Does Your Child Really Have Aspergers?

Question

How can I know for sure whether or not my 8-year-old son truly has Aspergers? I'm not totally convinced at this point. There is some speculation based of observations of some of his behaviors - but I still have my doubts.

Answer

A comprehensive psychiatric evaluation from a Child and Adolescent Psychiatrist who specializes in Aspergers (high functioning autism) will be able to give you a definitive answer to that question.

Aspergers has a specific set of symptoms. However, each individual with Aspergers is unique; not everyone experiences the same combination of symptoms. Below is a basic list to help you identify whether or not your son has Aspergers-related symptoms:

Cognitive and Motor Skill Impairments—

Cognitive and motor skill problems are common in Aspergers. Typical cognitive and motor skill issues include:

• Difficulty with imaginative play: The Aspie does not engage in imaginative play as a child.
• Learns best visually: She has trouble learning without visual aids.
• Mindblindness: She has mindblindness, meaning she cannot determine what others are thinking and feeling in social situations or in relationships.
• Organizational skills difficulties: The Aspie experiences difficulty with planning, implementing and completing tasks.
• Problems with coordination: She may have problems with both fine and gross motor skills. Common examples of motor skill difficulty include bike riding, handwriting and playing ball games.
• Problem-solving issues: She has trouble figuring out how to solve problems outside of her routine.

Communication Problems—

An Aspie experiences a number of communication difficulties. Communication problems can include the following symptoms:

• Easily distracted: The Aspie has trouble concentrating her attention on people and objects that are not connected with her favorite subjects.
• Eye contact: He may not make eye contact.
• Facial expression: Facial expressions are either absent or inappropriate to the conversation or situation. She may have facial tics.
• Monotone speech: He may speak in a monotone voice, without expression or emotion.
• Personal space issues: He might stand too close to a person during conversation.
• Unusual gestures: The Aspie might make unusual or inappropriate gestures during conversation.

Language Skill Challenges—

An Aspie generally has a large vocabulary, but experiences problems with language processing. Language skills challenges may include:

• Difficulty processing language: The Aspie does not always understand the verbal speech of others or misunderstands the meaning of a conversation. He may have trouble making a decision or answering a question.
• Language rituals: He might have certain word scripts that he repeats ritualistically in conversation with others.
• Literal interpretation of words: The Aspie interprets most language on a literal level and misses abstract meanings.
• Trouble with language use: He has trouble using language appropriately in social situations. He may also misunderstand common word meanings.
• Unusual use of words: He may use words in an unusual way or create her own words.

Limited Interests and Unusual Behavior—

An Aspie often has a limited range of interest and may exhibit bizarre behavior. Interests and behavior may include:

• Narrow range of interests and obsessions: The Aspie is intensely interested in a small number of activities and subjects and refuses to engage in other activities.
• Self-stimulatory behavior: He may engage in stimming behavior such as hand flapping, rocking back and forth or twirling.
• Strict schedule: He prefers a rigid schedule and experiences anxiety when the schedule is interrupted.

Sensory Input Issues—

Many Aspies have sensory difficulties and may have unusual reactions to certain sights, smells, sounds or tastes. Sensory problems include:

• Limited food choices: The Aspie may choose and reject foods based upon smell or texture.
• Odors: She may react strongly to certain smells.
• Sounds: She might be hypersensitive to different sounds.
• Touch: The Aspie may not want to be touched.

Social Interaction Difficulties—

An Aspie may have difficulty with the following features of social interaction:

• Difficulty playing with others: The Aspie may not understand how to initiate play with his peers or how to play by common social rules. For example, he may take a ball from a group of children playing a game without asking to join the game first. He will not return the ball if they ask for the ball back because he does not understand the negative reaction.
• General social skills: He wants to socialize with others,, but does not understand how to interact.
• Inability to understand common social cues: The Aspie may not comprehend common social cues such as facial expressions, body language or gestures.
• Inappropriate responses: He may behave or respond to social situations in an unusual or inappropriate manner. For example, he/she may laugh at something sad.
• Problems with two-way conversation: He has trouble with initiating and maintaining a two-way conversation. He may appear to “talk at” someone rather than “with” them. Conversation topics may focus on an obsessive interest. He speaks inappropriately such as talking too loudly or softly.
• Relating to others: The Aspie does not understand other's emotions or social responses accurately in a group situation. He may not understand if an activity or conversation is boring or upsetting to another person.
• Rigid range of interests for social interaction: He will only engage in a narrow range of activities or talk about certain subjects.

The Aspergers list above can help you recognize common symptoms of Aspergers. If you believe that your youngster or teenager has this disorder, contact your pediatrician for an Aspergers screening. Early intervention provides the best chance for your son or daughter to live a healthy and fulfilling life.

The Aspergers Comprehensive Handbook

Aspergers Children and Poor School Attendance

Question

My child with Aspergers often convinces me that he is too sick to attend school. I end up calling-in for him at least a couple times a month. How can I tell if he’s really sick – or if he just doesn’t want to go to school that day?

Answer

Is your Aspergers (high functioning autistic) child really too sick to attend school - or is he faking it?

Many moms and dads have a hard time deciding if their children are well enough to go to school. After all, what well-intentioned mother or father hasn't sent a youngster off with tissues in hand only to get that mid-morning "come get your son" phone call? But making the right decision isn't as tough as you might think. It basically boils down to one question: Can your youngster still participate in school activities? After all, having a sore throat, cough, or mild congestion does not necessarily mean a student can't be active and participate in school activities.

Determining whether or not a youngster has a fever offers a fairly reliable way of judging whether or not he is truly too sick to go to school. Additionally, it is one of the few symptoms that can actually be quantified. States often have requirements regarding the exact temperature at which kids need to be sent home, especially in early childhood and child-care settings.

The time of day during which a youngster is experiencing a fever can also make a difference. Fevers usually run a bit higher in the evening than they do in the morning. So a high temperature in the evening may abate overnight. However, a high temperature in the morning will likely only get worse as the day progresses, so moms and dads should consider keeping children home in this case.

The child should probably stay home if it is the first day of the illness and the temperature is over 101. If it is the third day or later, and the youngster has been acting well during the day, but has a 101 temperature in the evening, he probably should go to school.

A fever isn't the only symptom to track when it comes to judging a kid's ability to attend school. Vomiting, diarrhea, rashes and a host of other indicators can also mean the difference between a desk at school or the couch at home.

Vomiting and diarrhea can also be a tremendous source of discomfort for kids if severe or uncontrolled. In these cases, a day at home may be the best option. If the youngster is vomiting, it is inconvenient for the teacher and the other classmates. If mild and controllable, however, a bit of diarrhea may not be a big problem. In elementary age kids, diarrhea isn't as much of an issue if it doesn't interfere with their ability to remain in the classroom and if they aren't sick enough to potentially have accidents, have to run to the bathroom, or be in pain.

Rashes, particularly those that cannot be readily explained, may also be cause to keep your kid at home -- and perhaps even require a doctor's opinion.

And kids with severe cases of conjunctivitis -- commonly known as pink eye -- should also be kept home from school. However, some doctors note that mild cases of this affliction may not warrant a day off.

Many moms and dads may also wonder when it is safe for their youngster to go back to school after recovering from their illness. The answer to that one is a little bit trickier. In general, nobody would recommend that a youngster goes back to school unless he has been fever-free for 24 hours, and some would even say 48 hours. A full day of fever-free downtime is probably sufficient to safeguard the youngster's health, as well as that of his peers. It is fairly standard that kids are required to be fever-free for 24 hours before returning, which is a useful method of limiting the spread of infection during the febrile period when kids are thought to be most contagious. When the fever is gone for 24 hours, the contagiousness is greatly diminished.

The 24-hour rule may prove to be more than sufficient for vomiting. Vomiting is a temporary nuisance most of the time. So if the youngster feels OK and has not vomited since midnight, consider allowing him to go the next morning.

In most cases, however, the decision of whether or not to send a sick kid to school will not be clear-cut. In these cases, moms and dads must ask themselves certain questions to help them decide. Will the illness prevent the youngster's participation in normal school activities? Also, will the youngster's illness place an unusual burden on the staff? A third and very important question to consider is whether or not the illness that the youngster has poses a risk to other kids and adults.

Moms and dads must also keep in mind that those complaints of abdominal pain could be from a food-borne illness -- or they could just be due to anxiety over the prospect of going to school. But in these situations, it may be better to err on the side of caution.

Moms and dads have to be willing to trust their instincts. Even when their youngster is not having any objective signs of illness, if they think that the youngster is different from how she normally is, they need to trust their instincts and keep her at home until they figure out what's wrong.

Moms and dads should also be aware of symptoms that suggest the youngster should be brought to a doctor. If the youngster cannot touch her chin to her chest, it could be a sign of meningitis, a serious infection that warrants immediate medical attention.

Deciding whether or not to send your kid to school can sometimes be a tough call. After all, it's not always easy to distinguish simple theatrics from true illness. Worse yet, a diagnosis and decision must often be made in the few spare moments after breakfast (and before an angry call from your boss). Fortunately, there are a few rules of thumb that you can follow when determining whether a youngster is up to the task of a full day at school. And doctors say a mild case of sore throat or the sniffles is not necessarily a mandate to keep children at home.

Trust your instincts. If your child has the sniffles but hasn't slowed down at home, chances are he's well enough for the classroom. On the other hand, he may need to take it easy at home if he's been coughing all night and needs to be woken up in the morning.

My Aspergers Child: Preventing Meltdowns at Home and School

Helping Aspergers and HFA Children Who Get Frustrated

When my 15y/o son with autism (high functioning) meets with disappointment, and when things don't go just as he wants them to, he has his meltdown …then it is so difficult to get him redirected back to doing what he should be doing. Are there any tips you can give me about how to try to get him back on track, to help him accept that something didn't work out or that he can't do or have something he really wanted?

Click here for the answer...

The "Female Version" of Aspergers

Aspergers (high functioning autism) affects behavior, personality, and the way a person interacts with others. As females with Aspergers become adults, they may feel isolated because they react differently to certain "stressful" situations. Their comments can seem insensitive and uncaring, when in reality, they simply may not fully understand the concept of empathy. These ladies often look for companionship with other adult females who have similar behavior patterns and outlook.

The symptoms of Aspergers in adult females are usually displayed in a more subtle manner, which often results in missed or incorrect professional diagnoses, a lack of access to special education services and provisions in school, and a greater chance of social and emotional problems in adulthood. Several distinct differences exist in regard to the ways that females and males with Aspergers behave.

Females with Aspergers are not often aggressive when they get frustrated. Instead, they tend to be withdrawn and can easily "fly under the radar" in classrooms and other social environments. These girls are also able to express their emotions in a calmer way than their male counterparts. Young females with Aspergers are often protected and nurtured by their “non-Aspergers” friends, who help them cope with difficult social situations. Acceptance from peers can sometimes mask the issues that these kids have so that they are not recognized by educators and parents, and as a result, they are less likely to suggest psychological and social evaluations for young female "Aspies."

There are certain personality traits and symptoms that moms and dads, educators, and professionals can look for if they suspect that a young girl or woman has Aspergers. Females with the disorder often display obsessive tendencies in regard to animals, dolls, and other female-oriented interests. While “non-Aspergers” females will play with dolls by pretending that they are interacting socially, female Aspies may collect dolls and not use them to engage socially with other kids. Their fascination with certain subjects can lead to them lagging behind their peers in terms of maturity and age-appropriate behavior (e.g., a pre-teen with Aspergers may be fascinated with stuffed animals or cartoons long after other peers her age have outgrown these things).

Female Aspies may be mistakenly assumed to have a personality disorder because they mimic typical kids, but use phrases inappropriately. They tend to be bored with others their age and have difficulty empathizing with their peers' worries or problems. While their behaviors are more passive than those typical of males with Aspergers, people who pay close attention to female kids with social and emotional delays can ensure that proper diagnosis and treatment will take place. The younger a child is when she begins to receive the appropriate speech, occupational, and psychological services for the disorder, the greater likelihood she will have of living an independent and functional adult life.

Other Aspergers symptoms if females include:

• Communication Difficulties— A girl with Aspergers finds that social communication does not come easily. She may struggle to find topics to talk about that will interest her peers. She often attempts to mimic the interests, behavior, and body language of others in an attempt to "fit in." Many female Aspies become quite adept at this mimicking, causing them to elude diagnosis and treatment throughout life. A girl with Aspergers who does not mimic others appears shy and socially awkward. Her body language is different from her peers, and she seems oblivious to the body language of others. Her voice may lack inflection, and she may show no happiness at the good fortune of others.

• Emotional Outbursts— It may be easier to identify males as having Aspergers, because they express their feelings and frustrations through emotional outbursts, which are more obvious to the observer. On the other hand, females with Aspergers may be more likely to internalize their emotions and feelings, and experience inward or passive signs of aggression. These certain gender-related behaviors might be part of the reason that fewer females are diagnosed with Aspergers.

• Fantasy— Female Aspies are intrigued with fantasies that include magical kingdoms, princesses, and other fairy tale elements. It is possible that the princess fantasies are given little notice, because females in general are more prone to this type of imaginary fantasy and play; therefore, these fantasies are not used as criteria in diagnosing the disorder.

• Highly Intelligent— Girls with Aspergers may be less talkative than other females their age. They are highly intelligent, but like their autistic counterparts, possess poor language skills. Communication and interaction with other kids may be difficult. Female Aspies may strive to learn as much as they can, even though social interaction is limited. Most "typical" kids who are socially active have no problem learning in a group setting, whereas Aspie girls may want to study and learn on their own.

• Inflexibility— An girl with Aspergers may be inflexible about her daily routine. She may want to eat the same meal each day and avoid food that has touched other food on her plate. She may arrange her toys a certain way on the shelf, perform the same grooming ritual each day and become upset by any change in her schedule.

• Obsessional Interests— Obsessional interests are another indicator of Aspergers. The child may talk incessantly about her topic of interest or spend the majority of her free time studying it or playing with it. A girl with Aspergers is more likely to have interests that are common to healthy females, whereas an Aspie male is more likely to have an unusual interest (e.g., a girl may be obsessed with horses, while a boy may be obsessed with AAA batteries). This highly focused interest can prove helpful or harmful (e.g., a strong interest in math can help a girl function well in school, while an interest in dolls may cause her to not focus on schoolwork and to eventually bore her friends).

• Repetitive Behaviors— The girl with Aspergers may exhibit repetitive behaviors (e.g., hand-flapping, pacing, stomping, blinking, finger-tapping, etc.). These may become more obvious when she is stressed. Even when she is made aware of these behaviors, she may be unable to control them.

• Socially Awkward— Inability to communicate and physical clumsiness will put young Aspies at a disadvantage from the very beginning. They may seem disinterested and aloof. Asperger kids have difficulty understanding slang and humor. They may seem out of place and will not make friends easily. As Asperger kids grow into teens, many find ways to adapt, and their differences may not seem as pronounced.

More 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