Asperger's is an Asset - Not a Disease!

Just now finding out that your child has Asperger's or high-functioning autism? Don't despair! Be encouraged. Asperger's has many more positives than negatives: 

Trouble-Shooting Tips for Teachers of Asperger's/HFA Students

“Would you happen to have a snapshot or simple summary of strategies my HFA son’s teacher could use to help him cope with school-related anxiety. He gets stressed-out over something, and then has a meltdown, which his teacher seems unable to deal with effectively. I need something (like a fact sheet) that she can refer to quickly when in the middle of a crisis. Thank you.”

Sure thing! I’ll try to keep it short and to the point...

Dear Teacher,

In order to create an effective intervention for problem behaviors associated with Asperger's and High Functioning Autism (HFA), follow these steps:

1. Hypothesize the function of the problem behavior (e.g., escape/avoidance, sensory feedback, social attention, wants tangible item or activity, etc.).

2. Gather information.

a. Antecedent— Does the problem behavior occur:

• Following a request to perform a difficult task?
• Repeatedly, in the same way for long periods of time, even when no one is around? 
• When a request for an item or activity is denied? 
• When you are attending to other students in the classroom?

b. Consequence— When the problem behavior occurs, do you:

• Allow the child to engage in inappropriate behavior?
• Attend to the child? 
• Leave the child alone? 
• Negotiate or give the desired item/activity

3. Plan an intervention.

a. Based on information gathered, are environmental changes needed (e.g., remove distracters, move the student closer to you, limit materials available to the child, etc.)?

b. Based on information gathered, determine how people should react to the problem behavior each time it occurs (e.g., plan to remove privileges, plan to redirect, plan to ignore, plan to attend, etc.).

4. Identify a replacement behavior.

a. What appropriate behavior is “functionally equivalent” to the problem behavior?

• Teach the child to communicate his wants appropriately to replace escape/avoidance behaviors.
• Teach the child to ask if he can use the computer later to replace tantrum behavior.
• Manipulate a stress ball or twist pen to replace inappropriate hand movements.
• Teach the child to raise his hand to replace attention-seeking behaviors.

b. Complete replacement behavior planning guide with a team:

• How will the team evaluate if - and how - the child uses the new response?
• In what situations will training occur? 
• What functionally equivalent behavior is the team going to train in place of the challenging behavior? 
• What motivation system will be implemented during training? 
• Which behavior is the team going to target for replacement? 
• Who will be responsible for conducting the training sessions?

Good luck!

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

Short Quiz to See if Your Child has Asperger's or HFA

Do you think your son or daughter may have Asperger's or high-functioning autism? Let's find out:

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

Preventing Punishment-Related Meltdowns

There are some good prevention methods in dealing with punishment-related meltdowns. The first and most important consideration is to think in terms of “prevention” rather than “intervention.” Once a meltdown is underway, it usually has to run its course (i.e., it's too late to intervene at that point). So, the best approach is to educate yourself on how to put the fires out while they are still small.

In this post, we will discuss the following:

• developing a daily routing
• making expectations (e.g., rules, rewards, consequences, etc.) visually available
• individualized reinforcers
• making a consistent structured environment
• being a "predictable person" for your child
• the 3 phases of a meltdown

CLICK HERE for some prevention strategies to curb punishment-related meltdowns before that start.