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Understanding Your “Difficult” Asperger’s and HFA Students: Advice to Teachers

Most kids with Asperger’s and High Functioning Autism are impaired socially. They often do not detect social clues and are frequently unaware when they irritate others. Since they miss these social clues, they miss the lesson associated with the experience. As a result, they tend to repeat the irritating behavior since they are unaware of its effects.

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High-Functioning Autism and Asperger’s: The Importance of Early Identification and Intervention

Early identification and intervention are considered key to positive outcomes for kids with High Functioning Autism (HFA) and Asperger’s (AS). In order to reach all children on the autism spectrum, moms and dads, teachers, school psychologists, mental health professionals, and doctors need to work together to become better informed regarding the best proactive interventions to increase social skills, personal communication, behavior, and peer interaction. They also should be knowledgeable about assessment tools, diagnostic criteria, and current research.

The 3 major benefits of early identification and intervention:

1. The lifetime societal cost of autism spectrum disorders, including care and lost productivity, has been estimated at $3.2 million per youngster, with health care expenditures increasing sharply (142%) over the last five years. Thus, it is crucial to the child, the parents, and even to society that we improve our efforts at early detection and access to early intervention in order to attempt to lessen the impact of the challenges associated with HFA.

2. Diagnosing HFA as soon as possible gives parents some answers they are seeking to their questions about their youngster’s “abnormal” development. This allows them to begin the process of learning about HFA, understanding its effects on their youngster, and beginning the process of perceiving the future differently.  It allows parents to replace worry and fantasy with solid information about the nature of their youngster’s strengths and weaknesses.  For many moms and dads, receiving a diagnosis allows them to move from unfocused worry to mobilized efforts to learn about the disorder, to find help for their youngster, and to move into some action plan. This mobilization is often a source of relief from some of the anxiety they experience as they move through the screening process.



3. HFA kids have a different learning profile pattern of relative strengths and weaknesses than do “typical” kids.  Thus, it is not surprising that young people with HFA learn most rapidly when they receive unique teaching and curriculum approaches built for their distinctive learning profile. The methods for teaching these students contain elements that are not seen in early intervention approaches for students with other kinds of disabilities.  Specifically, there is more focus on direct instruction, higher levels of structure, higher numbers of intervention hours per week, and lower student-to-educator ratios than are typically seen in early intervention services in most communities for kids with other developmental issues.  A number of studies have documented better outcomes for young kids with HFA who receive intensive and specialized treatment as early as possible.  Some of these studies have demonstrated considerable IQ and speech gains and much better functioning in elementary school for those receiving intensive and specialized intervention by age 3. Thus, earlier diagnosis allows the most appropriate treatment to be selected and delivered.

HFA impacts normal development of the brain in the areas of social interaction and communication skills. The disorder makes it hard for the affected child to communicate with others and relate to the social world. In some cases, aggressive and/or self-injurious behavior may be present; however, internal behaviors (e.g., withdrawal, depression, anxiety, eating disorders, and social isolation) may be just as prevalent. Thus, a team of professionals should be making an informed diagnosis to ensure that appropriate supports, accommodations, medications, and systems are in place to provide an appropriate public education in the least restrictive environment.

HFA is not a disease, rather it is a neuro-biological difference in brain functions. Symptoms of HFA are usually recognized during the first three years of childhood; however, it is often not diagnosed until the preschool or elementary school years. Moms and dads frequently begin to suspect that there is something wrong before the age of two. Many kids who are diagnosed at a very young age with Attention Deficit Disorder may, in fact, have HFA.





The early symptoms of HFA and AS that parents and teachers should be looking for:
  • A general lack of fear may be evident. Kids with HFA may talk openly with strangers, hug strangers, invade people's personal space, bump into peers in lines, touch or climb people inappropriately, or have excessive - or a complete lack of - separation anxiety from the parent.
  • Children on the autism spectrum often struggle to understand why they are not liked and frequently feel rejected.
  • Blurting out, excessively asking the same question over and over, echoing or mimicking, large vocabulary, or difficulty listening to another and understanding another perspective can be apparent.
  • An unusual tone or quality, rote or repetitive speech may present.
  • An extreme perfectionism or "having to finish" what they have started, to the point of tantrums, may be evident especially during unexpected or unwanted transitions.
  • Children with HFA tend to rely heavily on rigid internal rules and struggle with the unwritten social rules of social interaction.
  • Communication may not appear to be delayed, but comprehension and social language requiring give-and-take may be lacking.
  • Establishing friendships, with give-and-take interactions, may be lacking. 
  • Given that characteristics of HFA may include a lack of fear, too little or too much eye contact (which can appear as overly aggressive, threatening, or seductive) combined with a hindrance in the ability to judge another person's feelings or intentions accurately, females with HFA may be at increased risk for assault, abuse and violence. Many of these girls assert that they have been singled-out or picked on mercilessly due to their odd behaviors or not “fitting in.” Many teenage HFA girls are literally “disabled” when it comes to surviving the more sophisticated social complex of adolescent female society.
  • HFA is typically characterized by sensory processing difficulty, rigid need for rules and routine, poor social skills, poor social communication, perseverative thought processes, pedantic speech, lack of eye contact, average to above average intelligence, anxiety, and depression.
  • These kids may interact very well with grown-ups, but struggle with appropriately initiating peer interaction. Sometimes, these kids do not notice if a playmate loses interest, or even wanders away.
  • They may not have an interest in sharing toys and tend to be viewed as "lost in their own little world" at times. 
  • Kids who are overly reactive to crowds may appear uncomfortable or avoidant of cafeterias, malls, gymnasiums, parties, family gatherings, or theaters. In reaction, they may feel hot, get a stomach or headache, or resist going to such places.
  • Kids with HFA are limited in brain areas that enable them to understand subtle, non-verbal cues. 
  • These young people are often highly intelligent and appear capable of communication – they just don't do it well. 
  • They develop a tendency to distrust others due to “social failures” and negative social experiences over time, which can lead to self-isolation and social phobia. This behavioral reaction may be viewed as "rude" by others.
  • HFA kids may appear to play next to – but not with – others.
  • They may become extremely upset if their routine or ritual is changed in any way, and can become very upset if someone touches their things, moves furniture or toys around, or takes a different driving route to or from school.
  • Kids with HFA may display a very narrow or an unusual range of interests, with elaborate or unusual play-based behaviors.
  • They may exhibit and excessive desire or intense aversion to sensory input.
  • Misunderstandings, literal interpretation, and/or sensory over-stimulation can lead to over-reactions, irritability, a low frustration tolerance, tantrums, aggressiveness, an explosive temperament, self-stimulation, anxiety, depression, and self-injury.
  • They may act out elaborate rituals, which appear to be creative play, but are actually scripted activities without the variation or creativity of imaginary play.
  • They may appear hyperactive, and pursue movement to an excessive degree, or they can appear unresponsive or “flat” if overwhelmed by sensory input or movement. 
  • They may appear to never be able to "let it go," and tend towards appearing argumentative or "splitting hairs." A conversation can lead to tantrums, emotional meltdowns, or withdrawal with seemingly little provocation. 
  • They may appear very rigid in their point of view, and unable to accept or understand another's perspective.
  • Most HFA children are affected by smells, tastes, textures and heat.
  • Motor clumsiness or fine motor difficulties may be present, and intuitive physics may be higher than intuitive psycho-social abilities.
  • Non-verbal communication (e.g., posture, gestures, eye contact, facial expression, tone, etc.) are clues in revealing emotions, attitude, personality and relationships. This helps guide the interpretation of how another feels leading to an empathetic awareness or understanding of others. This empathetic understanding can be limited in a child with HFA.
  • The unwritten social rules seem to be confusing, and interpreting social comments, facial expressions, tone of voice, or body language can be similar to trying to interpret a foreign language.
  • The HFA youngster may be able to dismantle and recreate elaborate Lego designs, set a clock, reprogram a VCR, match shapes, or display artistic and musical talents.
  • Stereotypical movements (e.g., spinning, flapping, lining things up, toe walking, body rocking, grimaces, twirling, pacing, racing around, noisemaking, leg bouncing, clearing of the throat, verbal repetitions, and chair rocking) may be more pronounced and frequent during periods of stress or change/transitions.
  • Some may have an unusual or extreme response to sounds and cover their ears in response to vacuum cleaners, hair dryers, crying babies, sirens or other loud or unexpected noise.
  • Some children with HFA demonstrate extreme abilities in remembering facts, numbers, phone numbers, maps, words, birth dates, or other factual information. 
  • Parents may notice a lack of eye contact and social smiles, or they may observe too much eye contact and notice that their HFA youngster views people as interesting to observe, but not necessarily to interact with or seek recognition from.
  • They may be very rigid and insist on doing things the same way every time.
  • They may demonstrate fixations on things (e.g., Pokémon, television shows, computer games, numbers, trains, cars, etc.) and tend toward lining things up, organizing by color, or even repeating lines verbatim.
  • HFA kids may have a greater interest in sensory and physical play with others (e.g., tickling, hugging, piggy back, chasing, video games, fantasy play, repetitive watching of movies, reading books, etc.) to the exclusion of verbal exchanges.
  • Many of these children may have problems falling asleep, or staying asleep.

==> Preventing Meltdowns and Tantrums in Asperger's and HFA Children

HFA is a developmental disorder. The term “developmental delay” is an important one in early intervention. Generally speaking, it means that the youngster is delayed in some area of development. There are five areas in which development may be affected: 
  1. Adaptive development
  2. Cognitive development
  3. Communication development
  4. Physical development, including vision and hearing
  5. Social or emotional development

Kids born with HFA or any other type of developmental delay are at risk for falling behind in their educational potential. The earlier a youngster receives services to address the symptoms of HFA, the more time there is to influence positive learning outcomes. The parent’s full commitment and involvement in an early intervention plan is vital to the success of the youngster.

If your child has a developmental delay, he or she may be eligible for early intervention services. Those services will be tailored to meet your child’s individual needs and may include:
  • Physical therapy
  • Audiology services
  • Psychological services
  • Speech and language services
  • Occupational therapy
  • Nutrition services
  • Counseling and training for a family
  • Medical services
  • Nursing services
  • Assistive technology

HFA is life-long, and there is no quick fix or cure. However, early diagnosis and effective treatments can provide for better outcomes for kids on the autism spectrum. Thus, one of the first things that should happen if you suspect that your child may have HFA is to have him or her evaluated.

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Does My Student Have An Autism Spectrum Disorder?

“I teach the first grade at East Side Elementary in my hometown. I currently have a student who I suspect may be a high functioning autistic (Asperger). What are some of the telltale signs to look for, and should I mention this to the parents?”

A good first step would be to ask the parents how well their child functioned prior to elementary school. Kids with Asperger’s (AS) and High-Functioning Autism (HFA) frequently enter kindergarten without having been adequately diagnosed. In most cases, there will have been some red flags in the preschool years, for example:
  • the youngster may have be viewed as being somewhat unusual
  • concern over "immature" social skills and peer interactions
  • behavioral concerns such as hyperactivity, inattention, aggression, outbursts, etc.



If these problems are more severe, special education may be suggested now, but most kids with AS and HFA do fairly well in a mainstream setting.

Often, academic progress in the early grades is an area of relative strength (e.g., rote reading is usually quite good, calculation skills may be similarly strong). However, writing skills are often considerably weaker. The teacher will probably be struck by the youngster's "obsessive" areas of interest, which often intrude in the classroom setting.

Most AS and HFA kids will show some social interest in their peers (although it may be reduced). However, they are likely to show weak friend-making and friend-keeping skills. They may show particular interest in one or two peers around them, but usually the depth of their interactions will be relatively superficial. On the other hand, a number of kids with AS and HFA present as pleasant and "nice," particularly when interacting with adults.

The course through elementary school for AS and HFA students will vary considerably from youngster to youngster, and overall problems can range from mild and easily managed to severe and intractable, depending upon factors such as:
  • appropriateness of management at school
  • parenting at home
  • temperamental style of the youngster
  • the presence or absence of complicating factors (e.g., hyperactivity/attentional problems, anxiety, learning problems
  • the youngster's intelligence level

In any event, if you suspect that your student may have an autism spectrum disorder, then you should indeed share your concerns with the parents so they can seek a formal assessment.

As one mother of an HFA child states:  

"YES, YES!!! Tell the parents and have a printout of the behaviors that are attributed to AS and HFA. I wish the teachers and coaches that suspected it would have talked to me. I didn't get my son diagnosed until he was 11, and is not buying into any counseling or therapy. Life has improved dramatically for us, but he would have been better off if we had started sooner. You may want to check with the school counselor what is the best way to approach your suspicion with the parents. Good luck and thank you for being such a caring teacher!!"




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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Helping ASD Teens to NOT Drop Out of High School

“Hi, I am Shaun. I am 17. I am contacting you in the attempt to try to come up with a plan that will help me cope with high school. I have high functioning aspergers and really need some ideas that will help me stay in school. It has been very tough so far and I have thought about dropping out but don’t want to do that if I don’t have to because I am only 4 months away from graduation. I do have an IEP, but it doesn’t seem to help me much. I get teased a lot and the teachers really don’t seem to understand me. I will look for your answer. Thanks.”

Thanks for your question Shaun. Sounds like you are taking responsibility for your situation. That’s very impressive coming from a 17 year old. You are being your own self-advocate – and that’s good.

Having Asperger’s, or high-functioning autism, often means having special needs. As a young adult, it’s up to you to make sure your rights are being respected and that the accommodations you need are available to you. Whether at school or at work, being an advocate for yourself means understanding your rights, understanding how you work best, and working with others to ensure that your special needs are met.



Here are some ideas for you to consider:
  1. You're almost done with high school! Right? The finish line is straight ahead. Rather than focusing on the next 3 months (which will go by fairly quickly), start thinking past graduation (e.g., What are my special interests? Can I turn any of them into a career? Do I want to go on to further my education? If so, should I go to a university or a technical school?).
  2. Set goals for yourself and think realistically about reaching them. Part of your IEP process probably calls for establishing a transition plan as early as possible (and is required at your first IEP meeting after turning 16), outlining your path to graduation and what you want to do after high school, including training, education and any accommodations you might need after you leave.
  3. Request that the Summary of Performance (a required document the school must provide before you leave high school) include your most up to date documentation related to Asperger’s, as well as specifics about your academic achievement, information about your functional performance, recommendations about accommodations, and why they have helped you successfully complete school.
  4. Meet with your teachers and counselors outside of the IEP meeting to talk about your classes, the accommodations you may have (e.g., extra time on tests, a note-taking buddy, etc.), any other helpful strategies, and what you’re interested in pursuing next.
  5. Learn as much as you can about Asperger’s. The more you know about your specific challenge, the easier it will be for you to figure out how you learn best and the accommodations you will need to be successful.
  6. If you hope to go to college, what subjects do you want to study? To get into the college of your choice, what grades will you need and which classes should you take? What college are you interested in attending? Will that college permit you to substitute requirements or have them waived? Don’t feel like once you decide on something that it’s set in stone—adjusting your goals is an important part of realizing what you want and what it will take to achieve success.
  7. Be aware of what you’re good at, what you struggle with, what activities you have a passion for, and what your ideal job or project would be. Being able to share this kind of information with others is a valuable part of representing yourself.
  8. Attend all your Individualized Education Program (IEP) meetings. You have a right to be there and should take an active part in the meetings. It’s a great opportunity to talk to your parents, teachers, administrators and others that are involved with your education about how you learn and what kinds of services and supports you need to do well in school. Make sure the specific accommodations you need are outlined in your IEP.

I am proud of you for taking the proper steps to prepare yourself for a successful future. I wish more young people on the autism spectrum were this conscientious.




 
COMMENTS:

•    Anonymous said...  I hated high school and never got to finish. Correspondence was just too hard with 2 jobs. I still don't have a diploma or GED and it almost cost me a job. With just 3 months... Do what you can to stay in. You will regret it later...
•    Anonymous said... At the end of the day are you value as a person. That way the teacher cont. to follow the IEP and the doctors push drugs that don't work and find cure.
•    Anonymous said... Homeschooling is a wonderful option for kids with Asperger's. Battling constantly in public school for services, understanding, and ways to cope takes its toll.
•    Anonymous said... I am sorry your experience has been so negative that you are considering dropping out. By law your school is responsible to provide you an individualized and appropriate education. Unsure what your issues are but if you have difficult with social situations your IEP should include interventions to assist you to improve your relationships. Your life will continue to require the ability to interact with others and dropping out will not provide you with the assistance you need. Your teachers and peers may not understand your needs, but that is no excuse to treat you negatively. Three months is plenty of time to turn around your year and start college with an improved outlook. I applaud you for speaking up here and encourage you to schedule an IEP meeting yo address the issues. Good luck to you!
•    Anonymous said... I found a letter on this site that I amended to fit my son and emailed it to his guidance counselor who in turn forwarded it to his teachers before school started this year. It made a huge difference. He went from barely getting by to excelling and liking school. The teachers all thanked me because they knew what worked and what to watch for. Try that now. It helps them know what you need instead of trying to interpret your needs. No matter what do not quit!!!!
•    Anonymous said... I've found that guys tend to rib each other in middle school and high school to determine social ranking (who's alpha and who falls in after that). The higher the ranking the better their ability to process information fast and come back with comments when others "rib (tease each other)." I've also noticed that most high functioning people with Aspergers have a great "rote memory skill." In order to help yourself, I'd start viewing comedic shows that are funny (have comebacks) and memorize them. It will help you socially to counter teasing in a positive light and those males may start to include you for your humor! The only thing to practice is timing and tone so you don't come across as hurt or angered. Good luck and stay in school ...you only have three months left to graduation (start marking off the days on a calendar)! P.S. I enjoyed the article!
•    Anonymous said... My son has Aspergers, is in eighth grade and is already having anxiety about entering high school. He does have an IEP. That letter sounds like it would be good for me to be proactive and send to his teachers next year.
•    Anonymous said... Put your mind to prove them all wrong succeeding is the best revenge!! You can do it!!
•    Anonymous said... the teachers don't have the choice to care or not care, they should be following your IEP plan and adjust it when necessary to help you through your day.
•    Anonymous said... Well done for getting this far, YOU are an inspiration for others, YOU are proving that people with AS can and deserve the education everyone needs,, YOU are amazing and I hope you continue to be amazing. Your IEP has been set up to help YOU, contact your tutor and ask them to address your difficulties, but please, please do not drop out, do not give up, look at it as just another learning curve to help you through. Good luck and keep in contact for when you graduate. Xx
•    Anonymous said... With such little time left get the education you deserve.you owe it to yourself for getting this far.well done you.
•    Anonymous said... You have done so well to come so far, dont let other peoples ignorance put you off your dreams. Meet with your Year Head if possible and talk about whats grating you. If you want to achieve, you will.xxxx

Please post your comment below…
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Help for Bullied Asperger’s and HFA Children Who Become Bullies Themselves

A large body of research has documented the difficulties associated with being bullied – and with bullying other kids. Young people who are bullied suffer more anxiety, depression, loneliness, post-traumatic stress – and have a heightened risk of suicide. Kids who bully are more likely than other youngsters to experience peer-rejection, conduct problems, anxiety, academic difficulties, and engage in rule-breaking behavior.

Recent research has shown that a substantial number of kids with Asperger’s (AS) and High-Functioning Autism (HFA) who have been a victim of bullying become bullies themselves at some point. A distinguishing feature of AS and HFA children is that they struggle to control their emotions. For example, they may unintentionally prompt kids to bully them again by reacting very emotionally to teasing, threats or physical aggression, and may have similar problems controlling feelings of anger and frustration, predisposing them to retaliatory aggression.



Given that these young people experience a broader range of behavioral and emotional difficulties than do “typical” kids, it is not surprising that AS and HFA victims of bullying experience anxiety, depression, peer-rejection, a lack of close friendships, and the cognitive and social difficulties often apparent in bullies themselves (e.g., a greater acceptance of rule-breaking behavior, hyperactivity, a tendency toward reactive aggression, etc.).

In addition, these victims are at greater risk for psychiatric disorders and criminal offenses in young adulthood than are kids dealing with only one of these problems. Also, they have proven to be less responsive to a comprehensive school-based program for kids with severe emotional disturbances. As a result, it is of the utmost importance that they receive support and services that address the full spectrum of their needs.


Programs designed to address emotional and behavioral problems associated with being bullied:

1. Self-control techniques have been used in the treatment of both aggressive and anxious kids with AS and HFA. Given the difficulty these children have controlling their emotions, it is advisable to make this deficit a key target of interventions. “Special needs” kids develop better self-control over their emotions by learning to recognize the physical signs of anxiety or anger (e.g., muscle tension) by practicing positive self-talk (e.g., “I should stop, take a few deep breaths, and think before I act”) and utilizing relaxation techniques (e.g., muscle relaxation, deep breathing) to reduce emotional arousal and delay an immediate response to a stressful situation. This will provide careful reflection (e.g., problem solving, cognitive restructuring) prior to taking retaliatory action.

2. Problem-solving skills training is another strategy common to programs targeting behavioral or emotional problems. AS and HFA kids are helped to think of several possible solutions to a given problem, and to reflect on the positive and negative consequences of each in order to choose the technique that will maximize positive consequences in both the short- and long-term. Kids who are bullied – and then bully others in return – rely too heavily on aggressive solutions, whereas anxious or depressed youngsters often default to avoiding their difficulties.

Problem-solving skills training can be used in either case to broaden the repertoire of constructive coping techniques and enhance decision-making. Decreasing depression and anxiety related to being bullied would be helpful in itself for victims, but it may have the added benefit of reducing negative moods that render AS and HFA kids vulnerable to engaging in explosive, emotional and reactive aggression.




3. Cognitive restructuring has been used to deal with aggression, anxiety, and depression in AS and HFA children. The central feature of this technique is to identify thoughts that increase anger, anxiety or sadness, challenge their accuracy, and replace them with thoughts that are more realistic and less destructive. For example, a child may learn to recognize that his anxiety rises when he assumes that all of his peers would “think he is dumb” if he were to give an incorrect answer in class. Instead, he may be encouraged to take a more realistic view, recognizing that everyone makes mistakes, and that when other people make mistakes, he does not usually think badly of them. To reinforce this concept, the child may use some positive self-talk (e.g., “It’s OK to make mistakes, because it’s how we all learn”).

Applied to behavioral difficulties, cognitive restructuring techniques are often used to emphasize that there is more than one way to explain the actions of other kids. For example, since kids who are bullied – and then subsequently become bullies themselves – do not often give their peers the benefit of the doubt. They may be inclined to see teasing as cruel, which would increase anger and the likelihood of an aggressive response. However, it is equally likely that teasing may be good-natured, and in teaching AS and HFA kids to be open to this possibility, the number of peer conflicts that result in episodes of bully-like behavior may be reduced.

As a therapist who has worked with families affected by autism spectrum disorders over the years, what I see most often is that many AS and HFA kids who have been bullied by peers in elementary and middle school tend to become bullies themselves around the high school years. But, they usually do not bully their peers at school, rather they find easier targets to misplace their aggression. This is usually parents (especially single mothers) and younger siblings. In other words, they bring their frustration and aggression home with them and take it out on family members.

AS and HFA children who are victims or bullying face a complicated array of social and emotional challenges, and it is crucial that concerned moms and dads, educators, and mental health providers recognize the full extent of their difficulties, and tailor interventions to match their complex needs. More research is needed to create and evaluate programs that integrate cognitive-behavioral techniques for the treatment of both behavioral and emotional problems associated with bullying. Until that happens, parents, educators and clinicians can broaden the focus of existing school-based and clinic-based interventions by applying the strategies listed above. 

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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