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Can Autism Spectrum Disorders Be Inherited?

"Can high functioning autism be inherited? Our son was recently diagnosed, and now I am wondering if my husband has it too ...their behaviors are very similar."

There is strong evidence that ASD Level 1 or High-Functioning Autism (HFA) is, at least in part, an inherited condition. If one twin develops the disorder, there is a 60% likelihood that the other will develop it as well. 
 
Younger kids born into families with an older child on the autism spectrum have a 5-6% likelihood of also having the disorder.

Even though the incidence of HFA is higher among related family members, no specific gene has been linked to its development. Also, there is currently no way to test for the genetic predisposition towards the disorder.

HFA is a neurobiological disorder in which known areas of the brain are affected in ways scientists do not yet completely understand. The disorder is considered to be inherited in a complex fashion (e.g., more complicated than disorders such as color-blindness or Huntington’s disease).

Researchers are getting closer to finding a genetic basis behind autism spectrum disorders. Rett’s syndrome is an autistic disorder for which the exact genetic cause is believed to have been found. In Aspergers and HFA, studies suggest problems in several chromosomal (genetic) regions, including areas on the chromosomes 2q, 7q and 15q. 
 
While the 7q region is considered the most promising area of study, research studies involving this chromosome in the disorder have failed to observe its linkage to this region.

For reasons doctors do not completely understand, there are far more boys "diagnosed" than girls (although there may be as many girls with the disorder as boys, males get diagnosed with the disorder more often). 
 
Scientists have evaluated whether or not  HFA represents an X-linked genetic disorder (i.e., one passed down generally from a mother to a son). Unfortunately, there have been cases of father to son transmission of the condition, which means that the disease can't be X-linked.




In at least one case, two parents with HFA had a child that also had the disorder, but did not have a severe case of the disorder, nor did the child have autism. In another case, identical twins both had HFA, but this is not always the case.

While some scientists support the idea that at least a portion of the disorder isn’t genetic at all, there have been no specific findings associating it with any environmental conditions (e.g., pregnancy complications).


==> Videos for Parents of Children and Teens with ASD
 
 
More articles for parents of children and teens on the autism spectrum:
 
Social rejection has devastating effects in many areas of functioning. Because the ASD child tends to internalize how others treat him, rejection damages self-esteem and often causes anxiety and depression. As the child feels worse about himself and becomes more anxious and depressed – he performs worse, socially and intellectually.

Click here to read the full article…

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Meltdowns are not a pretty sight. They are somewhat like overblown temper tantrums, but unlike tantrums, meltdowns can last anywhere from ten minutes to over an hour. When it starts, the Asperger's or HFA child is totally out-of-control. When it ends, both you and your child are totally exhausted. But... don’t breathe a sigh of relief yet. At the least provocation, for the remainder of that day -- and sometimes into the next - the meltdown can return in full force.

Click here for the full article...

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Although Aspergers [high-functioning autism] is at the milder end of the autism spectrum, the challenges parents face when disciplining a teenager on the spectrum are more difficult than they would be with an average teen. Complicated by defiant behavior, the teen is at risk for even greater difficulties on multiple levels – unless the parents’ disciplinary techniques are tailored to their child's special needs.

Click here to read the full article…

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Your older teenager or young “adult child” isn’t sure what to do, and he is asking you for money every few days. How do you cut the purse strings and teach him to be independent? Parents of teens with ASD face many problems that other parents do not. Time is running out for teaching their adolescent how to become an independent adult. As one mother put it, "There's so little time, yet so much left to do."

Click here to read the full article…

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Two traits often found in kids with High-Functioning Autism are “mind-blindness” (i.e., the inability to predict the beliefs and intentions of others) and “alexithymia” (i.e., the inability to identify and interpret emotional signals in others). These two traits reduce the youngster’s ability to empathize with peers. As a result, he or she may be perceived by adults and other children as selfish, insensitive and uncaring.

Click here to read the full article...

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Become an expert in helping your child cope with his or her “out-of-control” emotions, inability to make and keep friends, stress, anger, thinking errors, and resistance to change.

Click here for the full article...
 
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A child with High-Functioning Autism (HFA) can have difficulty in school because, since he fits in so well, many adults may miss the fact that he has a diagnosis. When these children display symptoms of their disorder, they may be seen as defiant or disruptive.

Click here for the full article...
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Inaccurate Stereotyping of Kids on the Autism Spectrum

"Is it fair to say that some people unfairly stereotype children and teenagers who have an autism spectrum disorder? It seems to me that society views this population as "trouble-makers" or mentally handicapped - and even dangerous (e.g., they get blamed for some school shootings), which is just plain ignorant in my opinion. What's your opinion please?"

Young people with ASD level 1 or High-Functioning Autism (HFA) are often viewed largely in negative terms by some. And to make matters worse, this inaccurate stereotyping often leads to inappropriate interventions, which can lead to long-term damage.

Here are some examples of stereotyping. A child with ASD:
  • Can't do things that require social interaction, especially with strangers
  • Dislikes establishing eye contact
  • Dislikes using the telephone, preferring email or person-to-person instead
  • In social situations with a lot of noise and conversations, has trouble hearing and easily gets disoriented
  • Is easily depressed
  • Is not very good at small talk, especially intimate bantering
  • Often assumes that any comments or remarks require a response
  • Often does not care what other people think
  • Often fails to read other peoples' standard body language
  • Often feels rejected if an important project or idea gets a mixed or lukewarm response
  • Often makes others very angry because of the way he or she interacts
  • Often responds angrily to frustrating situations
  • Often says things in conversation that are inappropriate, divergent, or tactless
  • Talks forever, without pause, about favorite topics
  • Usually keeps silent and does not interact if faced with a question or topic that is difficult to answer

Do some children and teens with ASD have some of these characteristics to varying degrees from time to time? Yes.

Do all of these young people have all of these characteristics all the time? No.

It has been well documented that those on the autism spectrum are vulnerable individuals who will face certain difficulties. These are often highlighted by people who see only the negatives rather than the positives such differences could represent. This lack of positive awareness, combined with an inconsistency of knowledge, can lead to inaccurate stereotyping and resultant interventions that are far more harmful than helpful.

The reality is that a children with ASD  are  unique individuals who have a lot of skills and abilities. Yet, they are often deemed incapable of learning; thus, an ability to achieve much in life may be overlooked. 
 
All too often, the focus continues to be on forcing them to fit into damaging, inflexible environments, which not only prohibits them from reaching their full potential, but also contributes to long-term mental health problems that could otherwise be avoided.




 
Having an autism spectrum disorder can be worrying and upsetting for all those concerned, but there will be areas in which these "special needs" kids will excel compared to the general population. For example:
  • A sensitivity to sound could lead to working in sound recording or music.
  • With a sensitivity to the taste and texture of food and drink, people with ASD could become great gastronomes and food critics.
  • A sensitivity to visual information can be useful in photography, drawing and visualization used by architects and artists.
  • These individuals are generally free from sexism or racism.
  • They can be very sensitive to the plight of disadvantaged people around the world. 
  • They can use their sensitivity and wider differences to help others who are in the same position as themselves, or act as arbiters and mediators in dispute situations.
  • They have proved themselves to be great innovators and inventors – not only of products, but also of ideas concerning literacy and story-telling.
  • They often speak out frankly and honestly; they are sincere truth-tellers who will tend to follow the rules of the job.
  • Many are intelligent and have high IQs. They may, for example, have an excellent memory for facts and figures, or a good memory for past situations.
  • Many possess powers of deduction that, when coupled with an attention to detail, could be useful in criminal investigations.
  • People with ASD  tend to make very loyal friends.

Little research has been conducted into “gifted” individuals, although those who are described as such often show the same qualities seen in people on the spectrum. Individuals with high IQs question the world which surrounds them. They are usually single-minded and can throw themselves into their work for long, intense periods. These are all aspects associated with the "disorder."

In short, the way these young people think should be regarded as a positive attribute, which the rest of society can learn from. When their differences are embraced, the positives definitely can outweigh the negatives. The goal should not be about “normality,” but encompassing acceptance, love, and communication.


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

==> Videos for Parents of Children and Teens with ASD
 
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Teaching Students on the Autism Spectrum Using Visual Imagery

"What would be the most important teaching strategy to use with my students who are on the high functioning end of the autism spectrum?" 

The short answer is: capitalize on the child's natural visual-thinking skills...

Children with Aspergers (AS) and High-Functioning Autism (HFA) often think differently than other children. They often have what is known as 'visual thinking'. While many of us think in words or abstractly, kids on the autism spectrum think in pictures and films playing in their head.

They have a difficult time seeing a generic representation of, say, a cat, and instead recall exact images of cats they have seen. Some researchers believe that the way AS and HFA people think is a good way of compensating for losses in 'language thinking'. This is what often makes these kids good at building things and seeing the end product of something before it is done.

Using this visual thinking to an advantage can help parents and teachers educate Aspergers students better. Teaching them through videos, pictures and other visual aids can help them learn while getting around the areas they have trouble with.

One AS student stated, “I think totally in pictures. It is like playing different DVDs in a DVD player in my imagination.” Many AS and HFA children and teens can manipulate the pictures in their imagination, which helps them to learn different things. To access spoken information, they can be taught to replay a “video image” of the person talking to them. In some cases, this represents a slower way of thinking, but it generally gets the job done.

Visual thinking often puts people with AS and HFA in jobs that involve architecture or design. Not only is their visual learning superior, but their learning memory is more intact than other ways of remembering things.

Many individuals on the spectrum can create elaborate visual images of things as complex as computer programs and musical pieces, and then can fill in the rest of their knowledge around that. The thinking is often non-sequential so that pieces of knowledge are filled in like jigsaw puzzle pieces in no particular order.

When parents and teachers catch on to this method of thinking, it becomes easier to see the strengths the "special needs" student has -- and it becomes easier to find ways of using the visual imagery to teach concepts.



==> Teaching Students with Aspergers and HFA

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Helping Teens on the Autism Spectrum to Cope with the Loss of Normalcy

“I have a 16 y.o. teen with high functioning autism who seems to be down in the dumps a lot lately. He has stated he knows he is ‘different’ than his friends and classmates, and may be feeling a sense of shame about that (IDK?). How can I help him to not feel so alienated from his peer group?”

Regardless of the individual developmental route, most young people with High-Functioning Autism (HFA) and Asperger’s (AS) start realizing that they are not quite like others at some point during their adolescence. Around that age, they have a higher level of interest in others, but don’t have the skills to connect in socially-accepted ways. Also, they’re at the age where they have a higher level of insight into their difficulties with social interaction.

Signs that your HFA or AS teen is feeling depressed about his dilemma include:
  • Withdrawing himself from the rest of the family
  • Refusing to participate in group activities
  • Putting himself down (e.g., saying he is ‘stupid’)
  • Not being able to fall asleep
  • Waking up in the middle of the night and having difficulty falling back to sleep
  • Making remarks such as he hates life, he hates you, nobody loves him, or wishing he was dead
  • Losing interest in activities he usually enjoys
  • Eating less or more than usual
  • Complaining that he is tired all the time and wanting to take naps during the day
  • Blaming himself unfairly for anything that goes wrong
  • Becoming irritable and angry with the drop of a hat so that parents start walking on egg shells
  • Appearing sad for most of the time

Once the HFA or AS teenager realizes that he has significant difficulties effectively engaging in social relationships as compared to his peers, he needs deal with this loss, just like dealing with any other loss. Understanding the thoughts, feelings and behavior of your son is the necessary first step in helping him and being there for him. Considering this coping process in a few stages may make your job easier:
  1. Denial
  2. Anger
  3. Depression
  4. Acceptance
  5. Adaptation

Most commonly, the teen will not go through these stages one after another, but rather display a larger or smaller aspect of each at any given time. This is a painful process for not only the teen, but for parents as well. Moms and dads may find themselves compelled to forget the whole thing and act as if nothing is happening (we are all tempted to avoid pain – and denial is an excellent pain-killer).

The good news is, as much as the denial is contagious, seeing his parents dealing with the pain calmly and matter-of-factly will encourage the teen to talk about his anger and frustration. This will in turn help him get closer to acceptance and adaptation.

==> Discipline for Defiant Aspergers & High-Functioning Autistic Teens

How parents can help:
  • You don’t have to bring up the fact that your teen feels alienated from the peer group, but when he does, give him a good listening ear and be patient.
  • When your teen starts to bemoan his circumstances, don’t try to change the subject (unless he does so).
  • Sometimes you have to be very political trying to sell an idea to any teenager. The mere fact that the idea is coming from you, his parent, may make him refuse it. Let the idea come from a family friend, teacher, or a neighbor he trusts. Give him time to think about it. He may come back to the suggestion when he feels he is ready.
  • Offer the option of counseling, because sometimes it is easier to talk to a stranger; however, try not to push the idea directly, even if you feel that your teenager clearly needs professional help.
  • Most teenagers with HFA and AS excel in one or two subjects. They tend to accumulate a lot of information on the subject and love to talk about it over and over. Unfortunately, family members eventually end up losing interest and start getting bored with the same topic over and over again. Rather than avoiding the subject, try finding out new ways to engage your teen in the subject. Structure the topic in a different way. Find a way to challenge him. Be creative and let sky be the limit! Your interest will make him feel better about himself, and realizing his mastery on the subject will boost his self-esteem.
  • Help your HFA or AS teen to resolve his sense of loss by turning the issue upside down. In other words, rather than clinging to depression and despair, help him to find his identity in his disorder. Help him get in touch with other young people on the spectrum. Encourage him to educate his peers about the disorder at school. Your “special needs” teenager could also set up a web site, chat room, and even write a book about it. Encouraging your teen to focus on the strengths associated with the disorder, and providing him means to this end and removing the obstacles in front of him may turn out to be the best anti-depressant treatment ever. 
  • Don’t try to minimize his difficulties – but also don’t let him exaggerate, providing gentle “reality testing.”



All of this may seem remote and you may not know where to start. Consider the following tips:
  • Leave brochures, leaflets and other information about teen groups around to catch the attention of your teenager.
  • Invite your friends and acquaintances to your house and encourage them to bring their adolescents (e.g., for a pizza party and movie).
  • Get in touch with the organizations like the Autism Society of America or Asperger Syndrome Coalition of the U.S. and contact their local chapters.
  • Attend support groups for parents and make acquaintances.
  • If your attempts to reconcile this issue of alienation don’t work right away, don’t get discouraged and keep trying, always letting your teen make the first move in showing an interest in processing and resolving his challenges.

==> Discipline for Defiant Aspergers & High-Functioning Autistic Teens
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Crucial Strategies for Parents of Challenging Kids on the Autism Spectrum

    Resources for parents of children and teens on the autism spectrum :   ==> How to Prevent Meltdowns and Tantrums in Children ...