How To Write Social Stories

What is a Social Story?

A social story is a simple method that may be used at home, school, or in the community to teach or maintain social skills, daily living skills, or behavior management skills of kids with Aspergers and High Functioning Autism (HFA).

A social story addresses specific situations by teaching the child appropriate behaviors and responses (e.g., how to cope with changes in routine, how to get along with peers, how to work in the classroom) and provides (a) an explanation of detailed social information (e.g., guidelines for waiting a turn in conversation, sharing, or demonstrating good manners), and (b) desired responses instead of problem behaviors.

The purpose of a social story is to:

• address a wide variety of problem behaviors (i.e., aggression, fear, obsessions)
• break goals into easy steps
• correct child responses to a social situation in a nonthreatening manner
• describe social situations and appropriate responses
• help the child cope with both expected and unexpected transitions
• personalize instruction
• teach routines for better retention and generalization

How to Write a Social Story—

1. Identify the target behavior you wish change or maintain. Focus on writing the social story about the behavior you want the Aspergers or HFA child to learn or increase (e.g., Kyle’s obsession is “trains.” He focuses on trains to the exclusion of doing homework, and his grades are suffering as a result).

2. Define the target behavior and collect data. To make sure that the social story is effective, parents and the child need to have an identical understanding of what behavior is being targeted. This means that specific descriptive and measurable information must be noted (e.g., to measure the number of times Kyle engages in inappropriate conversations about trains, the parent puts a tally mark for each time that he initiates a conversation about trains).

3. To develop an effective social story, (a) gather information about the child’s interests, abilities, impairments, and motivating factors, (b) observe situations that often present problem behaviors, (c) ask the child for his perspective of the specific target behavior, and (d) determine the topics for the social story.

Example questions to determine the target behavior include:

1. Does it appear as if the child enjoys performing the behavior?
2. Does the behavior ever occur following a request to perform a difficult task?
3. Does the behavior ever occur when the child wants to get a toy, food, or activity that he has been told he can’t have?
4. Does the behavior occur whenever the adult stops paying attention to the child?
5. Does the behavior occur when the child is calm and unaware of anything else going on around him?
6. Would the behavior occur repeatedly in the same way for very long periods of time, if no one was around?

Formula for Developing a Social Story—

The three types of sentences in a social story are:

1. Descriptive – tells where situations occur, who is involved, what they are doing, and why (e.g., "During Homework Time, me and my brother are in our separate bedrooms sitting at our desks. We are either reading or writing so we can get our assignments done before T.V. Time).

2. Perspective – describes the reactions and feelings of the child and of others (e.g., "When I talk about trains instead of doing homework, it makes me get poor grades in Math and Spelling, which makes my mom and the teacher unhappy").

3. Directive – tells the child what to do (e.g., "When I want to talk to my mom or brother about trains, I will have to wait until Free Time").

Photographs, hand-drawn illustrations, or pictorial icons can help aid in the child's understanding of the social story (although some children may be distracted by pictures or may have difficulty generalizing from a picture).

Social stories can be written in book format, bound or placed in a notebook. However, they can also be written on poster board, cardboard, laminated paper, or on a chalk-board.

Using the Social Story in a Real Life Situation—

1. Read the story to the child in a location with few distractions.

2. Briefly explain the importance of a social story (e.g., Discuss with Kyle the importance of completing homework).

3. Read through the story once or twice and, when necessary, model the desired behavior (e.g., After reading with Kyle his social story about waiting for Free Time to talk about trains, the parent pretends to be the brother who comes into Kyle’s room. Kyle is encouraged to tell his brother that he is doing homework and will play later).

4. If needed, create a schedule for the child in which the story is read at the same time and in the same way each time.

5. If needed, read the story just prior to a situation in which the problem behavior is likely to occur (e.g., If Kyle’s problem with talking about trains occurs mainly during Homework Time, it may be helpful to read the social story right before Homework Time each day).

6. Consider providing opportunities for the child to read the social story to other children or adults.

How do you know if the Social Story is working?

• Observe the child’s behavior and comments when the story is presented.
• Conduct ongoing data collection on the child’s behavior.
• Compare your observations to those of others.
• Collect data now that the story has been implemented and compare the data to the previous data.
• Determine if the child has acquired, generalized, and maintained the new behavior.

What should you do if the Social Story is NOT working?

If the child has not responded to the social story after an appropriate length of time (varies by target behavior and the time each child requires to learn a new skill), review the social story and how it has been used. If modifications are needed, change only one aspect of the social story at a time (e.g., Change when the story is read. Do not change the words of the story or who reads the story. This helps determine what aspect of the social story works and does not work).

What should you do if the Social Story IS working?

• Let the social story fade away slowly by extending the time between readings or having the child read the story independently.
• Work with the child to identify new social skills to address.
• Create new social stories that address other targeted behaviors.
• Help the child continue to generalize new behaviors (e.g., The parent could help Kyle generalize “staying focused on homework” rather than the “train obsession” in situations outside of the home, such as school or Boy Scouts).
• Reintroduce the previous story as needed.

Summary—

A social story helps children with Aspergers and HFA acquire, generalize, and maintain social skills that make them more successful at home, school, and the community.

1. Identify the target behavior.

2. Write the social story taking care that the vocabulary matches the child's age, reading, and functioning level. If possible, write the story with the child.

3. Include any combination of descriptive, perspective, directive, or control sentences.

4. If needed, use pictures, photographs, or icons to aid comprehension.

5. Construct the social story out of materials appropriate for the child’s developmental level using cardboard, poster board, laminated pages, etc.

6. Provide an appropriate routine for the social story to be read.

7. If the child does not appear to be responding to the social story, adjust the content of the story and/or the child's access to the social story.

8. Fade the social story when the desired outcome is maintained and reintroduce if needed (some children may continue to rely on a social story for an extended period of time).

Examples of Social Stories:

The Lunch Room

My school has many rooms. One room is called the lunch room. Usually the children eat lunch in the lunch room. The children hear the lunch bell. The children know the lunch bell tells them to line up at the door. We have a line to be fair to those who have waited the longest. As each person arrives they join the end of the line. When I arrive I will try to join the end of the line. The children are hungry. They want to eat. I will try to stand quietly in the lunch line until it is my turn to buy my lunch. Lunch lines and turtles are both very slow. Sometimes they stop; sometimes they go. My teacher will be pleased that I have waited quietly.

Standing Too Close

Sometimes I talk to the other children in my class. The other children don't like when I stand very close to them. When I stand too closely, it makes my friends feel crowded. If I stand too close, other children sometimes get mad at me. I can back up and stand three feet away from my friends when we talk. It makes my friends happy when I stand three feet away when we talk.

Don't have time to write a social story?  No problem!  We have some for you here in video format. Just sit with your child at the computer and watch them together.

==> Click here for the videos...

Aspergers Adults and Fulfilling Relationships

Question

I’m a 23-year-old male with Aspergers. I would like to date, but am having great difficulty in finding a girlfriend. I can even see myself getting married someday if I find someone I’m compatible with. Any suggestions?

Answer

Some adults with Aspergers (high functioning autism) are married or in long-term relationships. Some are not. Often times, it is only when Aspergers parents have kids that they recognize their own Aspergers traits. Also, Aspergers adults tend to have “alternative lifestyles” in statistically greater numbers than the general population. Some Aspergers adults do not feel particularly attached to their sexuality (i.e., they don’t identify with a particular sex or seek relationships with a particular sex). Other Aspergers adults simply avoid pursuing relationships (other than friendships). "Aspies" should not feel pressured to act outside of what they are comfortable with when it comes to developing relationships with others.

Relationship difficulties are not something unique to those with Aspergers. Non-Aspergers individuals (i.e., neurotypicals) have their own share of relationship difficulties. All relationships have stages. The stages in a relationship are:

1. coming together
2. staying together
3. moving apart

Coming together is a 6-step process:

1. initiating contact
2. discovery of common interests
3. intensifying your interest and involvement
4. integrating this person into your life’s activities
5. bonding or committing to the relationship (usually leading to marriage if the interest in the relationship is sexual)

Staying together is a long-term situation that requires effort from both partners to keep the relationship going. There are nine characteristics that long-term relationships often have, none of which are always present to the same degree:

1. amusement (i.e., making the relationship fun and enjoyable)
2. affection (i.e., pleasure in being together)
3. commitment equity (i.e., equal dedication to the relationship)
4. fidelity equity (i.e., faithfulness to each other)
5. contracting (i.e., fulfilling any agreements made to each other)
6. a “two-some” mentality (i.e., relying on each other as partners)
7. recognition (i.e., publicly making others aware of your commitment to each other)
8. frankness (i.e., revealing your inner self to each other)
9. averaging (i.e., good and bad times should average out)

It is possible for a relationship to come apart at almost any stage. Under normal conditions, relationships come apart in five steps:

1. differentiating (i.e., disagreements and differences become the focus of attention)
2. circumscribing (i.e., talk diminishes with less revealing of self and fewer commitments to each other)
3. stagnation (i.e., relationship loses its life and partners move apart physically)
4. avoiding (i.e., partners stop seeing each other)
5. termination (i.e., the relationship ends)

Communication and attitude are always thought of as a key to successful relationships. This is where the differences in how Aspies and non-Aspies perceive similar experiences can cause problems in relationships. Non-Aspies tend to value the following attitudes in a relationship:

1. achieving an understanding and appreciation of each other
2. being able to discuss conflicts, expectations, and anxieties that bother each other
3. being committed
4. being empathic
5. being honest and open about ones feelings
6. having a desire for the relationship to continue
7. listening non-judgmentally
8. make compromises when problems occur
9. seeing the world through the other person’s perspective
10. sharing responsibilities
11. talking “together” rather that “at” one another
12. trying to understand the other person in the way they perceive themselves

It is a common (but false) perception on the part of many people without Aspergers that Aspies lack these abilities. It is extremely difficult for anyone – with or without Aspergers – to understand and perceive what one has never experienced. Because of differences in the way that our brains process and respond to experiences, non-Aspies have just as much difficulty understanding and appreciating the Aspie’s perspective as the Aspie has understanding and appreciating the non-Aspie’s perspective. That doesn’t mean that both sides can’t learn to respect those differences and even understand them somewhat on an intellectual level. Communication becomes the most important factor in helping each other to understand and appreciate these differences.

People without Aspergers learn about and experience social interactions on a non-thinking level. To articulate how and what they know or feel on a thinking level is not something they often need to do – or know how to do – with other “normal” people. They simply “understand” because they tend to perceive these experiences in a similar fashion. Conversely, people with Aspergers tend to process a lot of input on an intellectual level because it is harder for them to pick up multiple pieces of information and process them quickly on a non-thinking level.

(An interesting side note: Even though the mental effort of verbal communication can be very stressful for people with Aspergers, they are the ones who are expected to “explain” their differences to non-Aspies since non-Aspies see themselves as “normal” and therefore consider themselves easy to understand.)

Nonetheless, both Aspies and non-Aspies can develop meaningful and fulfilling relationships with one another. It requires that both parties have a strong desire to make the relationship work and to work hard at communicating their different perspectives. Both parties should have a willingness to communicate in a non-judgmental way, which is essential to the understanding of, and an increased appreciation for, the differences that will exist between the two parties. All relationships, to be successful in the long-term, require a commitment to compromise and sharing, but having Aspergers does not lessen the chances of having such a relationship if this is truly what the Aspie wants.

Living With Aspergers: Help for Couples

COMMENTS:

•    Anonymous said… 32, aspy, and divorced. Now floundering in the dating scene again. It's hard. Especially after a nearly 10 year relationship. I guess the hardest part is making myself available again, but being in a new town and not knowing anyone adds another level of difficulty to something that is already hard for me. 
•    Anonymous said… Dont give up hope! Its not an easy journey, but when you find the person willing to share it with you, its worth the wait. Just be patient!
•    Anonymous said… I know it sounds absurd but there IS a girl out there who will think your quirks are adorable and be anxious to deal with them in a way that will make you feel like a million bucks! Just do NOT be in a hurry. It took 44 years to find mine.
•    Anonymous said… It helps if you can find someone who shares your "special interest." Whatever it is that you're super into, try to find someone else into it too. The bond over the shared interest will help smooth out the other areas of the relationship that will likely be bumpy.
•    Anonymous said… Just be yourself. I'm not dating yet because I am concentrating on school. Still, there are a lot of people who complement me for my kindness and smart ideas. They have said that I'd make any woman happy because of how I am as a human being.
•    Anonymous said… My aspi son is now 28. He has been with the same girl for 8 years. They now have a beautiful baby girl. I am a 60 yr old female aspi, not diagnosed till recently. 3 marriages and X boyfriends later. My advice would be to forget the end goal and enjoy the journey. Expect nothing and then everything becomes a happy bonus. I am back dating again and am much more relaxed about it. X

Post your comment below…

How Aspergers Teens Can Make Friends

Question

I’m a high school student with Aspergers. I want to have some friends, but can’t seem to find any. It’s like they don’t want anything to do with me. How can I make at least a few friends?

Answer

Friendships are usually built on one or more things of shared interest between two individuals. Friends share their thoughts and feelings as well as experiences. Teenagers with Aspergers and High-Functioning Autism tend to be very open and honest and willing to share themselves with others, which are traits that friends will value. However, some peers may not value this trait. They may not be ready to be open and honest and share personal information about themselves with you, so it makes them feel uncomfortable when you offer these things to them.

Some non-Aspergers teens like to take the development of friendships slowly. When someone asks you questions about yourself (e.g., where you were born, what school do you attend, what do you like to do), they are indicating that they have a possible interest in becoming your buddy. That doesn’t mean they will become your buddy, only that they are interested in finding out if you both share enough interests to possibly become buddies.

On the other hand, some teens without Aspergers can be very open to making friends quickly. If someone wants to be your buddy quickly, and then asks you to do something for them (e.g., give them money, do something crazy, hurt someone), be aware that true buddies don’t do that! True friends help you to feel good about yourself and protect you from doing things that are not in your best interest, or in the best interest of others.

Teens with Aspergers tend to be very loyal to their friends. However, their loyalty can be abused by those with various social weaknesses (e.g., greed, jealousy, low self-esteem). It is always a good idea to pay attention to your “gut.” If you feel uncomfortable about something, even if you can’t identify what it is, it is best to seek advice from someone you do trust who understands how some people can take advantage of others.

Many Aspergers teens have particularly strong interests in certain areas. Unfortunately, very few people around them may share that interest. This makes it harder for the Aspergers teen to find friends. Therefore, look for friends at clubs where other teens with your special interest are likely to gather. Some Aspergers teens recognize that having a lot of buddies is not that important to them. Other Aspergers teens blame themselves or think badly about themselves if they don’t have friends or make friends easily.

Making friends has less to do with whether people like you than it does with whether you have interests or experiences that are similar to theirs AND whether you are also willing to share in the interests they have that are different from your own. It is easy to lose potential friends if you share more than what the other person wants to receive, or don’t give the other person equal time to share their interests with you. True buddies will stick up for each other in front of others, answer questions honestly, help each other when there is a need, and will enjoy just spending time together. Most people only have a few friends that meet this definition of a close buddy. These are the best buddies to have and to seek.

Another reason that Aspergers teens may have a more difficult time making friends is because their sensory processing and body movements are different from those without Aspergers. Friendly pats on the back and reaching out to touch your arm are common ways for non-Aspergers people to “connect” with each other through the sense of touch. If touch is perceived as uncomfortable or even threatening, your reaction to their well-intentioned effort to relate to you is not going to be easily understood. This is where Aspergers teens need to self-advocate and to let others know what makes us uncomfortable. Most people without Aspergers ARE willing to respect these differences, IF they know about them.

For those who struggle with verbal communication, a card that explains what you need can be carried in your wallet or purse and shared with others as you choose. The “down side” is, because it is hard for people without Aspergers to relate to these differences in perception, it may limit how many potential friends will be willing to work that hard to become a close buddy. Aspergers teens often find it easier to socialize and become buddies with other “Aspies” simply because they understand each other’s way of thinking and perceiving.

“Missed” communication can also make it harder for Aspergers teens to make and keep friends. Their more limited body movements can be misread by others who regularly look for “body language” cues when communicating. Aspergers teens also tend to find it difficult to attend to all the body language cues that others give. Thus, they may misread the “intended” messages if all they are paying attention to are the words others use.

Understanding the social rules that non-Aspergers people follow can also help in making and keeping friends. Some typical social rules that Aspergers teens tend to break (that others find offensive, but won’t tell you about to avoid hurting your feelings) are:

• appearing desperate or too eager to establish a close relationship with someone you don’t know really well (which may be a dangerous thing for you because this is the type of behavior that people who will abuse you look for)
• asking others about their current relationships (unless they bring it up first)
• dressing too fancy or too casually for the situation (e.g., wearing too much make-up or seductive clothes to work or a picnic, wearing jeans to a job interview, etc.)
• poor grooming habits (e.g., not brushing your teeth, not bathing or washing your hair, not wearing clean clothes, not wearing deodorant, etc.)
• telling people things about yourself that are considered “private” (e.g., that you don’t have any friends, you’ve never had sex, etc.)

Even though your sensory processing differences may be the reason for your grooming habits or clothes choices, unless you take the time to explain these differences to others, they will judge you based on your appearance. That doesn’t mean you can’t find ways to compromise (e.g., adding a jacket to dress up blue jeans). Clothes that are clean and unwrinkled are more important than being “in fashion.” You can accomplish a “snug-fit” that some Aspies seem to prefer by wearing biking shorts or a wet suit under your clothes rather than overly tight fitting clothes that might be viewed as “suggestive.”

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

ASD Children and Defiant Behavior: 10 Tips for Parents

Moms and dads with ASD level 1 (high-functioning autistic) kids are often shocked and worried about the defiant behaviors these young people sometimes exhibit. Corrective measures intended for a developmentally "normal" youngster seldom work for Autistic children, leaving parents at a loss as to how to deal with harmful behavior.

There are no hard and fast rules for treating ASD, because each youngster exhibits different behaviors that require different treatment plans. For moms and dads struggling with ASD defiant behavior, finding safe and effective ways to deal with it is difficult without help. Kids on the spectrum seldom respond to traditional parenting techniques (e.g., time outs, withholding privileges) leaving parents confused and desperate for fast-acting strategies.

1. Applied Behavioral Analysis— Therapies based on ABA methodology are customized based on the youngster’s ability, environment, and the behavior most in need of correction. For kids with a tendency towards defiant behavior, these methods focus on analyzing what environmental factors contribute to the behavior. As factors are identified, professionals, educators, and parents are able to use a variety of methods to help the youngster learn to replace negative behaviors with positive ones. ABA methods include Discrete Trial Training, Pivotal Response Therapy, and Reciprocal Imitation Training, to name a few. Often these therapies begin on an intensive basis in the youngster’s home. 

 

==> Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder

 

The theory being that the youngster’s own home environment lends to more realistic behavioral assessment and modification. However, for kids with excessively defiant behaviors, there are ways for parents to begin positive correction prior to or during the initial behavioral assessment period.

2. Low Expressed Emotion— ASD kids are taught early to mimic behaviors seen in others when they do not understand or grasp a social situation. Modeling low expressed emotions during difficult or frustrating experiences helps an autistic youngster learn to control their own response. For example, remaining calm and using a monotone voice no matter how frustrating or frightful a situation may be helps model a controlled response. 

 

No matter how hard the youngster tries to escalate a situation, remain calm, focused, and level headed. For most moms and dads, this is difficult to master. However, since kids on the spectrum typically feed off the emotionally-charged responses of those around them, it is an imperative skill to learn and model. The more the parent and other family members model calm, peaceful responses to situations, the more likely the youngster will learn to model such behavior.

3. Mood Journals— A diary of the youngster’s behaviors helps illuminate patterns that might otherwise go unnoticed. Make note of their moods, demeanors, and behaviors throughout the day, as well as responsiveness of the youngster to different corrective measures. Mood journaling not only illuminates patterns and documents progress, but also serves as a history for therapists.

4. Preparation— Kids with ASD and other developmental disabilities are understandably confused by and anxious during new or unexpected experiences. Planning ahead and preparing the youngster for a new routine, person, or environment helps ease anxiety. For kids on the spectrum, this requires repetition. For example, a new playmate can be both exciting and a cause for anxiety. As such, repeating age-appropriate reminders may help ease anxiety. 

 

Kids crave security, no matter if they are developmentally challenged or not. Knowing what they should expect of a situation and what is expected of them helps them prepare, thus reducing common defiant behavior triggers. Autistic kids are no different in this regard, save their need for more repetitive exposure to expectations. In this regard, social skills training should begin early. 

 

A parent’s explanation of expectations cannot be vague like “play nice.” Instead, children on the spectrum need specific explanations of what “play nice” means. For young kids, modeling and practice playtime is an excellent way to illustrate what is expected. For older kids, short and easy to remember rules (e.g., “no hitting” and “ask first”) can help reinforce expectations.

5. Rewards and Consequences— Increase rewards for positive behavior and keep them in the youngster’s preferred currency. If their favorite activity is coloring, use this activity to reward positive strides in their behavior. Minimize consequences to focus primarily on targeted behaviors. As positive changes progress, shift the focus of consequences to the next behavior on the list.

6. Safe Rooms— Moms and dads of kids in the grips of excessive defiant behaviors often find the youngster nearly impossible to reach. As such, there are times when parents must simply “ride out” a defiant outburst. In such cases, having a safe room where the youngster can safely vent their anger or frustration allows everyone time to cool down. Safe rooms can be the youngster’s bedroom or other room in the house. The key is the room should be safe, with nothing the youngster can throw, damage, or otherwise use to hurt themselves or others.

7. Start Small— These young people do better with shorter periods for new experiences. Whether a trip to the store, a play date, or new house rules, start with small changes and gradually increase duration as the youngster shows signs of being able to tolerate more. Play dates of a few hours may be more than a defiant child can tolerate. 

 

As such, limit play dates to only an hour or so. Be available to help guide activities and take advantage of redirection strategies. Be prepared to cut the play date or other experience short if the youngster exhibits signs of heightened frustration or anxiety, or other common triggers that could produce defiant behavior.

 

==> Crucial Research-Based Parenting Strategies for Children and Teens with High-Functioning Autism

8. Supervision— A youngster known to exhibit defiant behavior related to ASD obviously requires supervision at all times, especially when playing with younger kids. However, supervision is not a safety-only mechanism. It is an opportunity to observe and record. Make note of what situations and factors most often precede violence. Factors can include frustration, anxiety about a new environment or person, or physical discomfort. As moms and dads note common triggers for defiant behaviors, the opportunity for proactive solutions presents itself. 

 

For example, a youngster who typically throws objects or hits others when frustrated often shows warning signs of early frustration. These signs become a cue to redirect the youngster to another activity. Some parents argue that a youngster should prepare for life, rather than life being prepared for the youngster. However, the first step to correcting defiant behavior is to reduce its frequency, which often requires controlling the youngster’s environment temporarily until the youngster learns how to self-regulate.

9. Ten Words or Ten Seconds— Corrective responses should be calm and limited to under 10 words or under 10 seconds. Short, calm responses are easier for a youngster in the grips of an emotional upheaval to register.

10. The Jar Approach— Determine ahead of time what behaviors are most pressing in terms of correction. Prioritize corrective measures according to the severity of the behavior. The most dangerous or troublesome behaviors belong in Jar A, while less imperative behaviors like hand flapping are Jar B or C. Focus only on correction of or consequences for Jar A behaviors. As the youngster conquers negative or harmful behaviors, choices from Jar B or C move up to Jar A.

It is difficult and emotionally draining to deal with a child who exhibits defiant behavior. In some cases, parents and doctors may find that adding medication to help relieve symptoms that lead to defiant tendencies is necessary. In other cases, moms and dads may need access to emergency response professionals trained to help de-escalate defiant outbursts in kids with this disorder.

The most important thing for parents to remember is that they know their youngster best. The parent is in the best position to help the youngster overcome defiant behaviors simply by listening to the youngster and responding on a level that works for him/her. As a mother or father, it is crucial to have supports in place, not only to help the youngster, but to help the parent as well.

Overcoming defiant behavior in an autistic youngster involves changes in parental responses, being prepared, and modeling therapeutic principles taught during behavior modification therapy sessions. The key to success is the parent and his/her willingness to advocate for the best solutions for their youngster.

 

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

==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder

==> Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder

==> Launching Adult Children with Autism Spectrum Disorder: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social-Skills and Emotion-Management to Children with Autism Spectrum Disorder

==> Parenting Children and Teens with High-Functioning Autism: Parents' Comprehensive Handbook

==> Unraveling the Mystery Behind High-Functioning Autism: Audio Book

==> Crucial Research-Based Parenting Strategies for Children and Teens with High-Functioning Autism

==> Videos for Parents of Children and Teens with ASD

 

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Resources for Neurodiverse Couples:

==> Online Group Therapy for Men with ASD

==> Online Group Therapy for NT Wives

==> Living with ASD: eBook and Audio Instruction for Neurodiverse Couples 

==> One-on-One Counseling for Struggling Individuals & Couples Affected by ASD

==> Online Group Therapy for Couples Affected by Autism Spectrum Disorder

 ==> Cassandra Syndrome Recovery for NT Wives

==> ASD Men's MasterClass: Social-Skills Training and Emotional-Literacy Development

==> Pressed for time? Watch these "less-than-one-minute" videos for on the go.

  

COMMENTS:

• Anonymous said...Mr. Hutten, I have a 13 yr old Aspie daughter who is exhibiting the anger and depression and we have been around the block with her school for years getting her help with all the issues that Aspies deal with. Until just a few days ago, they are beginning to only admit that they have not been doing things correctly for my daughter. The school now wants a new psychological/psychiatric workup done to move forward. We live north of Houston, Texas and are looking for someone in that area that could assist in getting a correct diagnosis. Do you know of anyone in that area who could do this? I would also like to know if you would be willing to come talk to our school, as a whole, in the area of dealing with special needs students. We have your book, The Comprehensive Handbook, and it is great. We wish others could hear this from you, that is the only way they will admit and do what is right for Asperger's children.Thank you, Joe Whitehead, M.Ed.
• Anonymous said...Wow. That was both comforting and helpful, esp. the part about being calm and talking in a monotone voice, and the ten words or ten seconds idea. Thank you so much.  
• Anonymous said...Hi Mark,My 14 yr old son with Asperger’s is really struggling now in a mainstream school in the UK, where they do not adapt the environment or their teaching sufficiently to meet his needs. He is academically average ability. He is getting increasingly isolated and unhappy. I have been looking at other schools with more specialist provision but there are other issues there about appropriate peer group for a boy who desperately wants to be social. I have come across a new school near to where we live that is proposing to use the Steiner/Waldorf approach to learning with the emphasis on teaching through the arts and experiential learning indoors and outdoors. This seems very in tune with what I thnk George needs, but I would like your view of the Steiner /Waldorf approach and its relevance to young people with Asperger’s Syndrome. Any advice is very welcome. I really like your newsletters by the way!Best RegardsChristine
• Anonymous said...I find many of your topics beneficial, especially the writings that pertain to teens/young adults. My son is 20 yrs old, but not properly diagnosed until he was 17 - so I am still learning much about Aspergers.I am hoping that I can still view your website, particulary the archived writings. I am looking for information regarding single parents (with Aspie kids) and dating. This seems to be a stumbling block for me since many people are not aware of what Asperger's is, and how it fits into my life.Lisa
• Anonymous said...hello , we have custody of our 4yo grandson and will be raising him, he is a high end aspie , have not been able to get a full psych eval yet due to shortage of services here in good old NYS, but he is a handfull. currently he does go to a head start program but has had notes sent home due to behavioral issues , jumping spitting cussing temper tantrums.i am in progress of getting help from mwhere ever i can find it and some has been helpfull . if anyone is so inclined please message me . thanx walter, pooped grandpa
• Ms. said...My son is Autism spectrum high funcitoning (so technically at school tested the autism spectrum does not count as autism but under "emotionally disturbed") Anyways, My heart goes out to caretakers of chidlren with these special needs. I have learned you have to robot it a bit. Like as soon as I see the situation happening its like auto robot voice mode (not easy and not 100 happens) but I use distraction and reminder a lot "you need to do this" "You choose not to do this you don't get this" And step by step by step until the situation is de escalated. I think a HUGE factor is that the caretaker often feels they dont' have a break and so its so important to find support or venting so that you can use your capabilities to help your children because they need it!
• jenniferleeweeks said...I am also in the North Houston area with a newly diagnosed child, age 11. We are having a horrible time with his defiance at school. Conroe ISD is really struggling to handle him and I fear he will eventually get kicked out of he continues refusing to do any work. I too am looking for a doc to assess and begin whatever therapy will nip this in the bud. It would be great to have another ally in finding what works better. 
• Unknown said...My son also has aspergers and is in Conroe ISD. 

Should You Disclose Your Diagnosis of Aspergers?

Question

I’m an adult male diagnosed with Aspergers. Should I tell people that I have this diagnosis, or is it better that they don’t know?

Answer

This is mostly a matter of personal choice. Sometimes it’s good that others know – other times it may work against you.

In relationships, disclosure of an Aspergers (or high-functioning autism) diagnosis has been known to save relationships that are in trouble, but it has also been known to lead to break-ups or divorce if the non-Aspergers spouse/partner is unwilling to deal with the changes/issues inherent with this disorder. Experiences have been mixed.

You may want to consider disclosing your diagnosis to your employer (or potential employer) if you know that you will need some accommodations to do your best at work (e.g., incandescent rather than fluorescent lighting, solitary work rather than working in groups, flat-screen computer, etc.). If you want to disclose your diagnosis for this purpose, the best person to start with is your immediate supervisor. Sometimes simply stating, “I do my best when…” [a particular accommodation is provided] is enough. Some companies require the employee to disclose his/her disability in order to receive accommodations that are not typically made for others.

Be aware that some employees with Aspergers have found that disclosing their diagnosis (with the expectation that supervisors and coworkers would “understand” and provide for their unique needs) was not helpful at all – and even backfired. Depending on the attitudes of the employer, supervisors, coworkers, etc., it may be best for you to simply decide what you need, and then politely ask for it with reasonable explanations that do not include your diagnosis. Don’t expect your boss to know what you need based on a diagnosis that he/she probably does not understand.

Living With Aspergers: Help for Couples


COMMENTS:

•    Anonymous said… disclose is an ugly word. it sounds like you`re hiding something. tell sounds better. i think there`s no point in telling work unless you need to protect yourself legally because you need specific accommodations. telling coworkers is a different matter. no one`s going to understand and accept autism if we don`t give them the opportunity, and more importantly expect them to. this means telling people. not like it`s a big deal... it`s just like being left handed or having some other normal variation of humanity. it`s not even something that needs to be directly referenced unless there`s a reason. just like any other normal variation of humanity. sometimes the traits or symptoms are relevant to a situation. good pattern recognition, or extra good hearing or smell, or hypersensitivity to sound.... i usually talk about those first as they become relevant and eventually tie it together as autism at some other time. of course there`s no reason to do that if they`re clearly hostile to differences. unless perhaps it`s a situation where you need to stick up for or protect a fellow human being with some normal variation of humanity. the point is, it`s not worth making a big deal over because it`s not a big deal. but it`s also not something that needs to be hidden unless it`s a clearly hostile situation. but then why would anyone work somewhere they know is hostile to them ?
•    Anonymous said… Hence the reason for more research into what this diagnosis means both biologically and culturally/socially. Biosocial if you will. Will differences prevent job applicants from understanding or connecting in behavioural interviews? Will the new focus on team space and personal life story sharing work environments make it harder for the neurodiverse to show that they are committed to producing and contributing for the team?
•    Anonymous said… I'm completely open about it outside of work, but work don't know and that's how I'd like to keep it. I have to have my colleagues in my life, I choose who's in my life otherwise x
•    Anonymous said… I've found a deffinate change for the worse in how friends have treated me since being fully open about my diagnosis, Nothings changed but if that's how they want to be,that's upto them, Life's a struggle as it is without worrying about others.

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