Parenting Tips FROM Parents of High-Functioning Autistic Kids
More resources for parents of children and teens with Asperger's and High-Functioning Autism:
==> Preventing Meltdowns and Tantrums in Asperger's and HFA Children
==> Discipline for Defiant Asperger's and HFA Teens
==> Teaching Social Skills and Emotion Management
==> Parenting Children and Teens with High-Functioning Autism
==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism
Students on the Autism Spectrum: Crucial Tips for Teachers
Tips for Teachers with Students on the Autism Spectrum
Social Aspects—
Students
with ASD level 1, or High Functioning Autism (HFA) may fall anywhere in the
continuum between withdrawn and active but odd. These children
want to communicate with their peers - but may lack the ability to do so. They do not understand what people are feeling or thinking
and have difficulty empathizing with them.
When asked to imagine themselves in a particular situation, they experience great difficulty and may not be able to role-play. There is a lack of understanding of body language and social conventions, and they have great difficulty in making and sustaining friendships.
Because of this, HFA children miss out on many aspects of teenage culture. For example, they may have no knowledge of pop music, football, fashion etc. Therefore, when such topics are used to stimulate interest in examination questions, they can be at a disadvantage.
These children have little appreciation of personal space and often get too close to people. This, combined with inappropriate body language, can be misinterpreted by others as threatening behavior.
They find it difficult to work in pairs, to be part of a team, or to participate normally in classroom discussions -- and need direct teaching. Because of their desire for friendship, HFA children can be very vulnerable and easily persuaded to do things without being aware of the consequences.
Disruptive behavior (e.g., self-directed injury, tantrums and aggression) is thought to be the result of communication difficulties, but the teacher in the classroom may be concerned for the safety of other students and restrict the use of certain equipment in practical lessons and participation in outside activities. Hence, the student with HFA may have had a narrower educational experience than his or her peers.
==> The Complete Guide to Teaching Students with Aspergers and High-Functioning Autism
Communication Difficulties—
Most of the social difficulties described are the result of communication problems. Syntax and grammar are rarely a problem, but there is often a non-productive, pedantic, literal use and understanding of language. Speech may be flat and robot-like, and possibly accompanied by distracting gestures (e.g., body swaying or grimacing).
HFA children try to understand what the words mean rather than what the speaker means - and may be confused by idioms and metaphors.
A question such as "Can you tell me the names of _____" is likely to be answered with a 'yes' or 'no'.
These children tend to find the written word easier to understand than the spoken. Some may be able to read mechanically beyond the level of their understanding (hyperlexia). Their writing shows a rigidity of thought, and they often produce learned patterns of phrasing in answers to examination questions.
Orally, HFA children can be very boring, because they spell out everything in great detail and because of their preoccupation with a particular interest or topic. They can't build on what others say, have poor topic maintenance, and are unlikely to make appropriate eye contact.
Clumsiness—
It
is not uncommon for these kids to have had delayed milestones in their
motor development - and for clumsiness to persist into adulthood. Both
fine and gross motor skills are involved, thus their performance in sports will be affected.
The arrangement of written work is often poor with deeply marked crossing-out. Handwriting varies from being very small and almost illegible to being large with poorly formed letters which overlap the lines.
Stress and the Environment—
Kids on the autism spectrum are perceived to be intolerant of individuals as well as the environment. They become very anxious in unstructured settings and where people are moving at random. Many may not be able to tolerate people close to them. Noise, whether it is sudden or it comes from general background activity, can cause acute stress, fear and even panic - and at the very least the student will be distracted and unable to concentrate. Factors causing stress are very individual, although all find alterations to routines very disturbing and have difficulty in making choices.
Some respond to stress by antisocial behavior. Repeated swearing is not uncommon, and others may have to remove themselves physically from the situation. A quiet environment, free from distractions and where rules are followed rigidly can do much to help these "special needs" students to concentrate.
Carrying an object can give them a sense of security. The nature of this can seem quite bizarre to others (e.g. a AAA battery). But without it, HFA children may be unable to settle or concentrate. Some derive comfort from repeating a set ritual of some kind - and it can be long and complex.
It goes without saying that the ritual, however time-consuming, will have to be carried out in an examination situation, and the comfort object allowed to be present if the student is to be able to cope with the stress of taking the examination.
==> The Complete Guide to Teaching Students with Aspergers and High-Functioning Autism
Intellectual Functioning—
Verbal ability tends to be stronger than non-verbal, and this results in uneven attainment across the breadth of the curriculum. This is reflected in examination results and also within subject papers. The student may be able to do exceptionally well recalling facts or applying well practiced methods - but may score poorly or not at all when asked to imagine a situation or to comment on the nuances of a fictional text.
Some show areas of exceptional ability. But these are usually confined to one subject and may be in a limited area of that subject. But, the young person displays an insight and a knowledge way beyond others in their age group. Often this is linked to their main interest or obsession.
Obsessional Interests—
Obsessional
interests tend to dominate the thinking and much of the life of many
students on the spectrum. Sometimes these change abruptly - but many
persist for years and perhaps for life. These young people become very
knowledgeable about their interest and go to extreme lengths to pursue
it. In an examination, whether written or oral, the student will tend to
see everything in terms of this interest and bring it in to all answers.
It will tend to take over, and the student will wander off the point of
the question and not know when to stop.
Special Arrangements for Examinations—
1. The examination room: There may be a request for the student to be supervised separately because:
There may be a request that a comfort object is allowed in the examination room.
2. Extra time: A request for extra time should be made to examining boards, because students on the autism spectrum find it hard working on a time limit. While working on a time limit may cause excessive stress to some HFA students, it could be counterproductive to others who would feel that they had to keep writing even if they had completed their answers.
3. Presentation of examination papers: There may be a request that the question paper is presented on plain paper and in one color, because the student finds a range of colors confusing.
4. Use of language in question papers: There may be a request that carrier language of questions is modified to be as clear as possible. This would be similar to the request made for congenitally deaf students who also need clear, unambiguous instructions and an avoidance of abstract ideas, except when understanding such ideas is part of the assessment.
5. Prompting of the student when it is time to move on to the next question: This may be requested because of the student's obsessional behavior, which may cause him or her to keep writing on a particular topic, totally unaware of the passage of time. The student may have been used to being moved on in class, and such prompting is allowed in examination conditions.
6. Word-processing and handwriting: If the student's writing is illegible or if motor control is so impaired that handwriting is difficult or excessively slow, word-processing may be the usual method of written communication in class and may be requested for examinations. Alternatively, there may be a request that the student be exempt from the assessment for handwriting, etc.
7. Request that the answer papers are scrutinized at some point by someone aware that the student has HFA and who is familiar with the disorder. There could be a number of reasons for this including:
8. Oral tests: It would be very difficult for anyone to conduct an oral test with a student with HFA without being apprised of the situation and of the particular behavior and difficulties of the student. Indeed, examiners might feel threatened by the student unless they were aware of the disorder. Examiners should be made aware that the student may display some of the following behavior:
==> The Complete Guide to Teaching Students with Aspergers and High-Functioning Autism
==> 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 
When asked to imagine themselves in a particular situation, they experience great difficulty and may not be able to role-play. There is a lack of understanding of body language and social conventions, and they have great difficulty in making and sustaining friendships.
Because of this, HFA children miss out on many aspects of teenage culture. For example, they may have no knowledge of pop music, football, fashion etc. Therefore, when such topics are used to stimulate interest in examination questions, they can be at a disadvantage.
These children have little appreciation of personal space and often get too close to people. This, combined with inappropriate body language, can be misinterpreted by others as threatening behavior.
They find it difficult to work in pairs, to be part of a team, or to participate normally in classroom discussions -- and need direct teaching. Because of their desire for friendship, HFA children can be very vulnerable and easily persuaded to do things without being aware of the consequences.
Disruptive behavior (e.g., self-directed injury, tantrums and aggression) is thought to be the result of communication difficulties, but the teacher in the classroom may be concerned for the safety of other students and restrict the use of certain equipment in practical lessons and participation in outside activities. Hence, the student with HFA may have had a narrower educational experience than his or her peers.
==> The Complete Guide to Teaching Students with Aspergers and High-Functioning Autism
Communication Difficulties—
Most of the social difficulties described are the result of communication problems. Syntax and grammar are rarely a problem, but there is often a non-productive, pedantic, literal use and understanding of language. Speech may be flat and robot-like, and possibly accompanied by distracting gestures (e.g., body swaying or grimacing).
HFA children try to understand what the words mean rather than what the speaker means - and may be confused by idioms and metaphors.
A question such as "Can you tell me the names of _____" is likely to be answered with a 'yes' or 'no'.
These children tend to find the written word easier to understand than the spoken. Some may be able to read mechanically beyond the level of their understanding (hyperlexia). Their writing shows a rigidity of thought, and they often produce learned patterns of phrasing in answers to examination questions.
Orally, HFA children can be very boring, because they spell out everything in great detail and because of their preoccupation with a particular interest or topic. They can't build on what others say, have poor topic maintenance, and are unlikely to make appropriate eye contact.
Clumsiness—
The arrangement of written work is often poor with deeply marked crossing-out. Handwriting varies from being very small and almost illegible to being large with poorly formed letters which overlap the lines.
Stress and the Environment—
Kids on the autism spectrum are perceived to be intolerant of individuals as well as the environment. They become very anxious in unstructured settings and where people are moving at random. Many may not be able to tolerate people close to them. Noise, whether it is sudden or it comes from general background activity, can cause acute stress, fear and even panic - and at the very least the student will be distracted and unable to concentrate. Factors causing stress are very individual, although all find alterations to routines very disturbing and have difficulty in making choices.
Some respond to stress by antisocial behavior. Repeated swearing is not uncommon, and others may have to remove themselves physically from the situation. A quiet environment, free from distractions and where rules are followed rigidly can do much to help these "special needs" students to concentrate.
Carrying an object can give them a sense of security. The nature of this can seem quite bizarre to others (e.g. a AAA battery). But without it, HFA children may be unable to settle or concentrate. Some derive comfort from repeating a set ritual of some kind - and it can be long and complex.
It goes without saying that the ritual, however time-consuming, will have to be carried out in an examination situation, and the comfort object allowed to be present if the student is to be able to cope with the stress of taking the examination.
==> The Complete Guide to Teaching Students with Aspergers and High-Functioning Autism
Intellectual Functioning—
Verbal ability tends to be stronger than non-verbal, and this results in uneven attainment across the breadth of the curriculum. This is reflected in examination results and also within subject papers. The student may be able to do exceptionally well recalling facts or applying well practiced methods - but may score poorly or not at all when asked to imagine a situation or to comment on the nuances of a fictional text.
Some show areas of exceptional ability. But these are usually confined to one subject and may be in a limited area of that subject. But, the young person displays an insight and a knowledge way beyond others in their age group. Often this is linked to their main interest or obsession.
Obsessional Interests—
Special Arrangements for Examinations—
1. The examination room: There may be a request for the student to be supervised separately because:
- it would give the student a less stressful setting where he could concentrate without what for him are overwhelming distractions
- the student can move around if this is helpful in relieving undue stress
- the student would not distract others by her ritualistic behavior or by extraneous movements and noises which are beyond her control
There may be a request that a comfort object is allowed in the examination room.
2. Extra time: A request for extra time should be made to examining boards, because students on the autism spectrum find it hard working on a time limit. While working on a time limit may cause excessive stress to some HFA students, it could be counterproductive to others who would feel that they had to keep writing even if they had completed their answers.
3. Presentation of examination papers: There may be a request that the question paper is presented on plain paper and in one color, because the student finds a range of colors confusing.
4. Use of language in question papers: There may be a request that carrier language of questions is modified to be as clear as possible. This would be similar to the request made for congenitally deaf students who also need clear, unambiguous instructions and an avoidance of abstract ideas, except when understanding such ideas is part of the assessment.
5. Prompting of the student when it is time to move on to the next question: This may be requested because of the student's obsessional behavior, which may cause him or her to keep writing on a particular topic, totally unaware of the passage of time. The student may have been used to being moved on in class, and such prompting is allowed in examination conditions.
6. Word-processing and handwriting: If the student's writing is illegible or if motor control is so impaired that handwriting is difficult or excessively slow, word-processing may be the usual method of written communication in class and may be requested for examinations. Alternatively, there may be a request that the student be exempt from the assessment for handwriting, etc.
7. Request that the answer papers are scrutinized at some point by someone aware that the student has HFA and who is familiar with the disorder. There could be a number of reasons for this including:
- the possible use of bad language or other expletives which may be triggered by a distraction, or because excessive feelings have been aroused in response to the question. Using bad language in this way is beyond the control of the student and is not an attempt to be rude to the examiner
- the language used and the obsessional content of the answer
- the general appearance of the paper, including diagrams and labeling, etc.
8. Oral tests: It would be very difficult for anyone to conduct an oral test with a student with HFA without being apprised of the situation and of the particular behavior and difficulties of the student. Indeed, examiners might feel threatened by the student unless they were aware of the disorder. Examiners should be made aware that the student may display some of the following behavior:
- avoiding eye contact, and possibly writhing, twisting, swaying and walking around during the interview
- echoing questions, even to the extent of copying the voice and accent (this is not rudeness, but a lack of understanding)
- failing to understand abstract ideas and taking jokes, exaggerations and metaphors literally
- getting too close to the examiner
- the student will not have had the usual day-to-day experience of life (this particularly applies to relationships and doing things with the peer group, for example, he might not be able to respond to a question about what a student did with his friends over the weekend because he would not perceive himself as having any friends)
- making inappropriate, over-familiar or over-formal remarks
- not understanding body language
- stilted speech, unless the topic is the obsessional interest, in which case it will be hard to stop or divert the conversation to another subject
==> The Complete Guide to Teaching Students with Aspergers and High-Functioning Autism
Resources for parents of children and teens on the autism spectrum:
==> 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
----------
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.
Is it Attention-Deficit Disorder (ADD), an Autism Spectrum Disorder (ASD), or Both?!
==> Click here for more information on comorbid conditions associated with ASD...
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
Executive Function Deficit in Children on the Autism Spectrum
Children with High-Functioning Autism (HFA) and Asperger’s (AS) often face challenges related to their ability to interpret certain social cues. A term relating to these challenges is “executive functioning,” which includes skills such as inhibiting inappropriate responses, organizing, planning, and sustaining attention.
Difficulties with executive functioning can manifest themselves in a variety of ways. Some HFA and AS children have difficulty maintaining their attention or organizing their thoughts and actions. Some have difficulty with complex thinking that requires holding more than one train of thought simultaneously. Others pay attention to minor details - but fail to see how these details fit into a bigger picture. Problems with executive functioning can also be associated with poor impulse-control.
Executive function is a set of mental qualities that help the child execute certain skills, specifically (a) regulation (i.e., taking stock of the surroundings and changing behavior in response to it) and (b) organization (i.e., gathering information and structuring it for evaluation). These skills are controlled by an area of the brain called the frontal lobe. Executive function helps the child to avoid saying or doing the wrong thing, do things based on his or her experience, manage time, multitask, pay attention, plan and organize, remember details, and switch focus.
Your HFA or AS child may have significant problems with executive function if he or she:
Additional warning signs that your youngster may be having problems with executive function include trouble in telling stories (verbally or in writing), starting activities or tasks, remembering, planning projects, memorizing, and estimating how much time a project will take to complete.
==> Preventing Meltdowns and Tantrums in Asperger's and HFA Children
How can parents and teachers manage executive function problems in children with HFA and AS? Here are 20 crucial tips:
The 7 executive functions include: emotional self-regulation, inhibition, non-verbal working memory, planning and problem solving, self-awareness, self-motivation, and verbal working memory. If your HFA or AS youngster can only remember two or three things at a time, often feels overwhelmed at school, has trouble getting started on tasks, and struggles with problem solving, he or she might have an executive function deficit.
==> More crucial information on how your child thinks can be found here...
==> 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
Click here for the full article...
Difficulties with executive functioning can manifest themselves in a variety of ways. Some HFA and AS children have difficulty maintaining their attention or organizing their thoughts and actions. Some have difficulty with complex thinking that requires holding more than one train of thought simultaneously. Others pay attention to minor details - but fail to see how these details fit into a bigger picture. Problems with executive functioning can also be associated with poor impulse-control.
Executive function is a set of mental qualities that help the child execute certain skills, specifically (a) regulation (i.e., taking stock of the surroundings and changing behavior in response to it) and (b) organization (i.e., gathering information and structuring it for evaluation). These skills are controlled by an area of the brain called the frontal lobe. Executive function helps the child to avoid saying or doing the wrong thing, do things based on his or her experience, manage time, multitask, pay attention, plan and organize, remember details, and switch focus.
Your HFA or AS child may have significant problems with executive function if he or she:
- has to be constantly reminded to do homework or complete chores around the house
- avoids tasks that require multiple steps or sustained attention
- forgets to bring home materials for homework
- completes homework and then forgets to hand it in
- gets in trouble for talking during class
- is consistently disruptive when the teacher is talking
- gets upset when things don’t go his or her way
- has difficulty when given instructions that have two or more steps
- has trouble prioritizing homework assignments
- has trouble organizing and planning long-term assignments
- is disorganized and messy
- is easily distracted
- often blurts out answers and interrupts others when they are talking
- starts homework assignments, chores, or work on a hobby, but often loses interest before the task is completed
- tends to put off doing homework, school projects, studying for tests, or completing chores until the last minute
- gets stuck on one possible solution when faced with a problem
- has trouble coming up with alternative solutions
Additional warning signs that your youngster may be having problems with executive function include trouble in telling stories (verbally or in writing), starting activities or tasks, remembering, planning projects, memorizing, and estimating how much time a project will take to complete.
==> Preventing Meltdowns and Tantrums in Asperger's and HFA Children
How can parents and teachers manage executive function problems in children with HFA and AS? Here are 20 crucial tips:
- A posted classroom schedule can be very helpful for students on the autism spectrum (see above).
- Allocation of sufficient time for instructions, repetition of instructions, and individual student assistance is crucial.
- Assignment checklists can be used to break large, overwhelming tasks into manageable units. Teachers can break long assignments into chunks and assign time frames for completing each one.
- Creating pictorial checklists (e.g., cartoon picture of the student opening her Math book) and a visual reminder (e.g., countdown timer) of how long each task will take is another helpful strategy.
- Day planners, including PDAs, can help organize the HFA or AS child.
- Ask the school for permission to donate a beanbag chair that can be used as a "safe spot" for your child to go to briefly when he or she is feeling over-stimulated. The place should be quiet and peaceful (e.g., next to the secretary's desk, an adjoining room, a corner of the room partially closed off by furniture).
- Teachers can create separate work areas with complete sets of supplies for different activities.
- It’s important to make a checklist for getting through assignments (e.g., get out pencil and paper, put name on paper, put due date on paper, read directions, etc.).
- Have the child create his own visual schedules that he can look at them several times a day.
- Parents should meet with their child’s teacher on a regular basis to review work and troubleshoot problems.
- Minimizing clutter is vital.
- Having an organized work space is also very helpful.
- Parents and teachers should plan for transition times and shifts in activities.
- Preferential desk placement near the teacher and away from distractions is a good idea for kids on the spectrum.
- Have the child schedule a weekly time to clean and organize his or her work space.
- Teachers can use a weekly homework log that is sent from school to home and back, keeping all parties informed of work due and progress.
- Use calendars to keep track of long-term assignments, due dates, chores, and activities.
- Take advantage of tools such as time organizers, computers, or watches with alarms.
- Teachers should write the due date on the top of each assignment.
- Parents can use visual reminders (e.g., cartoon pictures of certain tasks) to remind their child when it’s time to start homework or complete a chore (see below).
The 7 executive functions include: emotional self-regulation, inhibition, non-verbal working memory, planning and problem solving, self-awareness, self-motivation, and verbal working memory. If your HFA or AS youngster can only remember two or three things at a time, often feels overwhelmed at school, has trouble getting started on tasks, and struggles with problem solving, he or she might have an executive function deficit.
==> More crucial information on how your child thinks can be found here...
Resources for parents of children and teens on the autism spectrum:
==> 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
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…
Click here to read the full article…
---------------------------------------------------------------
Meltdowns are not a pretty sight. They are somewhat like overblown
temper tantrums, but unlike tantrums, meltdowns can last anywhere from
ten minutes to over an hour. When it starts, the Asperger's or HFA child
is totally out-of-control. When it ends, both you and your child are
totally exhausted. But... don’t breathe a sigh of relief yet. At the
least provocation, for the remainder of that day -- and sometimes into
the next - the meltdown can return in full force.
Click here for the full article...
Click here for the full article...
--------------------------------------------------------------
Although Aspergers [high-functioning autism] is at the milder end of the
autism spectrum, the challenges parents face when disciplining a
teenager on the spectrum are more difficult than they would be with an
average teen. Complicated by defiant behavior, the teen is at risk for
even greater difficulties on multiple levels – unless the parents’
disciplinary techniques are tailored to their child's special needs.
Click here to read the full article…
Click here to read the full article…
------------------------------------------------------------
Your older teenager or young “adult child” isn’t sure what to do, and
he is asking you for money every few days. How do you cut the purse
strings and teach him to be independent? Parents of teens with ASD face
many problems that other parents do not. Time is running out for
teaching their adolescent how to become an independent adult. As one
mother put it, "There's so little time, yet so much left to do."
Click here to read the full article…
Click here to read the full article…
------------------------------------------------------------
Two traits often found in kids with High-Functioning Autism are
“mind-blindness” (i.e., the inability to predict the beliefs and
intentions of others) and “alexithymia” (i.e., the inability to
identify and interpret emotional signals in others). These two traits
reduce the youngster’s ability to empathize with peers. As a result, he
or she may be perceived by adults and other children as selfish,
insensitive and uncaring.
Click here to read the full article...
Click here to read the full article...
------------------------------------------------------------
Become an expert in helping your child cope with his or her
“out-of-control” emotions, inability to make and keep friends, stress,
anger, thinking errors, and resistance to change.
Click here for the full article...
------------------------------------------------------------
A child with High-Functioning Autism (HFA) can have
difficulty in school because, since he fits in so well, many adults
may miss the fact that he has a diagnosis. When these children display
symptoms of their disorder, they may be seen as defiant or disruptive.
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