Kids with Asperger’s (AS) and High-Functioning Autism (HFA) have eccentric preoccupations or odd, intense fixations (e.g., obsessively collecting unusual things). They tend to: ask repetitive questions about interests; follow own inclinations regardless of external demands; have trouble letting go of ideas; relentlessly "lecture" on areas of interest; and, sometimes refuse to learn about anything outside their limited field of interest.
Programming Suggestions for Teachers:
1. Use the AS or HFA youngster's fixation as a way to broaden his repertoire of interests. For example, during a lesson on rain forests, the student who is obsessed with animals can be led to not only study rain forest animals, but to also study the forest itself since this is the animals' home. The student can then be motivated to learn about the local people who are forced to chop down the animals' forest habitat in order to survive.
2. Use of positive reinforcement selectively directed to shape a desired behavior is a crucial strategy for helping the youngster with AS or HFA. These “special needs” kids respond well to compliments (e.g., in the case of a relentless question-asker, the teacher can consistently praise the child as soon as she pauses – and congratulate her for allowing others to speak). These kids should also be praised for simple, expected social behavior that is taken for granted in “typical” kids.
3. Some kids with AS and HFA will not want to do assignments outside their area of interest. Firm expectations must be set for completion of classwork. It must be made very clear to the youngster that he is not in control – and that he must follow specific rules. At the same time, though, meet the child halfway by giving him opportunities to pursue his own interests.
4. AS and HFA students can be given assignments that link their special interest to the subject being studied. For example, during a social studies lesson about a specific country, a youngster obsessed with trains can be assigned to research the modes of transportation used by people in that country.
5. For particularly unruly kids on the autism spectrum, it may be necessary to initially individualize all assignments around their interest area (e.g., if the interest is dinosaurs, then offer grammar sentences, math word problems, and reading and spelling tasks about dinosaurs). Then, gradually introduce other topics into assignments.
6. Do not allow the AS or HFA youngster to incessantly discuss – or ask questions about – isolated interests. Limit this behavior by designating a specific time during the day when she can talk about this. For example, a youngster who is fixated on animals and has countless questions about the class pet turtle should be advised that she is allowed to ask these questions only during recesses. This can be part of her daily routine, and she may quickly learn to stop herself when she begins asking these kinds of questions at other times of the day.
A major part of emotional development in “typical” (i.e., non-autistic) kids and teens is how they recognize, label, and control the expression of their feelings in ways that generally are consistent with social norms (i.e., emotional control). Self-regulation of feelings includes recognition and description of feelings. Once a youngster can articulate an emotion, the articulation already has a somewhat regulatory effect.
Typical kids are able to use various strategies to self-regulate as they develop and mature. They begin learning at a young age to control certain negative feelings when in the presence of grown-ups, but not to control them as much around friends. By about age 4, they begin to learn how to alter how they express feelings to suit what they feel others expect them to express.
By about age 7 to 11 years, “typical” kids are better able to regulate their feelings and to use a variety of self-regulation skills. They have likely developed expectations concerning the outcome that expressing a particular feeling to others may produce – and have developed a set of behavioral skills to control how they express their feelings. By the teenage years, they adapt these skills to specific social relationships (e.g., they may express negative feelings more often to their mom than to their dad because they assume their dad will react negatively to displays of emotion). “Typical” teens also have heightened sensitivity to how others evaluate them.
Unfortunately, young people on the autism spectrum do not develop emotionally along the same lines and time-frame as “typical” children do. Children with Asperger’s (AS) and High-Functioning Autism (HFA), after all, have a “developmental disorder” – their emotional age is younger than their chronological age. Thus, they must be taught emotion management and social skills. Affective education (i.e., teaching children about emotions) is an effective way to accomplish this goal.
Affective education is a crucial stage in a course of Cognitive Behavioral Therapy (CBT) and an essential component for children and teens with AS and HFA. The main goal is to learn why one has emotions, their use and misuse, and the identification of different levels of expression.
A basic principle is to explore one emotion at a time as a theme for a project. The choice of which emotion to start with is decided by the Cognitive Behavioral therapist, but a useful starting point is happiness or pleasure. A scrapbook can be created that illustrates the emotion. For younger kids, this can include pictures of people expressing the different degrees of happiness or pleasure, but can be extended to pictures of objects and situations that have a personal association with the feeling, (e.g., a photograph of a rare rock for a child with a special interest in rock collecting).
For older teens, the scrapbook can illustrate the pleasures in their life. The content also can include the sensations that may elicit the feeling (e.g., aromas, tastes, textures). The scrapbook can be used as a diary to include compliments, and records of achievement (e.g., certificates and memorabilia). At a later stage in therapy, the scrapbook can be used to change a particular mood, but it also can be used to illustrate different perceptions of a situation.
If therapy is conducted in a group, the scrapbooks can be compared and contrasted. Talking about dinosaurs may be an enjoyable experience for one group member, but perceived as terribly boring for another. Part of affective education is to explain that, although this topic may create a feeling of well-being in the one participant, his attempt to cheer up another person by talking about dinosaurs may not be a successful strategy (perhaps producing a response that he did not expect).
One of the interesting aspects noticed is that group members with AS and HFA tend to achieve enjoyment primarily from knowledge, interests, and solitary pursuits, and less from social experiences, in comparison with “typical” group members. They are often at their happiest when alone.
Affective education includes the clinician describing – and the AS or HFA child discovering – the prominent cues that indicate a particular level of emotional expression in facial expression, tone of voice, body language, and context. The face is described as an information center for emotions. The typical errors that young people on the autism spectrum make include not identifying which cues are relevant or redundant, and misinterpreting cues. The clinician uses a range of games and resources to “spot the message” and explain the multiple meanings (e.g., a furrowed brow can mean anger or bewilderment, or may be a sign of aging skin; a loud voice does not automatically mean that a person is angry).
Once the key elements that indicate a particular emotion have been identified, it is important to use an “instrument” to measure the degree of intensity. The clinician can construct a model “thermometer,” “gauge,” or volume control, and can use a range of activities to define the level of expression. For instance, the clinician can use a selection of pictures of happy faces and place each picture at the appropriate point on the instrument.
During the therapy, it is important to ensure that the AS or HFA child shares the same definition or interpretation of words and gestures and to clarify any semantic confusion. Clinical experience has indicated that some young people on the spectrum can use extreme statements (e.g., “I am going to kill myself”) to express a level of emotion that would be more moderately expressed by a “typical” child or teen. During a program of affective education, the clinician often has to increase the AS or HFA child's vocabulary of emotional expression to ensure precision and accuracy.
The education program includes activities to detect specific degrees of emotion in others – but also in oneself – using internal physiologic cues, cognitive cues, and behavior. Technology can be used to identify internal cues in the form of biofeedback instruments (e.g., auditory EMG and GSR machines). The AS or HFA child – and those who know him well – can create a list of physiologic, cognitive, and behavioral cues that indicate an increase in emotional arousal. The degree of expression can be measured using one of the special instruments used in the program (e.g., the emotion thermometer). One of the aspects of the therapy is to help the child perceive his “early warning signals” that indicate emotional arousal that may need cognitive control.
When a particular emotion and the levels of expression are understood, the next component of affective education is to use the same procedures for a contrasting emotion. For example, after exploring happiness, the next topic explored could be sadness; feeling relaxed could be explored before a project on feeling anxious. The child is encouraged to understand that certain thoughts or emotions are “antidotes” to other feelings (e.g., some activities associated with feeling happy may be used to counteract feeling sad).
Some young people with AS and HFA can have considerable difficulty translating their feelings into conversational words. There can be a greater eloquence, insight, and accuracy using other forms of expression. The clinician can use prose in the form of a “conversation” by typing questions and answers on a computer screen, or by using certain techniques (e.g., comic strip conversations that use figures with speech and thought bubbles). When designing activities to consolidate the new knowledge on emotions, one can use a diary, e-mail, art, or music as a means of emotional expression that provides a greater degree of insight for both the child and clinician.
Other activities to be considered in affective education are the creation of a photograph album that includes pictures of the child and family members expressing particular emotions, or video recordings of the child expressing her feelings in real-life situations. This can be particularly valuable to demonstrate her behavior when expressing anger.
Another activity entitled “Guess the message” can include the presentation of specific cues (e.g., a cough as a warning sign, a raised eyebrow to indicate doubt, etc.). It is also important to incorporate the AS or HFA child's special interest into the program (e.g., a child whose special interest is the weather can express his emotions as a weather report).
The opposite of emotional control is emotional flooding, which is characterized as overwhelming and intense feelings that can't be controlled. During an episode of emotional flooding, the autistic child's rational mind is disconnected, his nervous system is saturated, and his prefrontal cortex ceases to exercise its controlling function. Flooding may turn into panic and fear, fight or flight. It takes a long time to come down from this heightened state, and afterward, the "special needs" youngster is often completely drained to the point of exhaustion.
Here is a 7-step plan that parents can use to deal with emotional flooding in their AS or HFA child:
1. Create signals your AS or HFA youngster can use to let you know he is about to have an episode of emotional flooding. Signals can give these kids a tool to put some space in between the reaction and their response. One 11-year-old boy with AS came up with the word “burning” to use when he felt himself getting ready to spin out-of-control. He would shout “burning, burning, burning.” His sister knew this was the signal to back off, and his mom knew this was the signal to intervene. It worked for him by giving him a few seconds before his emotions took over.
2. When your child is flooding, don’t leave him alone – but don’t try to take away his uncomfortable emotions either. If you have an AS or HFA adolescent, give him some distance until he is ready to talk. With a younger kid, wait and listen for a shift in the intensity, and then step-in to help soothe. Sometimes you can directly ask if your child needs help to feel better (e.g., “I notice you are really upset. Do you need some help to calm down?”). If your child is not ready, he will let you know. But if he is ready, you will get a nod yes, at which point you can make some moves to soothe. When an AS or HFA youngster is out-of-control emotionally, she needs your help to get her equilibrium back. You can’t problem solve until this has been accomplished. This is true even if the emotional flooding has occurred as a result of some disciplinary measure.
3. Understand the difference between emotional flooding and a child’s drama-driven display that is created to get something. If you have a youngster that you really feel uses emotional flooding strategically to get a particular response out of you, then back off until the intensity dies down, and then offer some assistance (but don’t give in to an unreasonable demand). If your youngster is using flooding manipulatively, and she is not successful in getting the results she is after, she will eventually stop. The goal here is to help your youngster learn to self soothe and problem solve.
4. Help your youngster move from (a) acting out intense emotions to (b) labeling and describing them verbally. Words help to diffuse and give a youngster some tools to begin regulating emotions. The better able your youngster is at describing in detail her emotional state or reactions, the better she can regulate them.
5. Never attempt to suppress negative emotions. No child can help the feelings he has. He can only learn how to best manage them. Getting rid of negative emotions prematurely just sends them underground, where they can gain intensity and explode later during an unrelated event.
6. Try to figure out what the trigger is for your child’s emotional flooding. Sometimes triggers are obvious (e.g., reactions to change of routine). But, sometimes out-of-control behavior is a reaction to something that isn’t so obvious in the current situation. For example, an AS or HFA youngster who has been repeatedly rejected and/or teased by peers may be overly-sensitive to even the slightest hint of criticism from parents.
7. When emotional flooding has run its course and the child is calm, parents can attempt to address the problem in question. Encourage your child to talk, and then reflect back to him what you heard (i.e., provide feedback). In this stage of the game, it’s more important that your child feels understood than for you to correct his way of thinking. Let him play out the scenario, and then show you understand his point of view. After you have accomplished this, you can start helping him to come up with a solution to the problem that caused him to “flood” in the first place.
More resources for parents of children and teens with High-Functioning Autism and Asperger's:
• Anonymous said… I needed this today. My so. Had an "emotional flooding" moment and let me know that kids walk away from him or ignore him completely when he tries to talk to them. How do i get services for social and cognitive behavior help at age 14? • Anonymous said… I wish we could have found people that actually knew how to do this. My daughter is now 22 and things have not gotten any easier. We put her in 3 different places when she was younger and none of them helped at least not long term. • Anonymous said… I would like to know if anyone here has a HFA adult age now that cusses them out constantly and nothing at all is ever their fault. • Anonymous said… My daughter is 18 and heading to college in the fall. I've always wanted her to be able to get this kind of help. I've tried in my own way, but it's hard. So nervous to let her go. Don't give up smile emoticon • Anonymous said… Once my son got to high school...he became more discerning of people's motives. After a while he could care less what anyone said or thought about him (negatively ). He had a few friends in Anime Club and pretty much ignored the bullies. • Anonymous said… So very true!! It breaks my heart every time our son THINKS a kid is either making fun of him, when he or she is not and it's just "typical kid banter". Or like recently, when a boy at his middle school was taking GREAT advantage of him because he knew how desperately our son wanted friends. He just didn't see the insincere behavior and thought it was what friendship is supposed to be. Just killed me when he figured it out after we talked to him about the "bad thing" that happened. frown emoticon But there is a bright spot to this. It can be taught and learned, understanding certain social cues and how to watch for them. He's getting there. It's just that, for so many others, this sort of thing is instinctive. For our kiddos, we have to help them, point things out, role play, help them learn it. Merry Christmas everyone!!! • Anonymous said… That's is all we all can do with a child with Aspergers is try in our own way. What worked yesterday may not work today so we just keep trying. smile emoticon • Anonymous said… This is exactly my son too • Anonymous said… You are not alone, my son is 11. Place after place he went and all they would do is CBT. Now we live where there is an Autism center and he's too old, their age cut off is 8. • Anonymous said…. It's hard when you just want to make everything ok. Milan is not on the spectrum but he struggles socially and it's so hard to watch or answer why his five year old brother has so many friends and party invites
Young people with Asperger’s (AS) and High-Functioning Autism (HFA):
are easily taken advantage of (e.g., do not perceive that others sometimes lie or trick them)
are relatively naïve
are sometimes labeled "little professor" because speaking style is so adult-like and pedantic
exhibit poor ability to initiate and sustain conversation
have difficulty judging "social distance"
have difficulty understanding jokes, irony or metaphors
have well-developed speech, but poor communication skills
may appear insensitive and lacking tact
may be extremely egocentric
may not like physical contact
may use inappropriate gaze and body language
may use monotone or stilted, unnatural tone of voice
often misinterpret social cues
show an inability to understand complex rules of social interaction
talk “at” people instead of “to” them
usually have a desire to be part of the social world, but don’t have the skills to do so
Programming Suggestions for Teachers:
1. Protect the youngster from bullying and teasing.
2. Older students with AS and HFA can benefit from a "buddy system." The teacher can educate a sensitive classmate about the situation of the youngster with AS or HFA and seat them next to each other. The classmate could look out for the “special needs” youngster on the bus, during recess, in the hallways, etc., and attempt to include him or her in school activities.
3. Most young people with AS and HFA want friends, but simply do not know how to interact. They should be taught how to react to social cues and be given repertoires of responses to use in various social situations. Teach these kids what to say and how to say it. Model two-way interactions and let them role-play. Their social judgment improves only after they have been taught rules that “typical” children pick up intuitively.
4. Young people with AS and HFA tend to be reclusive. Therefore, the teacher must foster involvement with others. Encourage active socialization, and limit time spent in isolated pursuit of interests. For instance, a teacher's aide seated at the lunch table could actively encourage the youngster with AS or HFA to participate in the conversation of his classmates not only by soliciting his opinions and asking him questions, but also by subtly reinforcing other kids who do the same.
5. In the higher age groups, attempt to educate peers about the youngster with AS or HFA when social ineptness is severe by describing her social problems as a true “disorder.” Praise classmates when they treat her with compassion. This task may prevent scapegoating, while promoting empathy and tolerance in the other kids who may be “different.”
6. Emphasize the proficient academic skills of the youngster with AS or HFA by creating cooperative learning situations in which his reading skills, vocabulary, memory, etc., will be viewed as an asset by classmates, thereby engendering acceptance.
7. Although they lack personal understanding of the emotions of others, kids with AS and HFA can learn the correct way to respond. When they have been unintentionally insulting, tactless or insensitive, it must be explained to them why the response was inappropriate and what response would have been correct. Children with AS and HFA must learn social skills intellectually, because they lack social instinct and intuition.
Struggling with your "special needs" student? Click here for highly effective teaching strategies specific to the Aspergers and HFA condition.
Mood disorders are mental health problems (e.g., depression, bipolar disorder, dysthymic disorder, anxiety disorder) that can occur in anyone, including young kids and teenagers. The cause of mood disorders is not fully understood, but an imbalance in brain chemicals play a role.
It is normal for a child’s mood to change, and most kids go through times of feeling sad. However, when these feelings last for a very long time or interfere with daily functioning, he or she may have a mood disorder.
Symptoms of mood disorders include:
an elevated mood (i.e., mania) that is accompanied by feelings of grandiosity, extreme energy, and heightened arousal
changes in appetite
difficulty concentrating
fatigue
feelings of inadequacy
feelings of sadness
guilt
helplessness
hopelessness
irritability
suicidal thoughts
trouble engaging in daily tasks
trouble in relationships
When considering the diagnostic criteria for Asperger’s (AS) and High-Functioning Autism (HFA) – and the effects of the disorder on a child's adaptive functioning in a social context – we can expect such children to be vulnerable to the development of secondary mood disorders. Research suggests that about 65% of adolescents with AS and HFA have a mood disorder that includes depression and anxiety. There is also evidence to suggest an association with conduct disorders, delusional disorders, and paranoia. It appears that comorbid mood disorders in adolescents with AS and HFA are the rule rather than the exception. Thus, a good question to ask is: “Why is this population more prone to mood disorders”?
Research has been conducted on the family histories of young people with Autism, AS, and HFA and has identified a higher than expected incidence of mood disorders. Children with AS and HFA may be vulnerable to a genetic predisposition to mood disorders. However, when we consider their difficulties with regard to empathy, profile of cognitive skills, sensory perception, social reasoning, and verbal communication, they are clearly prone to considerable stress as a result of their attempts at social inclusion. Chronic levels of stress can contribute to a mood disorder. Therefore, there may be circumstantial factors that explain the higher incidence of mood disorders in this population.
Theoretic models of Autism developed within cognitive psychology and research in neuropsychology also provide some explanation as to why these children and teens are prone to secondary mood disorders. The extensive research on “Theory of Mind” skills confirms that young people with AS and HFA have considerable difficulty identifying and conceptualizing the thoughts and feelings of others – and themselves. The interpersonal and inner world of emotions seems to be uncharted territory for these kids.
Research on executive function in individuals with AS and HFA suggests characteristics of being disinhibited and impulsive, with a relative lack of insight that affects general functioning. Impaired executive function also can affect the cognitive control of emotions. Among young people on the autism spectrum, clinical experience suggests that there is a tendency to react to emotional cues without cognitive reflection. Research on individuals with Autism using new neuroimaging technology also has identified structural and functional abnormalities of the amygdala, which is known to regulate a range of emotions (e.g., anger, fear, sadness, etc.). Therefore, we also have neuroanatomic evidence that suggests there will be problems with the perception and regulation of the emotions.
Treatment for mood disorders depends on the evaluation of a professional. Behavioral therapy, cognitive therapy, lifestyle modification, and medication may all be used. It is crucial to get early treatment for a mood disorder to reduce the severity of symptoms and manage any complications.
Cognitive Behavior Therapy (CBT) is the primary treatment for mood disorders. CBT has been designed and refined over several decades and has proven to be effective in changing the way an individual thinks about and responds to uncomfortable emotions (e.g., anxiety, sadness, anger, etc.) This therapy focuses on aspects of cognitive deficiency in terms of the maturity, complexity, and efficacy of thinking, and cognitive distortion in terms of dysfunctional thinking and incorrect assumptions. Therefore, it has direct applicability to young people on the autism spectrum who are known to have deficits and distortions in thinking.
CBT has several components:
an assessment of the nature and degree of mood disorder using self-report scales and a clinical interview
mood education with discussion and exercises on the connection between cognition, affect and behavior, and the way in which people conceptualize emotions and construe various situations
cognitive restructuring (cognitive restructuring corrects distorted conceptualizations and dysfunctional beliefs; the child or teen is encouraged to establish and examine the evidence for – or against – his thoughts and build a new perception of specific events)
stress management (stress management and cue-controlled relaxation programs are used to promote responses incompatible with anxiety or anger)
self-reflection (self-reflection activities help the child recognize her internal state, monitor and reflect on her thoughts, and construct a new self-image)
a schedule of activities to practice new cognitive skills (a graded schedule of activities is developed to allow the child to practice new abilities that are monitored by the clinician)
The neurology of AS and HFA makes life more demanding. Young people with the disorder are often disconnected from what they themselves feel, leaving them ill-equipped to make sense of their daily experiences. In addition, the nature of their social and communication deficits creates its own challenges. These kids are often deprived of the social rewards, support, and validation that “typical” kids know and take for granted – leading to even greater frustration. Many AS and HFA kids know constant criticism and rejection, which can result in a harsh self-judgment that they are failing others.
Here a few tips for parents of AS and HFA children with mood disorders:
1. All children have bad moods sometimes. That’s nothing to be worried about. However, a mood disorder deals with problematic behavior caused by chemical imbalances in the brain. Many moms and dads are in denial that their AS or HFA youngster may have a mood disorder. They don’t want anything to be “wrong” with their youngster, so they chalk up bad behavior to an artistic temperament. A Surgeon General’s report found that 75-80% of kids in need of mental health services don’t get it because of the stigma. So, make sure “denial” is not a factor in your case.
2. An AS or HFA youngster’s dark mood, negative words, and problematic behaviors can be frightening to parents. But, the reality is what it is. Living with AS or HFA is stressful and can invite feelings of despair, hopelessness, and self-disregard. Don’t let your fear keep you at bay or leave your youngster alone with her suffering. Do not shy away from the outside world, isolating yourself as your youngster isolates herself. If her mood concerns you, seek professional help (e.g., counseling, assessment, medication, etc.).
3. AS and HFA kids crave the steady, quiet, self-regulated, unthreatening control of their computer, books, bedroom, etc. They deserve a place of respite that they can count on. Don’t ignore your youngster’s true need for “down time,” maybe even preemptively suggesting at times that she run off to her preferred retreat.
4. Be careful not to take words or behaviors that you don’t understand as being empty and meaningless. Try to discover what your youngster is attempting to convey or express. This teaches her the inherent value of communication and empowers her being an agent in being understood by others. The more clearly and directly your youngster can share what she feels, the less in the dark you will be, and the more information you will have to guide your interventions and actions.
5. Don’t cling to traditional parenting strategies. Traditional techniques will tell you that when your youngster misbehaves, the consequence should be immediate. That’s good advice for “typical” kids. But for an AS or HFA child with a mood disorder – it is bad advice. If a youngster with a mood disorder is acting-out, that may mean he is experiencing a meltdown rather than a temper tantrum (two distinctly different behaviors). And if parents try to impose disciplinary action at that point, it only escalates the meltdown. Therefore, delay the consequences, and don’t engage in the fight. When it’s calm, sit down with your youngster and explain the repercussions of his behavior.
6. Kids with AS and HFA tend to worry a lot. Try not to criticize or show your own frustration over this excessive worrying. Don’t try to rationalize away your youngster’s worry. Invite his expressions of hurt and worry with open arms. This will show him how good and comforting human connection can feel, and how it can alleviate an anxious or depressed mood.
7. Nothing truly comforts an AS or HFA youngster more than being in the presence of parents who feel genuinely at ease, especially when in the presence of his distress. If what you are doing is stressing your youngster excessively, try to back off and speak more quietly, more slowly – or not at all. You can’t shield your youngster from all the stresses of life, but you can be a calming influence from a world that moves too fast and too insensitively.
8. Parents of an AS or HFA youngster with a mood disorder must endure incredible stress – stress that affects the family, the marriage, and siblings. They’re constantly living in an unpredictable atmosphere and walking on eggshells, since they never know what may to set their youngster off. And, there are so many unanswered questions (e.g., Am I doing the right thing? Will my child be able to function as an adult? Will she hurt herself? Will she live a full life? …and so on). Furthermore, emotions like anxiety, despair, fear, hopelessness, and second-guessing yourself are all very common – especially when it seems like everyone around you is judging your parenting skills. Thus, it’s important for moms and dads to talk to a professional who is compassionate and non-judgmental and who provides a safe place to talk honestly and openly. Don’t be too proud to seek counseling for yourself!
9. Raising a youngster with AS or HFA is a lifelong endeavor. Helping him deal with depression and anxiety is a process that can proceed in a positive direction. Stay connected in whatever way you and he can muster and bear. Every molecule of connection parents establish with their youngster helps to protect him from anxiety, depression, self-hatred, despair, and the toxicity of isolation.
10. Lastly, watch for frustration and irritability that can’t be alleviated, that rises fast and frequent. A youngster’s losing interest in – or going deeper into – an obsession can signal depression and/or anxiety. Notice self-derogatory remarks and self-injury. Anxiety can intensify tics and body tension, or cause behaviors to grow more driven and rigid. When these signs reveal themselves, it’s time to reach out to a professional for assistance.
Resources for parents of children and teens on the autism spectrum:
1. Use the AS or HFA youngster's fixation as a way to broaden his repertoire of interests. For example, during a lesson on rain forests, the student who is obsessed with animals can be led to not only study rain forest animals, but to also study the forest itself since this is the animals' home. The student can then be motivated to learn about the local people who are forced to chop down the animals' forest habitat in order to survive.
1. Use the AS or HFA youngster's fixation as a way to broaden his repertoire of interests. For example, during a lesson on rain forests, the student who is obsessed with animals can be led to not only study rain forest animals, but to also study the forest itself since this is the animals' home. The student can then be motivated to learn about the local people who are forced to chop down the animals' forest habitat in order to survive.
