My ASD Child

For most children with High-Functioning Autism (HFA) and Asperger’s (AS), the most important parenting strategy involves the need to enhance communication and social know-how. This emphasis is not an attempt to stifle individuality and uniqueness - and does not reflect a societal pressure for conformity. Instead, it reflects the fact that most children on the autism spectrum are not “loners” by choice. As these “special needs” children become teenagers, they often experience a sense of hopelessness, negativism, anxiety, or depression due to their increasing awareness of personal inadequacy in social situations - and repeated experiences of failure to make and/or maintain relationships. The typical limitations of insight associated with the disorder often prevent the child from engaging in spontaneous self-adjustment to social and interpersonal demands. The practice of social skills does not mean that the HFA or AS child will eventually acquire social spontaneity and naturalness (i....

“I'm currently studying law and was wanting to know what some of the characteristic features are that predispose to criminal offending for teens with [high-functioning] autism?” First of all, let me be clear that there is little to no evidence that teens on the autism spectrum engage in criminal behavior any more than the general population of similar age. Second, the following characteristics may apply to some “typical” teenagers, not just those with ASD: 1.   Social naivety and the misinterpretation of relationships can leave the autistic teen open to exploitation as a stooge. His or her limited emotional knowledge can lead to a childish approach to adult situations and relationships, resulting in social blunders (e.g., in the mistaking of social attraction or friendship for love). 2.   Overriding obsessions can lead to offenses (e.g., stalking, compulsive theft). Harshly reprimanding the teen can increase anxiety - and consequently a reflective thinking of...

“We have a 19-year-old son with high-functioning autism that will be attempting college starting next summer (just 4 classes to start with). This is something he wants to do, although (sadly) my husband and I have our doubts that he will be able to ‘make it’. I know that sounds defeatist, but we’ve lived with him from birth and know how he usually reacts to an entirely new environment. My question is what can we do now to set him up for success? We would love to see him succeed!” Graduating from high school and heading into post-secondary education usually creates a mix of emotions in ALL young people, but it can be an especially challenging time for those with an autism spectrum disorder (e.g., anticipation, fear, exhilaration, doubt). As a mother, you’ve likely witnessed them all in your son. Maybe you’re feeling the same way as you figure out how best to support him as he takes this important step. Here are 10 measures to help students with autistic spectrum disorders th...

One frequently observed feature of Aspergers (AS) and High-Functioning Autism (HFA) is rigidity in thought and behavior. Rigidity seems to pervade so many areas of the lives of children with the disorder. Novel situations often produce anxiety for them. They may be uncomfortable with change in general.    This can result in behavior that may be viewed as oppositional and can lead to emotional meltdowns. This general rigidity is what parents, neighbors, and teachers often label as stubbornness. Children with AS and HFA may have many fears in addition to those related to unexpected changes in schedules. Large groups of people and complex, open environments like school hallways, cafeterias, playgrounds, or bus stations tend to overwhelm these young people. They may also be overwhelmed by unexpected academic challenge or by having too many things to remember or too many tasks to perform.    ==> How To Prevent Meltdowns and Tantrums In Children With High-Function...