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Strengths-Based Education for Students on the Autism Spectrum: Tips for Teachers

Key points for teachers and parents regarding "capitalizing on strengths" rather than "repairing deficits" in students with Asperger's and High-Functioning Autism:



==> Teaching Students with Asperger's and High-Functioning Autism
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Teaching “Trigger-Identification”: Help for Children with High Functioning Autism

When a crisis event occurs, it can cause strong reactions in parents, teachers – and kids, especially those with High Functioning Autism (HFA). There are many “crisis response” resources that are appropriate for use with "special needs" children, provided that individual consideration is given to the youngster’s developmental and emotional maturity.

How parents and teachers react, respond, or express their feelings will influence the reactions of HFA kids.  Furthermore, these young people will react to the stress based on their past experience and awareness of the current situation. Adults who know the youngster well can best predict his or her reactions and behaviors, because they have observed the youngster’s response to stress in the past.



A trigger is a thought about a situation that leads to an inappropriate response to that situation (i.e., it is not the situation or the feeling that is the problem, rather it is how the children “think” about these things and what they say to themselves that causes problems). Kids on the autism spectrum generally have very specific “triggers” (i.e., words, images, sounds, etc.) that signal danger or disruption to their feelings of safety and security.  
 
These are unique to each youngster, but come from past experiences, association with stressors, seeing anxiety in parents and teachers, and so on. These young people tend to develop their own “cues” in response to “trigger events” (i.e., warning signals that parents and teachers can “read” to understand that the youngster is having difficulty).  These cues may include:
  • becoming quiet
  • becoming withdrawn
  • changes in speech patterns
  • complaining
  • exhibiting a fear response
  • exhibiting an avoidance response
  • facial expressions
  • feeling ill
  • getting irritable
  • nervous tics
  • sweating

When parents and teachers anticipate these triggers and observe these cues, they should provide assurance, support and attention as quickly as possible. If they miss these cues, HFA kids may escalate their behavior to a point where they completely lose control.  If this occurs, the parent or teacher needs to take the youngster to the safest place available, allow him or her to calm down, and then talk to him or her about the triggering fears or situation.

Some HFA children act-out more passively (e.g., the youngster might pretend she doesn’t hear the parents when they ask her to do something). What the child might be thinking to herself in this case is, “They can’t control me. I can do whatever I want,” right before she decides to ignore her parents.

HFA children can also act-in (i.e., they withdraw, shut down, or refuse to speak to parents when they try to find out what the problem is). These children might think, “I’m so inept. I can’t do anything right, so there’s no point in trying.”

Because moms and dads and educators see kids in different situations, it is essential that they work together to share information about triggers and cues. This is best done on a regular basis (e.g., during an IEP meeting, a periodic review meeting, etc.) rather than in response to a crisis. However, when a crisis occurs, people who work with the youngster should meet briefly to discuss specific concerns and how to best address the youngster’s needs in the current situation.

In the context of prevention and the development of effective IEPs, some HFA kids need specific training and interventions to help them to develop self-management skills.  During the teaching process, these skills should be taught so they can be demonstrated successfully under stressful conditions so that these children can respond appropriately.  Parents and teachers should still expect that HFA kids will demonstrate their self-control skills with less efficiency when confronted by highly unusual or anxiety-provoking situations.

Young people with “special needs” benefit from concrete information presented at the proper level of understanding and maturity. Helping these kids to stop and think about their reactions and behavior (especially with regard to anger and fear) is recommended and often necessary in order for them to make “good choices.”  For some HFA children with behavioral disorders, training in anger management, coping and conflict resolution skills are important additions to a comprehensive intervention program.
Remember that any change in routine may result in additional emotional or behavioral upset. If the youngster’s routine or environment must be changed, try to maintain as much of the normal routine (e.g., meals, play, bedtime, etc.) as possible – even in the new environment.  In addition, try to bring concrete elements from the youngster’s more routine environment (e.g., a game, blanket, eating utensils, etc.) into the new environment to maintain some degree of “sameness” or constancy.

Many children on the autism spectrum can be helped to comprehend behavior they observe - but poorly understand - through the use of “social stories.” The explanation of what is happening can be reduced to a social story. A storybook can then be kept by the youngster to help reinforce the information on a concrete, basic level. For further information on the use of social stories, visit www.AspergersSocialStories.com

Kids with developmental delays may not understand stressful events – or their own reactions to such events.  Parents and educators need to determine the extent to which the youngster understands and relates to stressful events.  Some of these young people will not be able to understand enough about the event to experience any stress, while others may understand the event, but respond to it like a “typical” youngster.

Overall, kids with developmental delays may respond to stressful events based more on their observations of adult and peer reactions rather than the verbal explanations that they may receive. Discussions with them need to be specific, concrete and basic. The use of pictures in explaining these events is ideal.  These kids will need concrete information to help them understand that any particular stressful event is not going to hurt them – it’s just going to make them feel uncomfortable for a short time.

Children with HFA will most likely need supports that are different from “typical” children, depending on their level of emotional maturity and ability to understand the concepts discussed. Many children on the spectrum are able to apply abstract concepts without difficulty, while others have specific deficits in these skills. In particular, most of these children interpret very literally; therefore, moms and dads and educators need to choose their words carefully to insure the youngster will not misinterpret.

HFA children who have serious emotional and behavioral problems are at higher risk for severe stress reactions following a crisis. Typically, these children have limited coping skills with which to handle “normal” daily stress. They are likely to be overwhelmed by unexpected events (e.g., loss of a family member). 
 
Those who also suffer from depression and anxiety are likely to exhibit exaggerated symptoms (e.g., greater withdrawal, heightened agitation, increased feelings of worthlessness and despair, increase in nervous behaviors, etc.). HFA kids with a history of suicidal thinking or behavior are especially prone to increased feelings of hopelessness and need to come to the attention of parents and school personnel following any serious event likely to trigger these feelings.

Those HFA kids who experience conduct problems, noncompliance and aggression are also likely to exhibit more extreme versions of problem behaviors (e.g., higher levels of disruptive and oppositional behaviors, more frequent and severe acts of aggression, etc.). These children thrive on the consistent, predictable routines that are difficult to maintain in an emergency or crisis situation.

Consider the triggers and cues for these children, and anticipate rather than react. For example, allow time for discussion of the stressful event in a safe and familiar setting, prepare them for changes in routines, and provide choices in activities to the extent feasible to give them some sense of control over even a small part of their lives.

Some HFA children may need to be more protected or isolated to minimize distractions and sources of agitation during the height of a crisis, and adult supervision may need to be more intense for a while. Expect some regression (i.e., increase in problem behaviors) and deal with inappropriate behaviors calmly and consistently. It helps these children to understand that - despite a lot of other changes and disruptions - there are some constants in family and classroom rules and expectations, and that they can depend on their support network to be available.




Learning the triggers is THE first step to helping HFA kids learn better self-management skills. When they are able to learn their triggers, they will start to recognize them when they come up. Only when these children recognize their triggers can they start to use new techniques to manage them. The process itself will involve a lot of problem-solving discussions and will take repetition and time, but it’s something most children on the spectrum can learn.

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…

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

Click here for the full article...

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

Click here to read the full article…

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

Click here to read the full article…

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

Click here to read the full article...

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

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

Click here for the full article...
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8 Important Facts About Children With Aspergers & High Functioning Autism

Tired of hearing about all the "deficits" associated with kids on the autism spectrum? Welcome to the club! Now here are the real facts:

Fact #1: Aspergers Children Are Less Materialistic
Fact #2: Aspergers Children Are Passionate
Fact #3: Aspergers Children Play Fewer Head Games
Fact #4: Aspergers Children Rarely Lie
Fact #5: Children with Aspergers Live in the Moment
Fact #6: Children with Aspergers Are Not Tied to Social Expectations
Fact #7: Children with Aspergers Have Terrific Memories
Fact #8: Children with Aspergers Rarely Judge Others




More resources for parents 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
==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism





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Winter Mood and Behavior Problems: Help for Children on the Autism Spectrum

Does your child's mood deteriorate as the days grow shorter through the winter months? If so, he or she may have seasonal affective disorder (SAD). Many young people with Asperger's and High-Functioning Autism suffer from this condition. Here's how you can determine whether or not your child has SAD, and what you can do about it:



Light Therapy for Children and Teens on the Autism Spectrum


More resources for parents 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
==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism
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Light Therapy for Children and Teens on the Autism Spectrum

"Has anyone heard of phototherapy for helping a depressed autistic child get through the winter months and improve his/her mood in general?"

Phototherapy (also called “light therapy”), which involves exposure to artificial light, is quickly becoming a popular way to treat seasonal affective disorder (SAD) in children on the autism spectrum. SAD is a type of depression that occurs at a certain time each year, usually in the fall or winter. During phototherapy, your child sits near a device called a light box. The box gives off bright light that mimics natural outdoor light.

Phototherapy is thought to affect brain chemicals linked to mood, easing SAD symptoms. Using a light box may also help with other types of depression, sleep disorders and other conditions. You may want to try phototherapy on your child for a number of reasons:
  • If the child is on medication for depression, it may allow him or her to take a lower dose of antidepressant
  • It's a proven treatment for SAD
  • If the child has another condition (e.g., OCD, anxiety, insomnia)
  • If you want to try a treatment method that is safe and has few side effects



Phototherapy is generally safe. If side effects occur, they're usually mild and short lasting, and may include eyestrain, headache, agitation and nausea. When side effects do occur, they may go away on their own within a few days of starting phototherapy. Parents also may be able to manage side effects by reducing treatment time, moving the child farther from the light box, allowing the child to take breaks during long sessions, or changing the time of day he or she uses phototherapy.

It's always a good idea to talk to your physician before starting phototherapy, but it's especially important if your child:
  • takes medications that increase sensitivity to sunlight (e.g., certain antibiotics, anti-inflammatories, St. John's Wort)
  • has an eye condition that makes his or her eyes vulnerable to light damage
  • has a history of skin cancer
  • has a condition that makes the skin especially sensitive to light (e.g., systemic lupus erythematosus)

Light boxes should be designed to filter out harmful ultraviolet (UV) light, but some may not filter it all out. This type of light can cause skin and eye damage. Thus, look for a light box that emits as little UV light as possible. If you have concerns about phototherapy and your child’s skin, talk to a dermatologist.

Internet retailers, drugstores, and even some hardware stores offer a variety of light boxes. Also, your physician may recommend a particular model. Health insurance companies rarely cover the cost. Talk with your physician about the best light box for your family, and familiarize yourself with the variety of features and options to help ensure that you buy a high-quality product that's safe and effective.

Generally, most children with SAD begin treatment with phototherapy in the early fall when it typically becomes cloudy in many regions of the country. Treatment usually continues until spring when outdoor light alone is sufficient to sustain a good mood and higher levels of energy.

If your child typically has fall and winter mood problems, behavioral issues or depression, you may notice symptoms during prolonged periods of cloudy or rainy weather during other seasons. You and your physician can adjust the light treatment based on the timing and duration of your child’s symptoms.

During phototherapy sessions, your child will sit near the light box. Many children use this time to complete homework. To be effective, light from the box must enter the eyes indirectly. Your child can't get the same effect merely by exposing his or her skin to the light. While the eyes must be open, your child should not look directly at the light, because the bright light can damage the eyes. Be sure to follow your physician’s recommendations as well as the manufacturer's directions.

Phototherapy is most effective when your child has the proper combination of (a) timing, (b) light intensity, and (c) duration:
  • Timing: For most children, phototherapy is most effective when it's done early in the morning after they first wake up. Your physician can help you find a therapeutic schedule that works best for your child.
  • Intensity: The intensity of the light box is recorded in lux, which is a measure of the amount of light received at a specific distance from the light source. Light boxes usually produce between 2,500 lux and 10,000 lux. The intensity of the light box affects how far the child sits from it and the length of time he or she needs to use it. A 10,000-lux light box usually requires 30-minute sessions, while a 2,500-lux light box may require 2-hour sessions.
  • Duration: When the child first starts phototherapy, your physician may recommend treatment for shorter periods of time (e.g., 15 minutes). Your child gradually works up to longer periods. Eventually, therapy typically involves daily sessions ranging from 30 minutes to two hours depending on the light box's intensity.

Since phototherapy requires time and consistency, you should set the light box on a table or desk. In this way, your child can read, use a computer, study, watch TV, or eat while having phototherapy. But parents should stick to a therapeutic schedule – and never overdo it.

Phototherapy doesn’t cure SAD, depression or other conditions, but it often eases symptoms, increases energy levels, and helps the child feel better about himself/herself – and life. Phototherapy can start to improve symptoms within just a few days. In some cases, though, it can take two or more weeks.

Phototherapy isn't effective for every child on the autism spectrum, but parents can take steps to get the most out of it and help make it a success by using the following guidelines:

1. Stick to a daily routine of therapy sessions to help ensure that your child maintains improvements over time. If your child simply can't do it every day, let him or her take a day or two off, but monitor mood and other symptoms, because you may have to find a way to fit in phototherapy every day.

2. Do some research and talk to your physician before buying a light box. You want to be sure that the light box is safe, the right brightness, and that the style and features make it convenient to use.

3. Stay the course. If you interrupt phototherapy during the winter months, or stop too soon in the spring when you think your child’s symptoms are improving, the symptoms could return.

4. If your child’s symptoms don't improve enough with phototherapy, he or she may need additional treatment. Talk to your physician about other treatment options (e.g., psychotherapy, antidepressants, supplementation, etc.).


More resources for parents 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
==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism
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