Can Asperger's Teens Make It In College?

Question

My son was just diagnosed with aspergers syndrome and i am heartbroken. Will he ever be able to go to college or even make it through HS? He is 13 years old and can’t make friends and has a tough time in school.

Answer

Improving social skills can be an important part of any child's repertoire. Asperger's (high functioning autism), like classic autism, falls on a continuum of symptoms and impairment. Usually, it constitutes an exclusive focus on one area of interest, or one topic, particularly of a non-social nature. The ability to empathize with others and their circumstances could be one area in which social skills get compromised.

Social skills can be improved, and an awareness of social signifiers may make a big difference in your son's experience at college. Sometimes called interpersonal training, the approach consists of two dimensions.

First, a individual is taught to understand communicative cues, and how to send and receive them in a contextually appropriate manner. These cues include smiling, eye contact, nodding to register comprehension, posture, and learning to ask open-ended questions. In addition, learning to disclose opinions, experiences, and feelings in a reciprocal manner with others can immensely improve social skills and social standing.

The second dimension to learning interpersonal skills is gaining emotional insight: managing anxiety, self-criticism, depression, anger, and avoidance in social circumstances.

The first dimension gets most of the attention, but the second dimension is most important. That's because we might learn a "skill," but feel too much anxiety, depression, or critical self-consciousness to implement it.

Remember that the average male teenager may have a lot of social-skill deficits that usually get worked on because of his desire to get along with females. Females develop social skills earlier, on average, and males catch up to become viable companions and boyfriend material. However, the emotional glitches I mentioned above, including anxiety, self-criticism, shame, and depression might be the more important issues to tackle.

By developing emotional muscles, which consists of displaying creative optimism, self-acceptance, and an acceptance of others with whom we disagree, your son can learn some specific social skills. Saying "hi" and smiling to one new person a day will provide immense feedback, as will the task of deepening relationships with real self-disclosure (including taking some appropriate risks) and confidently being himself.

Teaching Social Skills and Emotion Management


COMMENTS:

•    Anonymous said… Asperger's, although a struggle, can also be a blessing. Once my son was diagnosed, we finally had our answers which explained his behaviors. It then put us on the right track to help him. He is now 18, graduated from high school, and working full time. The best thing you can do is educate yourself.
•    Anonymous said… Aspies are some of the most successful people..
•    Anonymous said… Bill Gates is known to be an Aspie...
•    Anonymous said… Don't give up hope but also realize there's more to life then going to college. There are training schools.. oh could set out to be a business owner and operator.. my aspie just turned 18 and is a junior,she has plans to become a manicurist.
•    Anonymous said… Hang in there! Remember Aspies have a lot of strengths too. Foster those strengths and teach skills to make up for what does not come naturally. This disorder is not a curse. My 14 year old also had huge problems making and keeping friends. This is the first year that he has found the right circle of friends and it has made the world of difference. College/University will definitely be difficult for him, but with the right supports in place, I'm confident he'll do just fine.
•    Anonymous said… He will be fine. He is just a loner in his own world. My teen is 16 and wants to do everything. This is a strange diagnosis to understand but read and educate yourself. It will help. Each child is different. My son would be an excellent computer geek. Hopefully, it will be a good career.
•    Anonymous said… How did she go 13 years with no clue?? I can't go an hour without knowing my aspie son is up to something, let alone the behaviors and obvious signs.
•    Anonymous said… I have a friend that is sr it manager for a nationwide company with aspergers. My son has aspergers and is 12 and i know he will be fine
•    Anonymous said… I mentor students with asperger's in university, my students are all doing really well, so don't worry, with the right support your son could do anything xx
•    Anonymous said… I think it may be of help to know what state people are expressing concerns in so perhaps local support can be offered and added. Especially with getting help.
•    Anonymous said… It's very common for Aspergers to be diagnosed later. My son was diagnosed at 11. At no point did the post say she had no clue- but sometimes the diagnosis takes time - each Aspergers diagnosis is different - what appears in your child may be different for the next. Support and compassion is what each of us Aspie parents need. No judgement necessary.
•    Anonymous said… many of the worlds best have aspergers. have faith
•    Anonymous said… My 15 y.o has always had trouble forming & keeping friendships. It's still somewhat of an issue but the issue lies with me, not him. For the most part I feel he has people he hangs with & feels comfortable with, I'm just not sure how reciprocal those friendships are. In his eyes though, they are his people. I do believe he will fare better in an adult world though as he is so much more adept at adult conversations. I know in my heart he will be fine, there are times when I think he feels on the outer but to him it is just the norm. He has many connections daily with people & never misses an opportunity to hang out with friends after school. These are important for building his social skills. Don't be heartbroken, there are many positives, you just have to navigate the hard times (& there are plenty but you just go on, for your child, cos they need you!) Look to the future & just be his support network during the teen years.
•    Anonymous said… My aspie son is 17 and in his last year of high school smile emoticon
•    Anonymous said… My husband and his twin brother, age 45, were not diagnosed until they were in their 30s, so they never got help as children or teens. Both now married with kids, did great in college, and have executive level jobs for good companies. So yes, they can definitely succeed. I think a lot of it had to do with my in laws teaching them the mindset that failure is not an option.
•    Anonymous said… My son has Aspergers & is also 13. I have all the hope that he will go to college & be successful!
•    Anonymous said… My son is 10 and we think he has aspergers.
•    Anonymous said… My son is 22, he completed a college course, he makes film's, he passed his driving test first time and he is the best son, would'nt change him for the world x
•    Anonymous said… My son struggled through high school and is doing great in college. 13 is tough enough without having Aspergers on top of things for sure - keep working with him socially and find out what programs the high school offers. My son was on an IEP, which is good and bad. You have to stay on top of the teachers to get them to stick with the IEP. Some teachers are amazing and others not so much. Wishing you and your son all the best.
•    Anonymous said… My son was diagnosed last year at13 and what a difference a year makes!! All the help he now has, has made the most incredible difference. 3 1/2 days at school a week and able to socialise a lot more. A long way to go but with the right help and support I know that he has a very bright and rosy future smile emoticon It's not a death sentence just means they are wired different once you get your head round that its a lot easier smile emoticon x
•    Anonymous said… My son was diagnosed with Aspergers, ADHD, OCD, early onset bipolar disorder etc he graduated 2nd top of his class in college (computing) went onto uni and finished with a 2.1 in Computer Forensics. You bet it's possible!!
•    Anonymous said… Not only go to college, but probably work at one. Go to any lab on any campus at any university, you'll find at least one person on the spectrum there. Trust me. He'll do just fine. Exploit his strengths. Always trust him to know himself better than anyone. Support but don't push. You got this Mama.
•    Anonymous said… Our story is the same and the proper school was key in his progress.
•    Anonymous said… Please don't be heartbroken. Your child will have amazing ability (most likely, several abilities) that will shine through. He may do things "differently" but his mind will blow you away at times. He may be challenging, but, possibly innovative and strong-willed. Our children are not fighting a deadly disease. It's not a diagnosis for a terminal illness. This means they think differently. We just have to find the puzzle pieces to understand. It can be overwhelming...but the community is very supportive. You are not alone, and neither is he. Our children have so many gifts that are waiting to unfold! It's amazing to me, how talented they are, all in their own ways. Keep being his biggest advocate and help others understand, because, more times than not-they probably will not. But that's okay, sometimes, it takes time.
•    Anonymous said… Some very very intelligent well paid professionals have aspergers. He will be absolutely fabulous!!!
•    Anonymous said… Sometimes you know there is a problem but it takes years for professionals to diagnose the problem.
•    Anonymous said… That's crazy to me how they can delay diagnosis for some parents, leaving them at a loss, and give some parents a quick diagnosis. I didn't judge her🙄 I'm just wondering how 13 years passed with no one batting an eye, that's how the post made it seem.
•    Anonymous said… There are some great support colleges and college programs for aspies. Definitely!
•    Anonymous said… There is hope...Einstein was an Aspie, Susan Boyle too. My child was diagnosed at age 7 with ADD and age 12 with Aspergers (high fumctioning) going to grade 10 next year. Get yourself lots of reading, google, get familiar with it in order to 'understand' your child. Strongs!!!!
•    Anonymous said… With God all things are possible...There is hope...
•    Anonymous said… With or without aspergers you get out of life what you put in. Surround him with love support and give him the confidence to know he's different but that it's not a negative. And there's always more than one way to do something and the world is his.
•    Anonymous said… Yes! My son is 22 and a junior in college. He was diagnosed with Asperger's at the age of 14. He had difficulty socially from preschool up until he was a junior in high school. By then, he was in a good school that gave him the academic challenge he needed. With maturation, he was able to start working on social skills. He is still a work in progress, but I am so proud of the obstacles he's overcome. You can feel free to PM me.

Post your comment below...

Behavior Problems in Aspergers Teens

"Our son with Aspergers (high functioning) recently turned 13. We are noticing an escalation in negative attitude and aggression (mostly verbal). We understand that traditional discipline may backfire with a child with this disorder. So, how can we approach these issues without making a growing problem worse?"

When it comes to Aspergers (high functioning autism) behavior and teenager problems, the teen years are the hardest. That is to say that the teen years are the hardest whether your youngster has Aspergers or not! Raging hormones and frustration with social interactions at school can cause a lot of anger and bad behavior during the teen years.

Your youngster may have the need to:

• Avoid responsibility (e.g, attending school, obeying parents)
• Fulfill sensory needs (e.g., relief from heat, cold, or to satisfy thirst)
• Get something (e.g., his way in a decision, your attention, control over a situation)
• Manage pain (e.g., physical and/or emotional stress that must be alleviated)

Your Aspergers youngster is unlikely to identify with your feelings or comprehend others' objections to his behavior. The only explanation you should use with him is to specifically state that the objectionable behavior is not permitted. Your son needs to follow rules, and following rules can help to focus and modify his rebellious behavior.

Aspergers Behavior Modification—

Behavior modification is a therapeutic approach that can change your son's behavior. You need to determine the need that his rebellion/aggression fulfills and teach him an acceptable replacement behavior. For example, he can be taught to ask for, point to, or show an emotion card to indicate the need that he is trying to fulfill. (Click here for more information on behavior modification.)

Aspergers Self-Stimulating Behaviors—

Sometimes, self-stimulating behaviors (e.g., pacing, squeezing a stress ball, playing a favorite video game) are taught as replacement behaviors, but it will take time for your son to integrate these behaviors into his daily activities. If your son is severely out of control, he needs to be physically removed from the situation. Granted, this may be easier said than done, and you may need someone to help you. But, behavior modification can be helpful, and it must be started as soon as possible.

Maintaining a Daily Routine—

For kids and adolescents with Aspergers, the importance of maintaining a daily routine cannot be stressed enough. A daily routine produces behavioral stability and psychological comfort for Aspergers kids. Also, it lessens their need to make demands.

When you establish a daily routine, you eliminate some of the situations in which your son's behavior becomes demanding. For example, by building in regular times to give him attention, he may have less need to show aggression to try to get that attention.

Learn to recognize and communicate the causes of his aggression with your youngster—

Ideally over time, your youngster will learn to recognize and communicate the causes of his aggression and get his needs met by using communication. Unfortunately, kids who get their needs met due to aggression or violence are very likely to continue and escalate this oppositional behavior.

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

Aspergers and Aggressive Behavior

Question

Sometimes my son with Aspergers reminds me of an adult trapped in his little body – mostly when he says to me “mom, I don’t understand what you mean when you say… (whatever I said) … can you please tell me again?” Wow. Unfortunately, I have just today resorted to trying a medication to help control his aggressive behavior because he’s punching his own face and slapping his legs and kicks at adults; leaving bruises on day care teachers. He just doesn’t understand sometimes that you cannot have a banana if there aren’t any. That’s one example of a reason for a blow up. Do you have any advice on how to bring him out of a flying rage?

Answer

Most of us have moments where we have to stop and regroup and try to get our behavior in check. Even the most even-tempered of us can blow up over something seemingly trivial. For children with Asperger’s (high-functioning autism), understanding their own emotions and being able to control them is more than an occasional challenge. It is an everyday struggle.

Online Parent Support, LLC has created a visual model designed to try to eliminate explosive behavior. This model uses a positive approach to behavior that takes away the ability to self-blame or blame others that can complicate those behaviors. The children who are taught using this model begin to learn to stop their behaviors, identify the triggers, and change the direction of the behavior into something more acceptable than a rage.

Using a model such as this can be very effective in helping children with Asperger’s first identify the situation and their feelings and then to help them learn new and acceptable ways of handling the situation. This system of identification and modification has been shown to be an effective way to bring about lasting change.

During this process, try to understand that your child with Asperger’s has a very difficult time understanding the world. He doesn’t understand why he can’t have a banana today when he had one yesterday. As he gets older, he will gain a bit more understanding of these types of situations and he will begin to learn to apply experiences from one circumstance to another. But these are skills he will have to learn.

Try to be patient with your son and try to be firm and consistent with your responses to his behaviors. If you react calmly to his actions and rages, this will help to temper his reactions. Be sure that you talk with him when he is calm about acceptable ways to behave and alternative behaviors to situations he has found himself in. The more you can talk to him about his behavior and his choices, the better chance he has of beginning to make the correct choices more often.

Motivating Students on the Autism Spectrum: Advice for Teachers

Unfortunately, there is no single magical formula for motivating Aspergers and high-functioning autistic (HFA students. Many factors affect a given student's motivation to work and to learn: interest in the subject matter, perception of its usefulness, general desire to achieve, self-confidence and self-esteem, as well as patience and persistence. And, of course, not all students on the autism spectrum are motivated by the same values, needs, desires, or wants. Some children will be motivated by the approval of others, some by overcoming challenges.

To encourage Aspergers and HFA students to become self-motivated independent learners, teachers can do the following:

• Create an atmosphere that is open and positive.
• Ensure opportunities for students' success by assigning tasks that are neither too easy nor too difficult.
• Give frequent, early, positive feedback that supports students' beliefs that they can do well.
• Help children feel that they are valued members of a learning community.
• Help children find personal meaning and value in the material.

Most students on the spectrum respond positively to a well-organized course taught by an enthusiastic teacher who has a genuine interest in "special needs" children and what they learn. Thus, activities you undertake to promote learning will also enhance students' motivation.

Ask these students to analyze what makes their classes more or less "motivating." Sass asks his classes to recall two recent class periods, one in which they were highly motivated and one in which their motivation was low. Each student makes a list of specific aspects of the two classes that influenced his or her level of motivation, and children then meet in small groups to reach consensus on characteristics that contribute to high and low motivation. In over twenty courses, Sass reports, the same eight characteristics emerge as major contributors to student motivation:

• Active involvement of students
• Appropriate difficulty level of the material
• Teacher's enthusiasm
• Organization of the course
• Rapport between teacher and students
• Relevance of the material
• Use of appropriate, concrete, and understandable examples
• Variety

Capitalize on the students' existing needs. Children learn best when incentives for learning in a classroom satisfy their own motives for enrolling in the course. Some of the needs children may bring to the classroom are the need to learn something in order to complete a particular task or activity, the need to seek new experiences, the need to perfect skills, the need to overcome challenges, the need to become competent, the need to succeed and do well, the need to feel involved and to interact with other people. Satisfying such needs is rewarding in itself, and such rewards sustain learning more effectively than do grades. Design assignments, in-class activities, and discussion questions to address these kinds of needs.

Make Aspergers and HFA students active participants in learning. Children learn by doing, making, writing, designing, creating, solving. Passivity dampens students' motivation and curiosity. Pose questions. Don't tell children something when you can ask them. Encourage children to suggest approaches to a problem or to guess the results of an experiment. Use small group work.

Hold high but realistic expectations for Aspergers and HFA students. Research has shown that a teacher's expectations have a powerful effect on a student's performance. If you act as though you expect children to be motivated, hardworking, and interested in the course, they are more likely to be so. Set realistic expectations for children when you make assignments, give presentations, conduct discussions, and grade examinations. "Realistic" in this context means that your standards are high enough to motivate children to do their best work but not so high that students will inevitably be frustrated in trying to meet those expectations. To develop the drive to achieve, students need to believe that achievement is possible -which means that you need to provide early opportunities for success.

Avoid creating intense competition among students on the spectrum. Competition produces anxiety, which can interfere with learning. Reduce students' tendencies to compare themselves to one another. Bligh reports that children are more attentive, display better comprehension, produce more work, and are more favorable to the teaching method when they work cooperatively in groups rather than compete as individuals. Refrain from public criticisms of students' performance and from comments or activities that pit children against each other.

Be enthusiastic about your subject. A teacher's enthusiasm is a crucial factor in student motivation. If you become bored or apathetic, Aspergers and HFA students will too. Typically, a teacher's enthusiasm comes from confidence, excitement about the content and genuine pleasure in teaching. If you find yourself uninterested in the material, think back to what attracted you to the field and bring those aspects of the subject matter to life for children. Or challenge yourself to devise the most exciting way to present the material, however dull the material itself may seem to you.

Help these young people set achievable goals for themselves. Failure to attain unrealistic goals can disappoint and frustrate children. Encourage children to focus on their continued improvement, not just on their grade on any one test or assignment. Help students evaluate their progress by encouraging them to critique their own work, analyze their strengths, and work on their weaknesses. For example, consider asking children to submit self-evaluation forms with one or two assignments.

Strengthen these students' self-motivation. Avoid messages that reinforce your power as a teacher or that emphasizes extrinsic rewards. Instead of saying, "I require," "you must," or "you should," stress "I think you will find. . . " or "I will be interested in your reaction."

Tell these students what they need to do to succeed in your course. Don't let children struggle to figure out what is expected of them. Reassure students that they can do well in your course, and tell them exactly what they must do to succeed. Say something to the effect that "If you can handle the examples on these problem sheets, you can pass the exam. People who have trouble with these examples can ask me for extra help." Or instead of saying, "You're way behind," tell the student, "Here is one way you could go about learning the material. How can I help you?"

Increase the difficulty of the material as the semester progresses. Give Aspergers students opportunities to succeed at the beginning of the semester. Once children feel they can succeed, you can gradually increase the difficulty level. If assignments and exams include easier and harder questions, every student will have a chance to experience success as well as challenge.

Vary your teaching methods. Variety reawakens students' involvement in the course and their motivation. Break the routine by incorporating a variety of teaching activities and methods in your course: role playing, debates, brainstorming, discussion, demonstrations, case studies, audiovisual presentations, guest speakers, or small group work.

When possible, let Aspergers and HFA students have some say in choosing what will be studied. Give children options on term papers or other assignments (but not on tests). Let children decide between two locations for the field trip, or have them select which topics to explore in greater depth. If possible, include optional or alternative units in the course.

Work from students' strengths and interests. Find out why children are enrolled in your course, how they feel about the subject matter, and what their expectations are. Then try to devise examples, case studies, or assignments that relate the course content to students' interests and experiences. For instance, a chemistry professor might devote some lecture time to examining the contributions of chemistry to resolving environmental problems. Explain how the content and objectives of your course will help children achieve their educational, professional, or personal goals.

Avoid using grades as threats. The threat of low grades may prompt some "special needs" students to work hard, but other children may resort to academic dishonesty, excuses for late work, and other counterproductive behavior.

Design tests that encourage the kind of learning you want these students to achieve. Many children will learn whatever is necessary to get the grades they desire. If you base your tests on memorizing details, children will focus on memorizing facts. If your tests stress the synthesis and evaluation of information, students will be motivated to practice those skills when they study.

Emphasize mastery and learning rather than grades. Ames and Ames report on two secondary school math teachers. One teacher graded every homework assignment and counted homework as 30 percent of a student's final grade. The second teacher told children to spend a fixed amount of time on their homework (thirty minutes a night) and to bring questions to class about problems they could not complete. This teacher graded homework as satisfactory or unsatisfactory, gave children the opportunity to redo their assignments, and counted homework as 10 percent of the final grade. Although homework was a smaller part of the course grade, this second teacher was more successful in motivating children to turn in their homework.

In the first class, some students gave up rather than risk low evaluations of their abilities. In the second class, children were not risking their self-worth each time they did their homework but rather were attempting to learn. Mistakes were viewed as acceptable and something to learn from. Researchers recommend de-emphasizing grading by eliminating complex systems of credit points; they also advise against trying to use grades to control nonacademic behavior (for example, lowering grades for missed classes). Instead, assign ungraded written work, stress the personal satisfaction of doing assignments, and help students measure their progress.

Give Aspergers students feedback as quickly as possible. Return tests and papers promptly, and reward success publicly and immediately. Give Aspergers students some indication of how well they have done and how to improve. Rewards can be as simple as saying a student's response was good, with an indication of why it was good, or mentioning the names of contributors: "Cherry's point about pollution really synthesized the ideas we had been discussing."

Reward success. Both positive and negative comments influence motivation, but research consistently indicates that Aspergers and HFA students are more affected by positive feedback and success. Praise builds students' self-confidence, competence, and self-esteem. Recognize sincere efforts even if the product is less than stellar. If a student's performance is weak, let the student know that you believe he or she can improve and succeed over time.

Introduce Aspergers and HFA students to the good work done by their peers. Share the ideas, knowledge, and accomplishments of individual students with the class as a whole:

• Have children write a brief critique of a classmate's paper.
• Make available copies of the best papers and essay exams.
• Pass out a list of research topics chosen by children so they will know whether others are writing papers of interest to them.
• Provide class time for children to read papers or assignments submitted by classmates.
• Schedule a brief talk by a student who has experience or who is doing a research paper on a topic relevant to your lecture.

Be specific when giving negative feedback. Negative feedback is very powerful and can lead to a negative class atmosphere. Whenever you identify a student's weakness, make it clear that your comments relate to a particular task or performance, not to the student as a person. Try to cushion negative comments with a compliment about aspects of the task in which the student succeeded.

Avoid demeaning comments. Many Aspergers and HFA students in your class may be anxious about their performance and abilities. Be sensitive to how you phrase your comments and avoid offhand remarks that might prick their feelings of inadequacy.

Avoid giving in to these students' pleas for "the answer" to homework problems. When you simply give struggling students the solution, you rob them of the chance to think for themselves. Use a more productive approach:

• Resist answering the question "is this right?" Suggest to the children a way to check the answer for themselves.
• Praise the children for small, independent steps.
• Gently brush aside students’ anxiety about not getting the answer by refocusing their attention on the problem at hand.
• Ask the children to build on what they do know about the problem.
• Ask the children for one possible approach to the problem.

If you follow these steps, students with special needs will learn that it is all right not to have an instant answer. They will also learn to develop greater patience and to work at their own pace. And by working through the problem, children will experience a sense of achievement and confidence that will increase their motivation to learn.

Ask nonthreatening questions about the reading. Initially pose general questions that do not create tension or feelings of resistance: "Can you give me one or two items from the chapter that seems important?" "What section of the reading do you think we should review?" "What item in the reading surprised you?" "What topics in the chapter can you apply to your own experience?"

Ask these students to write a one-word journal or one-word sentence. Angelo describes the one-word journal as follows: children are asked to choose a single word that best summarizes the reading and then write a page or less explaining or justifying their word choice. This assignment can then be used as a basis for class discussion.

Assign study questions. Hand out study questions that alert these students to the key points of the reading assignment. To provide extra incentive for children, tell them you will base exam questions on the study questions.

Assign the reading at least two sessions before it will be discussed. Give Aspergers and HFA students ample time to prepare and try to pique their curiosity about the reading: "This article is one of my favorites, and I'll be interested to see what you think about it."

Give a written assignment to those students who have not done the reading. Some teachers ask at the beginning of the class who has completed the reading. Children who have not read the material are given a written assignment and dismissed. Those who have read the material stay and participate in class discussion. The written assignment is not graded but merely acknowledged. This technique should not be used more than once a term.

If your class is small, have children turn in brief notes on the day's reading that they can use during exams. At the start of each class, a professor in the physical sciences asks children to submit a 3" x 5" card with an outline, definitions, key ideas, or other material from the day's assigned reading. After class, he checks the cards and stamps them with his name. He returns the cards to children at a class session prior to the midterm. Aspergers and HFA students can then add any material they would like to the cards but cannot submit additional cards. The cards are again returned to the faculty member who distributes them to children during the test. This faculty member reports that the number of children completing the reading jumped from 10 percent to 90 percent and that students especially valued these "survival cards."

Prepare an exam question on un-discussed readings. One faculty member asks her class whether they have done the reading. If the answer is no, she says, "You'll have to read the material on your own. Expect a question on the next exam covering the reading." The next time she assigns reading, she reminds the class of what happened the last time, and the children come to class prepared.

Use class time as a reading period. If you are trying to lead a discussion and find that few Aspergers or HFA students have completed the reading assignment, consider asking children to read the material for the remainder of class time. Have them read silently or call on students to read aloud and discuss the key points. Make it clear to students that you are reluctantly taking this unusual step because they have not completed the assignment.

More resources for parents and teachers 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

==> Highly Effective Research-Based Parenting Strategies for Children with Asperger's and High-Functioning Autism

____________________

Do you need the advice of a professional who specializes in parenting children and teens with Autism Spectrum Disorders?  Sign-up for Online Parent Coaching today.

References—

American Psychological Association. Learner-Centered Psychological Principles: Guidelines for School Redesign and Reform. Washington, D.C.: American Psychological Association, 1992.
Ames, R., and Ames, C. "Motivation and Effective Teaching." In B. F. Jones and L. Idol (eds.), Dimensions of Thinking and Cognitive Instruction. Hillsdale, N. J.: ErIbaum, 1990.
Angelo, T. A. "Ten Easy Pieces: Assessing Higher Learning in Four Dimensions." In T. A. Angelo (ed.), Classroom Research: Early Lessons from Success. New Directions for Teaching and Learning, no. 46. San Francisco: Jossey-Bass, 1991.
Bligh, D. A. What's the Use of Lecturing? Devon, England: Teaching Services Centre, University of Exeter, 1971.
Brock, S. C. Practitioners' Views on Teaching the Large Introductory College Course. Manhattan: Center for Faculty Evaluation and Development, Kansas State University, 1976.
Cashin, W. E. "Motivating Students." Idea Paper, no. 1. Manhattan: Center for Faculty Evaluation and Development in Higher Education, Kansas State University, 1979.
Daniel, J. W. "Survival Cards in Math." College Teaching, 1988, 36(3), 110.
Eble, K. E. The Craft of Teaching. (2nd ed.) San Francisco: Jossey-Bass, 1988.
Ericksen, S. C. "The Lecture." Memo to the Faculty, no. 60. Ann Arbor: Center for Research on Teaching and Learning, University of Michigan, 1978.
Erickson, B. L., and Strommer, D. W. Teaching College Freshmen. San Francisco: Jossey-Bass, 1991.
Fiore, N. "On Not Doing a Student's Homework." Chemistry TA Handbook. Berkeley: Chemistry Department, University of California, 1985.
Forsyth, D. R., and McMillan, J. H. "Practical Proposals for Motivating Students." In R. J. Menges and M. D. Svinicki (eds.), College Teaching: From Theory to Practice. New Directions in Teaching and Learning, no. 45. San Francisco: Jossey-Bass, 1991.
Lowman, J. Mastering the Techniques of Teaching. San Francisco: Jossey-Bass, 1984.
Lowman, J. "Promoting Motivation and Learning." College Teaching, 1990, 38(4), 136-39.
Lucas, A. F. "Using Psychological Models to Understand Student Motivation." In M. D. Svinicki (ed.), The Changing Face of College Teaching. New Directions for Teaching and Learning, no. 42. San Francisco: Jossey-Bass, 1990.
McKeachie, W. J. Teaching Tips. (8th ed.) Lexington, Mass.: Heath, 1986.
McMillan, J. H., and Forsyth, D. R. "What Theories of Motivation Say About Why Learners Learn." In R. J. Menges and M. D. Svinicki (eds.), College Teaching: From Theory to Practice. New Directions for Teaching and Learning, no. 45. San Francisco: Jossey-Bass, 1991.
Sass, E. J. "Motivation in the College Classroom: What Students Tell Us." Teaching of Psychology, 1989, 16(2), 86-88.
Tiberius, R. G. Small Group Teaching: A Trouble-Shooting Guide. Toronto: Ontario Institute for Studies in Education Press, 1990.
Weinert, F. E., and Kluwe, R. H. Metacognition, Motivation and Understanding. Hillsdale, N.J.: Erlbaum, 1987.
"When They Don't Do the Reading." Teaching Professor, 1989, 3(10), 3-4.

Equine Therapy for Aspergers Children

"We have heard that therapy using animals is an effective method for treating symptoms of AS. Is there one animal therapy that stands out above the rest, or one that is recommended more often?"

Typical treatment programs for Aspergers (high-functioning autism) focus on behavior modification and improvement. The complexity of the behaviors is gradually increased in an attempt to help the person continue developing. Medication is sometimes prescribed to people with Aspergers, but only to control symptoms like hyperactivity or seizures. There's currently no known cure for Aspergers.

Research into animal assisted therapy is fairly new. However, even among professionals who believe more research is in order, there's a general consensus that therapy animals can be a highly beneficial addition to treatment programs for kids with Aspergers.

Equine assisted therapy seems to have the best results. The rhythmic motion of riding a horse causes the kids to focus on the movement - which is slow, deliberate, and relaxing. The youngster indirectly learns how to focus better, which is aided by the calming effect of riding. Some equine therapy ranches have a policy of letting the horse pick the youngster, rather than "assigning" the youngster and horse to each other. It's a unique method that has had excellent results. A staff person will lead a youngster to a horse, and watch for the horse's reaction. If the horse dips his head or nuzzles the youngster, it's an indication that a bond is being formed and the youngster has been "chosen".

In addition to the movement experienced when riding the horse, tactile senses are stimulated. The horse's skin is fuzzy, the mane and tail are rough, and the nose is soft. Discovery of these sensations often helps draw a youngster out, stimulating development of his or her verbal communication and interest in other physical objects.

Motor skills are also developed as the youngster learns to ride, and eventually groom and tack. Equine therapy offers a safe, secure environment where a therapist or other staff person will be close at hand as new skills are learned. These new skills, and the youngster's continued improvement upon them, increase her self-confidence, which increases her desire and willingness to learn skills at home and/or at school. Learning is no longer scary, but fun, interesting and rewarding.

A youngster's ability to interact socially is often improved as well. The therapy sessions teach the youngster how to interact with the counselor and staff people. Group sessions allow the youngster to work and play with other kids and counselors, to learn how to handle relational conflict, and how to help others. Counselors who have consistently included equine assisted therapy in their development programs for autistic kids always have stories to tell of the dramatic improvements they see in the kids. Not only is basic communication and motor skills improved, but many kids experience improvements in their overall moods. Kids who before experienced angry outbursts or who rarely smiled are suddenly calmer, and smile more readily and frequently.

As with other types of animal assisted therapy, the introduction of the animal seems to calm and soothe kids. The playful nature of animals seems to draw autistic kids out of their "shells". Kids who start to isolate themselves have become more open as a result of equine assisted therapy. Often, they begin making eye contact with the animal first, then with other people. Soon after that, the youngster often becomes more relationally open; again, with the animal first, then with people.

Working with an animal such as a horse offers the youngster with Aspergers a safe, non-judgmental and tolerant relationship in which to practice both verbal and non-verbal communication skills. Communication is power when a command such as "Giddyup!" or "Giddup!" makes the horse go and "Whoa!" or "Ho!" makes it stop.

The Aspergers youngster can also learn to recognize the impact of his own behavior on others while working with a horse. If he yells at a horse, the animal won't come near him. If he speaks gently, it will.

During equine therapy, a licensed mental health professional will use the structured activity, whether feeding, grooming, haltering or even riding the horse to help the youngster to meet specific goals. The youngster may be asked to interpret how the animal is feeling by observing non-verbal cues, or to practice taking turns talking and listening while having a conversation with the therapist about the activity. He may join a group of other kids at the stable to discuss various aspects of horsemanship, practicing communication skills and age-appropriate topics of conversation.

In a challenging world, the Aspergers kid with horsemanship skills will have new (and age-appropriate) topics of conversation, new communication and social skills to apply to human relationships, and of course, a new friend in a therapy horse.