs and strengths, a variety of transition techniques can be employed. Through the use of such techniques, children on the spectrum can more easily move from one task or location to another – and increase independence.

Several visual strategies used to support children with HFA in preparation for a transition have been researched and will be discussed in later posts (so stay tuned for more tips on this topic).

Click here for Part II of this article...


My 25-Year-Old HFA Son Is Not "Growing Up"

“My son with autism (high functioning) has recently turned 25. He still lives with us, he struggled in college and bailed out, can’t seem to find employment, has few friends (no girlfriend), is on his computer all day long (and through the night), refuses to seek the assistance of a job coach or other therapist. He's simply not 'growing up'. This is the same behavior we witness when he was a teenager. My question is, what happens typically in situations like this, where the person is now an adult with the disorder and seemingly unable to ‘make it’ out in the real world? What can we expect from our son as time goes by? Thanks in advance.”

Here are a few possible outcomes with respect to what may occur as your son continues to age:

1.    Behaviors that result from “mind-blindness” and a lack of understanding of non-verbal cues (e.g., body language, facial expression, etc.) can leave romantic partners (e.g., girlfriend, spouse) with the impression that the person with High-Functioning Autism (HFA) is self-absorbed and selfish. Relationship counseling from a professional well-versed in ASDs should be pursued if this case.

2.    Even the most mildly affected among young people with HFA face challenges in managing their symptoms (e.g., depression, low self-esteem, loneliness and anxiety are common problems). Applications for medical and psychological assistance can be pursued in this case.

3.    Often, young adults with HFA are misunderstood by those who lack experience with autism spectrum disorders. The HFA person’s lack of social awareness and interaction may be construed as odd or rude behavior.




Symptoms (e.g., inability to maintain eye contact during conversation) can make job interviews and establishing friendships difficult, as others often misinterpret the behavior as dishonesty or a lack of interest. Therefore, procuring the assistance of a job and/or life coach could be a real advantage in this situation.

4.    People with HFA suffer difficulties in communication, language, and social interaction typical of Autistic Disorder, as well as repetitive behaviors and narrow interests. Also, abstract language concepts, (e.g., irony and humor) may be beyond their comprehension. Thus, social skills training programs and/or seeking the assistance of a social skills therapist can be beneficial.

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

5.    While employees with HFA are very often extremely bright, focused, and talented, the social aspects of the workplace can be their undoing. Workplace friendships can be unfamiliar territory for those with social interaction difficulties, the small talk and humor beyond their grasp. Co-workers who are not aware of the difficulties faced by people on the spectrum may see them as awkward due to behavioral symptoms.

The person with HFA may be viewed as too serious, aloof, or arrogant because of repeated “social mistakes.” These misunderstandings can breed resentments among co-workers, causing dismissals by employers in order to keep peace in the workplace. In cases such as this, it’s best to self-disclose one’s disorder to the employer and request special accommodations when possible.

6.    On a positive note, many young people with HFA are able to blend into society just fine, learning to manage their symptoms to build successful and independent lives. Many find their niche in society with satisfying careers, successful marriages, fulfilling friendships, and active social lives. These “high-functioning” adults may not seem as if they have any autistic traits, sparing them the assumptions and prejudices faced by those with symptoms that are more obvious.



2024 Statistics of Autism in Chinese Children

Autism Spectrum Disorder (ASD) has emerged as a significant public health concern worldwide, and China is no exception. As of 2024, new rese...