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Helping Children with ASD to Manage Time

Question

"I have an 16-year-old child with ASD [level 1]. He is an excellent student now that he is doing his high school online through a public charter school. However, he has no concept of time so he is often cramming at the last minute to finish his assignments. How can I help him learn to manage his time better so that he can do his work without added stress and anxiety?"

Answer

Nothing creates stress and anxiety quite like procrastination. While some individuals are just natural procrastinators, others, like your child, have a genuine problem understanding the concept of time. This is a common characteristic of ASD [High-Functioning Autism].

Online schooling is a great option for teenagers with ASD. Removing the classroom distraction does wonders for your child's thought processes. The lessening of sensory assault, the one-on-one instruction, and no bullies are definite pluses! As an added thought, please consider social skills group classes and other social outlets to prevent total isolation. Clubs and community groups that are geared towards his special interests (i.e., history book club, chess club, and band lessons are common choices) will provide much needed social skills practice in a comfortable environment.

Organization is another weak area for many children with ASD. Since children on the spectrum are prone to struggle with depression, anxiety, and stress, the addition of poor organization can cause real problems. Organizational skills are necessary for young adults. High school teachers and college professors expect students to contribute acceptable work in a timely manner. Finding solutions that work now will lead to positive changes and less stress in the future. 

Here are some things you can do to help your child manage his time better:

• Visual timers can be very helpful tools when organizational skills are being taught. These timers have a colored line that gets smaller as the time passes, giving the user a true visual image of running out of time. Each daily task or, in your child's case, each school subject, can be timed with the visual timer. Congratulations on finding the solution for your child's school issues. High school can be very overwhelming for teenagers with ASD. With your guidance and a plan of organization, your child is sure to finish high school and move on to adulthood ventures with confidence and control.

• Visual schedules are a necessary part of your child's routine. Use lists and reminders to keep him moving along. Encourage him to keep a daily, weekly, and monthly calendar. To do lists, written schedules, and assignment lists will give him the structure he needs to begin organizing his life.

• Designing an ordered workspace is a good place to start. A designated place for everything, comfortable seating, quiet surroundings, and a calming decor will help diminish distractions.

• Creating a routine is essential for your child. As an individual with ASD, he craves routine and order. A daily routine will set him on the right path. He may need guidance to develop a routine. Work with him to create a smooth flow to his day.

 
 
 
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…

---------------------------------------------------------------

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...

--------------------------------------------------------------

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…

------------------------------------------------------------

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…

------------------------------------------------------------

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...

------------------------------------------------------------

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...
 
------------------------------------------------------------
 
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...
 
 
Comments:
  • Anonymous said...Has anyone looked into whether it is difficult for an individual with Asperger's to manage the assault of many emails a day coming into one's inbox? How does someone with Asperger's manage the constant contact modern technology requires? Thanks.
  • Anonymous said... Visual timer!
  • Max...Help him develop a schedule he can follow and put it where he can always see what he should be working on.
  • Anonymous said...Perhaps he needs help or training in breaking down assignments into bites sizes. Time the bites and keep a journal of how long the bites take for a week so that he can learn how long specific tasks take. From these bite sizes a visual planner with the bites in place may help him stay on task... Also perhaps "first this then that" visual reminder so that he completes a needed bite (classwork) followed by a reward (use timers). These should help him feel successful in coursework and also feel rewarded as well as able to remain in control. Further these are huge skills that will later help him be successful in his employment.
  • Anonymous said...Find some resources on mind maping - an excellent visual aide that will help him plan what information he knows, needs to find out, and then can be used to study. There are books detailing how to teach/learn the technique and also must be computer programmes too - I'm sure I have heard of these. He may also be a gestalt learner - and have trouble breaking his assignment down into smaller, more manageable chunks, meaning he is more likely to leave it to the last minute.
  • Anonymous said...my son does online school (13 in 7th grade) and he thrives on a list for each day. He has a white board and puts each days list of classes in the order he plans to do them. He doesn't use this next idea, but my husband with ADHD does. A silent timer. You can see the hand ticking down without the annoying ticking sound. It will help him develop a sense of time going by as well.
  • Anonymous said...Can I ask which online school he does. Mine does Connections.
  • Anonymous said...Do you have specific schools over there for kids with Aspergers. (I mean not intergrated in mainstream schools but schools specifically for only ASD kids). from Australia.

By

Are there any medications or techniques to address the zoning out??

Question

"I have a 9 year old son who was mildly diagnosed with Autism [level 1] when he was in second grade. He is very social, likes to tell jokes, is involved in a swimming team at the YMCA and has lots of play dates. His main problem is in school and doing homework... he tends to be in this "low arousal state" where he appears to be "zoning out". He has a para which basically helps him to stay focused. He is about 5 reading levels behind grade level. He has trouble with inference and thinking outside the box. Math word problems are difficult. He doesn't exhibit any depression, hyperactivity, temper tantrums, or stemming. He is very pleasant to people and makes eye contact. Are there any medications or techniques to address the zoning out?? I know he's paying attention since when presented with a question, he usually answers correctly. Again, this only occurs during school and homework. He also has been heavily stuttering out of nowhere for over a year. He receives speech 3x's to 2x's and adaptive phy.ed. Any information would be great."

Answer

One of the unusual abilities that high-functioning autistic kids have is “hyper-focus”. Like all ASD traits, hyper-focus is a double-edged sword. On the one hand, when combined with the special interest and ASD long-term memory, it is responsible for the genius label as it applies to autistic children. On the other, it's responsible for many learning and obedience issues.

Hyper-focus is commonly found in ASD kids who also have the ADD/ADHD. In recent years, the definitions of ADHD (Attention Deficit Hyperactive Disorder) and ADD (Attention Deficit Disorder) have merged in the medical sense under the banner of ADHD. Personally, I'm not keen on this merging of diagnosis because while the two share similar definitions, there are some fundamental differences between them. 
 
While both ADHD and ADD kids have, by definition, attention issues, the hyperactive youngster is more likely to have attention problems due to hyperactivity itself while the ADD youngster is more likely to have a hyper-focus problem.
 

Consider the differences between the two:

1. A youngster who does not respond when his name is called because he is distracted or is shouting and jumping from chair to chair.

2. A youngster who is intently starring at a spinning wheel, or playing with some lego bricks and does not respond when his name is repeatedly called.

Hyper-focus is possibly the cause of the problem only in the second case.

One of the basic tenants of positive parenting and positive schooling is that the obedient youngster should be rewarded. In school for example, a youngster who is obviously paying attention will receive a reward while one who is not may be rebuked or simply ignored. This technique is generally quite effective with "typical" kids.

Unfortunately, this technique does not work with hyper-focused kids who go into daydream state - or "zone out" - automatically. Zoning out is not disobedience. This youngster is not trying to be naughty - they just happen to go into that state automatically.

The best remedy for these kids is for the teacher to work more closely with them and for more one-on-one time to be allocated. In schools, this isn't always practical and hyper-focused kids can often miss out on necessary attention and can fall behind. Often, such kids are labeled "slow" and are put into remedial classes simply because they lack the ability to remain "on-task".

Hyper-focus has a lot of advantages. It allows one to think more abstractly and with greater complexity. It is a particularly useful skill to have when you need to be able to model complex systems or think in an extremely logical manner (for computer programming). In the adult world, hyper-focus allows people with autism to deal with excessive levels of detail while still retaining a top-down approach.
 

Autistic kids tend to hyper-focus mainly on their special interests and they are able to take in and process large amounts of related information as a result.

The best way to make use of hyper-focus in primary school kids is to attempt to line their work up with their special interests whenever possible.

For example, if your youngster's special interest is trains, then giving them sentences to write about trains or mathematics problems regarding carriages, train sizes or weights, or giving them scientific projects on the use of electricity or steam in trains will allow the youngster to use their special interest to further their normal learning.
 
Resources for parents of children and teens on the autism spectrum:
 
 
 
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…

---------------------------------------------------------------

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...

--------------------------------------------------------------

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…

------------------------------------------------------------

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…

------------------------------------------------------------

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...

------------------------------------------------------------

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...
 
------------------------------------------------------------
 
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...
By

CAST: The Childhood Asperger Syndrome Test

Question

What is the best way to have a child tested for asperger's?

Answer

The best approach to testing is to have your child examined by a Child and Adolescent Psychiatrist [ask for a Comprehensive Psychiatric Evaluation].

For your own personal information, you can use the CAST test below. An Asperger test known as CAST is a valuable tool for evaluating children who might have the disorder. CAST stands for Childhood Asperger Syndrome Test. It's easy to administer and well organized. Exams like this have been developed to help families with high-functioning children receive the necessary screening. The Childhood Asperger Syndrome Test is also used for epidemiological research. The Aspergers CAST Test for children is a test that will enable parents to have a better sense of what the criteria for Asperger's looks like. For some of you, it will settle your nerves, for others, you will now have a better sense of what's going on with your child, enabling you to make appropriate choices with a better idea of where your child's challenges lay.


Aspergers CAST Test For Children

Child's name_______________________________
Age______ Sex: M / F
Birth Order: Twin or single birth______________
Parent / Guardian______________________________
Parent(s) occupation___________________________
Address______________________________________
_______________________________________
Phone#______________________________________
School_______________________________________

Please read the following questions carefully, and circle the appropriate answer:

1. Does s/he join in playing games with others easily?
Yes
No

2. Does s/he come up to you spontaneously for a chat?
Yes
No

3. Was s/he speaking by 2 years old?
Yes
No

4. Does s/he enjoy sports?
Yes
No

5. Is it important for him/her to fit in with a peer group?
Yes
No

6. Does s/he appear to notice unusual details that others miss?
Yes
No

7. Does s/he tend to take things literally?
Yes
No

8. When s/he was 3 years old, did s/he spend a lot of time pretending (e.g., play-acting being a super-hero, or holding teddy's tea parties?
Yes
No

9. Does s/he like to do the same things over and over again, in the same way all the time?
Yes
No

10. Does s/he find it easy to interact with other children?
Yes
No

11. Can s/he keep a two-way conversation going?
Yes
No

12. Can s/he read appropriately for his/her age?
Yes
No

13. Does s/he mostly have the same interests as his/her peers?
Yes
No

14. Does s/he have an interest that which takes up so much time that s/he does little else?
Yes
No

15. Does s/he have friends, rather than just acquaintances?
Yes
No

16. Does s/he often bring things to show you that interest s/he?
Yes
No

17. Does s/he enjoy joking around?
Yes
No

18. Does s/he have difficulty understanding the rules for polite behavior?
Yes
No

19. Does s/he have an unusual memory for details?
Yes
No

20. Is his/her voice unusual (e.g., overly adult, flat, or very monotonous?
Yes
No

21. Are people important to him/her?
Yes
No

22. Can s/he dress him/herself?
Yes
No

23. Is s/he good at turn-taking in conversation?
Yes
No

24. Does s/he play imaginatively with other children, and engage in role-play?
Yes
No

25. Does s/he do or say things that are tactless or socially inappropriate?
Yes
No

26. Can s/he count to 50 without leaving out any numbers?
Yes
No

27. Does s/he make normal eye-contact?
Yes
No

28. Does s/he have any unusual and repetitive movements?
Yes
No

29. Is his/her social behavior very one-sided and always on his or her terms?
Yes
No

30. Does your child sometimes say "you" or "s/he" when s/he means to say "I"?
Yes
No

31. Does s/he prefer imaginative activities such as play-acting or story-telling, rather than numbers or a list of facts?
Yes
No

32. Does s/he sometimes lose the listener because of not explaining what s/he is talking about?
Yes
No

33. Can s/he ride a bicycle (even if with stabilizers)?
Yes
No

34. Does s/he try to impose routines on him/herself, or on others, in such a way that it causes problems?
Yes
No

35. Does s/he care about how s/he is perceived by the rest of the group?
Yes
No

36. Does s/he often turn conversations to his/her favorite subject rather than following what the other person wants to talk about?
Yes
No

37. Does s/he have odd or unusual phrases?
Yes
No

SPECIAL NEEDS SECTION

• Have teachers/health visitors ever expressed any concerns about his/her development?
Yes
No
If yes, please specify___________________________________

• Has s/he ever been diagnosed with the following:

Language delay
Yes
No

Hyperactivity/Attention Deficit Disorder (ADHD)
Yes
No

Hearing or visual difficulties?
Yes
No

Autism Spectrum Condition, including Asperger syndrome?
Yes
No

A physical disability?
Yes
No

Other? (please specify
Yes
No
If yes, please specify___________________________________


My Aspergers Child: Preventing Meltdowns
By

ASD Kids & Behavioral Problems at School

Question: I have a 7 year old son who has yet to be diagnosed but, it is looking as if he has ASD. He is having major behavioural problems at school which include hitting other children, staff etc. He is an only child and although there are some behaviour issues at home, the main problem is when he is in a group situation like school. Has anyone else had this experience and if so what did you do? 
 
==> CLICK HERE for the answer...


By

Children & School Refusal

"What do you do if your 9 year old is refusing to go to school ever again? Do take her kicking and screaming?"
 
CLICK HERE for the answer...

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