Search This Blog

Aspergers and HFA Children and Poor Sportsmanship

"My boy (high functioning) hates to share - and even worse - hates to lose. He takes playing games too seriously, and takes losing too personally. How can I help him be a better team player? Also, what games might be a better fit for him?"

Click here for the answer...


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

Applied Behavioral Analysis for Aspergers Kids

"As I am researching Autism Spectrum Disorders, I hear a lot about ABA therapy for children with Aspergers. What is ABA exactly, and is it something I should look into for my Aspie."

It is often difficult to understand why a child with Aspergers or High-Functioning Autism behaves the way he does. However, there is a reason for his behavior, and applied behavior analysis helps us understand the behavior and determine a method of support for the child so that he no longer needs the behavior to meet his needs.

Using Applied Behavior Analysis, you can determine the antecedents to behavior, identify the behavior, and identify the consequence for the behavior, or what is currently maintaining the behavior. Using this process, you can determine alternative behaviors that are more appropriate, yet will meet your child's needs, without displaying the inappropriate behavior. This aids parents in understanding their child better and helps outline a method to change his behavior.

ABA treatment can include any of several established teaching tools:

1.    discrete trial training
2.    fluency building
3.    incidental teaching
4.    pivotal response training
5.    verbal behavior

In discrete trial training, an ABA therapist gives a clear instruction about a desired behavior (e.g., “Pick up the green toy.”). If the youngster responds correctly, then the behavior is reinforced (e.g., “Good job! Have a sticker.”). If the youngster doesn’t respond correctly, the therapist gives a gentle prompt (e.g., places the youngster’s hand over the green toy). The hope is that the youngster will eventually learn to generalize the correct response.

In fluency building, the therapist helps the youngster build up a complex behavior by teaching each element of that behavior until it is automatic or "fluent," using the ABA approach of behavioral observation, reinforcement, and prompting. Then, the more complex behavior can be built from each of these fluent elements.

Incidental teaching uses the same ideas as discrete trial training, except the goal is to teach behaviors and concepts throughout a youngster’s day-to-day experience, rather than focusing on a specific behavior.

Pivotal response training uses ABA techniques to target crucial skills that are important for many other skills. Thus, if the youngster improves on one of these pivotal skills, improvements are seen in a wide variety of behaviors that were not specifically trained. The idea is that this approach can help the youngster generalize behaviors from a therapeutic setting to everyday settings.

Lastly, an ABA-related approach for teaching language and communication is called verbal behavior or VB for short. In VB, the therapist analyzes the youngster’s language skills, then teaches and reinforces more useful and complex language skills.

Social and behavioral skills can be taught, even to profoundly autistic kids, through the ABA method. Many - if not most – young people who receive ABA training learn to behave appropriately at least some of the time, and some even lose their Aspergers diagnosis after a few years of intensive therapy.

By

Aspergers Checklist: Impairments in Language Skills

"I'm interested in Aspergers children and their language skills deficits. Do you have any information on this topic?"

Sure... Below is a handout on "Impairments in Language Skills" that I used in a recent workshop for parents with children on the spectrum:

Impairments in Language Skills--

A. Impairment in the pragmatic use of language: This refers to the inability to use language in a social sense as a way to interact/communicate with other people. It is important to observe the individual’s use of language in various settings with various people (especially peers). Since the impairments are in pragmatic language usage.

1. Uses conversation to convey facts and information about special interests, rather than to convey thoughts, emotions, or feelings.

2. Uses language scripts or verbal rituals in conversation, often described as “nonsense talk” by others (scripts may be made up or taken from movies/books/TV). At times, the scripts are subtle and may be difficult to detect.

3. Has difficulty initiating, maintaining, and ending conversations with others. For example:
  • Focuses conversations on one narrow topic, with too many details given, or moves from one seemingly unrelated topic to the next
  • Once a discussion begins, it is as if there is no “stop” button; must complete a predetermined dialogue
  • Knows how to make a greeting, but has no idea how to continue the conversation; the next comment may be one that is totally irrelevant
  • Does not make conversations reciprocal (i.e., has great difficulty with the back-and-forth aspect), attempts to control the language exchange, may leave a conversation before it is concluded
  • Does not inquire about others when conversing

4. Is unsure how to ask for help, make requests, or make comments. For example:
  • Fails to inquire regarding others
  • Makes comments that may embarrass others
  • Interrupts others
  • Engages in obsessive questioning or talking in one area, lacks interest in the topics of others
  • Has difficulty maintaining the conversation topic



B. Impairment in the semantic use of language: This refers to understanding the language being used.

1. Displays difficulty understanding not only individual words, but conversations.

2. Displays difficulty with problem solving.

3. Displays difficulty analyzing and synthesizing information presented. For example:
  • Does not ask for the meaning of an unknown word
  • Uses words in a peculiar manner
  • Is unable to make or understand jokes/teasing
  • Creates jokes that make no sense
  • Interprets known words on a literal level (i.e., concrete thinking)
  • Has a large vocabulary consisting mainly of nouns and verbs
  • Creates own words, using them with great pleasure in social situations
  • Has difficulty discriminating between fact and fantasy

C. Impairment in prosody: This refers to the pitch, stress, and rhythm of an individual’s voice.

1. Rarely varies the pitch, stress, rhythm, or melody of his speech. Does not realize this can convey meaning.

2. Has a voice pattern that is often described as robotic or as the “little professor”; in children, the rhythm of speech is more adult-like than child-like.

3. Displays difficulty with volume control (i.e., too loud or too soft).

4. Uses the voice of a movie or cartoon character conversationally and is unaware that this is inappropriate.

5. Has difficulty understanding the meaning conveyed by others when they vary their pitch, rhythm, or tone.

D. Impairment in the processing of language: This refers to one’s ability to comprehend what has been said. The Aspergers individual has difficulty absorbing, analyzing, and then responding to the information.

1. When processing language (which requires multiple channels working together), has difficulty regulating just one channel, difficulty discriminating between relevant and irrelevant information.

2. Has difficulty shifting from one channel to another; processing is slow and easily interrupted by any environmental stimulation (i.e., seen as difficulty with topic maintenance). This will appear as distractibility or inattentiveness. (Note: When looking at focusing issues, it is very difficult to determine the motivator. It could be attributed to one or a few of the following reasons: lack of interest, fantasy involvement, anxiety, or processing difficulty.)

3. Displays a delay when answering questions.

4. Displays difficulty sustaining attention and is easily distracted (e.g., one might be discussing plants and the Aspergers individual will ask a question about another country; something said may have triggered this connection or the individual may still be in an earlier conversation).

5. Displays difficulty as language moves from a literal to a more abstract level (generalization difficulties found in the Aspergers population are, in part, due to these processing difficulties).

By

Aspergers Checklist: Difficulty With Reciprocal Social Interactions

Aspergers Children and Difficulty with Reciprocal Social Interactions--

A. Inability and/or a lack of desire to interact with peers. Parents are concerned with the child’s reciprocal interactions with others and the quality of those interactions. It is very important to observe how the child interacts with same-age peers. This category comprises two separate issues: the ability and the desire to interact.

1. Displays an inability to interact because she does not know how to interact. She wants to interact with others, but does not know what to do.
  • Observes or stays on the periphery of a group rather than joining in.
  • 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.
  • 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.
  • 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).
  • 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.
  • 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).
  • Compromises interactions by rigidity, inability to shift attention or “go with the flow,” being rule bound, needs to control the play/activity (play may “look” imaginative but is most likely repetitive — e.g., action figures are always used in the same way, songs are played in the same order, Lego pieces are always put together in the same way).
  • Displays narrow play and activity choices (best observed during unstructured play/leisure activities: look for rigidity/patterns/repetitive choices, inability to accept novelty).
  • Engages in unusual behaviors or activities (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).
  • Displays a limited awareness of current fashion, slang, topics, activities, and accessories (does not seem interested in what peers view as popular or the most current craze, unless it happens to match a special interest).
  • Displays a limited awareness of the emotions of others and/or how to respond to them (does not ask for help from others, does not know how to respond when help is given, does not know how to respond to compliments, does not realize the importance of apologizing, does not realize something she says or does can hurt the feelings of another, does not differentiate internal thoughts from external thoughts, does not respond to the emotions another is displaying — misses cues).

2. Prefers structured over non-structured activities.

3. Displays a lack of desire to interact.
  • 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.
  • Sits apart from others, avoids situations where involvement with others is expected (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).
  • Is rule bound/rigid and 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 (family members, teachers).



B. Lack of appreciation of social cues. The child, unable to identify or interpret the “messages” others give in conversations or interactions, demonstrates social thinking deficits.

1. Lacks awareness if someone appears bored, upset, angry, scared, and so forth. Therefore, she does not comment in a socially appropriate manner or respond by modifying the interaction.

2. Lacks awareness of the facial expressions and body language of others, so these conversational cues are missed. He is also unable to use gestures or facial expressions to convey meaning when conversing. You will see fleeting, averted, or a lack of eye contact. He will fail to gain another person's attention before conversing with her. He may stand too far away from or too close to the person he is conversing with. His body posture may appear unusual.

3. When questioned regarding what could be learned from another person's facial expression, says, “Nothing.” Faces do not provide him with information. Unable to read these “messages,” he is unable to respond to them.

4. Has difficulty with feelings of empathy for others. Interactions with others remain on one level, with one message.
  • Ignores an individual’s appearance of sadness, anger, boredom, etc.
  • Fails to assist someone with an obvious need for help (not holding a door for someone carrying many items or assisting someone who falls or drops their belongings).
  • Talks on and on about a special interest while unaware that the other person is no longer paying attention, talks to someone who is obviously engaged in another activity, talks to someone who isn’t even there.

C. Socially and emotionally inappropriate behaviors. This is a direct result of not understanding the rules of social interactions. If you don’t understand what someone is saying or doing, you will be unable to give the appropriate response.

1. Laughs at something that is sad, asks questions that are too personal.

2. Makes rude comments (tells someone they are fat, bald, old, have yellow teeth).

3. Engages in self-stimulatory or odd behaviors (rocking, tics, finger posturing, eye blinking, noises — humming/clicking/talking to self).

4. Is unaware of unspoken or “hidden” rules — may “tell” on peers, breaking the “code of silence” that exists. He will then be unaware why others are angry with him.

5. Responds with anger when he feels others are not following the rules, will discipline others or reprimand them for their actions (acts like the teacher or parent with peers).

6. Touches, hugs, or kisses others without realizing that it is inappropriate.

D. Limited or abnormal use of nonverbal communication. The child uses gestures, body language, or facial expressions infrequently or atypically when interacting with others.

1. Averts eye contact, or keeps it fleeting or limited.

2. Stares intensely at people or objects.

3. Does not observe personal space (is too close or too far).

4. Does not use gestures/body language when communicating.

5. Uses gestures/body language, but in an unusual manner.

6. Does not appear to comprehend the gestures/body language of others.

7. Uses facial expressions that do not match the emotion being expressed.

8. Lacks facial expressions when communicating.

9. Does not appear to comprehend the facial expressions of others.

10. Displays abnormal gestures/facial expressions/body posture when communicating.
  • Looks to the left or right of the person she is talking to.
  • Does not turn to face the person she is talking to.
  • Confronts another person without changing her face or voice.
  • Stands too close or too far away from another person.
  • Smiles when someone shares sad news.
  • Has tics or facial grimaces.

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


By
Subscribe to: Posts (Atom)

ASD: Difficulty Identifying and Interpreting Emotional Signals in Others

Autism spectrum disorder (ASD) is a complex neurodevelopmental condition that affects an individual's ability to communicate, interact w...