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Dyspraxia in Kids on the Autism Spectrum

“My son with high functioning autism is nearly 5 years old and the problem is his clumsiness. I was always clumsy as a kid, which was blamed on my left-handedness, but his is extreme. Today he has dropped two drinks and spilt milk down himself. He is also left handed, but he is grown up for his age, seems very intelligent, and has no other health worries. Is this part of having AS …is it just a phase for his age …or could there be a neurological problem?”

Most children with Asperger’s (AS) and High-Functioning Autism (HFA) have a history of delayed acquisition of motor skills (e.g., hand writing, pedaling a bike, tying shoe laces, catching a ball, opening jars, climbing monkey-bars, etc.), which is called “motor clumsiness.” These young people are often visibly awkward, exhibiting rigid gait patterns, odd posture, poor manipulative skills, and significant deficits in visual-motor coordination. Although this presentation contrasts with the pattern of motor development in autistic kids (for whom the area of motor skills is often a relative strength), it is similar in some respects to what is observed in older people with autism.



Dyspraxia is a disorder that affects motor skill development. AS and HFA children with Dyspraxia have trouble planning and completing fine motor tasks. This can vary from simple motor tasks (e.g., waving goodbye) to more complex tasks (e.g., brushing teeth). Dyspraxia is a lifelong disorder, and its severity and symptoms can vary from child to child. Also, it can affect individuals differently at different stages of life. Dyspraxia can affect many basic functions required for daily living, and is often broken down into the following categories: 
  • Constructional Dyspraxia (i.e., establishing spatial relationships, being able to accurately position or move objects from one place to another)
  • Ideational Dyspraxia (i.e., multi-step tasks such as brushing teeth, making a bed, putting clothes on in order, buttoning and buckling)
  • Ideomotor Dyspraxia (i.e., completing single-step motor tasks like combing hair and waving goodbye)
  • Oromotor Dyspraxia (i.e., coordinating the muscle movements needed to pronounce words)

Dyspraxia often exists along with learning disabilities (e.g., dyslexia, dyscalculia, ADHD, and other conditions that impact learning). Weaknesses in comprehension, information processing and listening can contribute to the difficulties experienced by children with Dyspraxia. These young people may also have low self-esteem, depression and other emotional and behavioral issues.

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

AS and HFA kids with Dyspraxia may experience several difficulties.

Younger kids have problems with:
  • Being sensitive to touch (e.g., being irritated by clothing on skin, hair brushing, nail-cutting, or teeth-brushing)
  • Bumping into things
  • Establishing left- or right- handedness
  • Learning to walk, jump, hop, skip and throw or catch a ball
  • Moving the eyes—instead, moving the whole head
  • Pronouncing words and being understood

School-aged kids have problems with:
  • Doing activities that require fine motor skills (e.g., holding a pencil, buttoning, cutting with scissors)
  • Making social connections due to speech challenges
  • Phobias and obsessive behavior
  • Playing sports, riding a bike and other activities requiring coordination
  • Poor pencil grip and letter formation and slow handwriting
  • Sensing direction
  • Speaking at a normal rate or in way that can be easily understood

Teens have problems with:
  • Clumsiness
  • Cooking or other household chores
  • Driving
  • Over- or under- sensitivity to light, touch, space, taste, or smells
  • Personal grooming and other self-help activities
  • Speech control (i.e., volume, pitch, articulation)
  • Writing and typing

Early identification and intervention can greatly help an AS or HFA child with Dyspraxia. Depending on the severity of the disorder, therapy from occupational, speech and physical therapists can improve the child's ability to function and succeed independently. The following therapies most commonly help these young people:
  • Speech and language therapy: The speech and language therapist will first carry out an assessment of the youngster's speech, and then help him communicate more effectively.
  • Perceptual motor training: This involves improving the youngster's language, visual, movement, and auditory skills. A series of tasks, which gradually becoming more advanced, are set. The goal is to challenge the youngster so that she improves, but not so much that it becomes frustrating or stressful.
  • Occupational therapy: An occupational therapist will first observe how the youngster manages with everyday functions both at home and at school. The therapist will then help the youngster develop skills specific to activities which may be troublesome.
  • Active play: Experts say that “active play” (i.e., any play that involves physical activity), which can be outdoors or inside the home, gets the motor activity going in AS and HFA kids. Play is a way these young people learn about the environment and about themselves (particularly for those aged 3 to 5). Active play is where the youngster's physical and emotional learning, the development of language, special awareness, the development of what his senses are, all come together. The more these kids are involved in active play, the better they will become at interacting with others successfully.
  • Equine therapy: A team researchers evaluated the effects of equine therapy (i.e., therapeutic horse-riding) on a group of 40 kids aged 6 to 15 years with Dyspraxia. These young people participated in six horse-riding sessions lasting 30 minutes each, as well as two 30-minute audiovisual screening sessions. The researchers found that riding therapy stimulated and improved the child’s cognition, mood and gait parameters. The data also pointed to the potential value of an audiovisual approach to equine therapy.
Problems with Handwriting in Children with Asperger's and High-Functioning Autism:
 

AS and HFA children with Dyspraxia need help practicing simple tasks. Beginning at an early age, it is vital that moms and dads offer patience, encouragement, help and support. These young people often benefit from step-by-step progress into more complex activities. You can start with easy physical activities that develop coordination, and then move on to the more complicated tasks.

Here are just a few ideas that will help you make daily life easier for your AS or HFA youngster:
  • Avoid tight neck holes
  • Baggy t-shirts and shorts are easy and comfortable
  • Buy trousers with an elasticated waist to save dealing with buttons and zips
  • Don't fill cups too full
  • Keep keys and purses on a long chain which clips to clothing
  • Keep to a daily routine
  • Lay out clothing layer by layer, underwear on top
  • Post-it notes stuck at eye-level on doors are useful reminders
  • Shirt collars one size larger are easier to fasten
  • Sit down to eat
  • Transparent purses and pencil cases are good for being able to see contents easily
  • Trousers with a pleat at the front make identifying the 'right way around' easier
  • Use a damp towel under plates to stop them moving
  • Use a flexible straw when drinking to prevent spills

 ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

Here are a few activities designed to help your AS or HFA child practice and develop “fine” motor skills:
  • Artwork like drawing, painting, pasting, and cutting are wonderful motor skill exercises.
  • Cut out animal shapes, then punch holes around the edges and have your youngster thread yarn. 
  • Cutting skills should be practiced (e.g., cutting forward on a line and moving the paper with the guiding or non-cutting hand). 
  • Even scribbling will encourage handwriting later.
  • Fill an egg carton with little snacks (e.g., goldfish crackers, Hershey Kisses). 
  • Help your child develop the ability to color within the lines. 
  • Help her develop the ability to copy lines, circles and crosses, and trace diamonds or triangles. Help develop a tripod grasp or a mature pencil grip, taking the pencil between thumb and index finger and resting on the middle finger. 
  • Jigsaw puzzles and light brite help greatly with fine motor skills.
  • Legos! As far as simple fine motor skills activities go, they are very popular!
  • More advanced skills such as adept use of silverware or tying shoelaces should be practiced. 
  • Peel stickers off of a cookie sheet and stick them onto paper.
  • Picking up and laying down pennies is a great exercise.
  • Picking up and sorting beads with clothespins is a good challenge.
  • Play “Scatterpillar Scramble” (a game you can buy at Target or Walmart).
  • Play dough provides four different types of motor skill fundamentals: cutting, rolling, squeezing and stamping.
  • Practice skills such as tying shoes, fastening buttons, zipping and snapping clothing. 
  • Put thin dowels into Styrofoam and put beads on them! 
  • Stringing beads, or even better - cereal with holes is another wonderful exercise.
  • Tape paper under a coffee table or other low surface and have your child lay on his back and draw on the paper.
  • Teach increasingly sophisticated finger motor tasks like playing video games, completing puzzles, playing instruments, and typing on a computer keyboard.
  • Tongs are fun to grab pompoms and sort into different color bowls.
  • Try tearing strips of paper from old phone books (the paper is thin and generally tears in a straight line).
  • Using short pieces of chubby crayon encourages a natural grasp.
  • Using simple hand movements while listening to songs helps kids build fine motor skills.
  • Water play using eye droppers and colored water to explore with is fun.
  • Writing and drawing on vertical surfaces strengthens core and arm muscles as well as fingers.

Here are a few activities designed to help your AS or HFA child practice and develop “gross” motor skills:
  • Balancing (e.g., on a low beam or plank at the playground, or a homemade balance beam)
  • Building and navigating obstacle courses indoors (e.g., with furniture, pillows, boxes, blankets, etc.) or outdoors (e.g., with rocks, logs, playground equipment, etc.
  • Cooking (includes pouring, shaking, sprinkling, kneading, tearing, cutting with butter knife, etc.)
  • Dancing (e.g., freestyle or through songs with movements)
  • Finger plays (e.g., songs like "The Itsy Bitsy Spider")
  • Large-scale arts and crafts activities
  • Manipulative toys like blocks, puzzles, or dolls with clothes to take on and off
  • Marching, jogging, skipping, and hopping, or musical instruments to form a parade
  • Playing pretend (e.g., the child uses her body to become a waddling duck, stiff-legged robot, galloping horse, or a soaring plane) 
  • Playing tag or other classic backyard games (e.g., Follow the Leader, Red Light/Green Light, Tails, Simon Says, Duck Duck Goose, Musical Chairs, etc.)
  • Pulling or pushing wagons, large trucks, doll strollers, or shopping carts
  • Puppet shows
  • Riding tricycles, scooters, and other ride-on toys
  • Sand play
  • Sidewalk chalk or any art project
  • Swimming and other water play 
  • Swinging, sliding, and climbing at a playground or indoor play space
  • Throwing, catching, and rolling large lightweight soft balls

From the first days of life, kids begin using their bodies to learn about the world around them. Motor experiences are the basis for all intellectual functioning for approximately the first 2 years of life. As young people continue to mature, their reliance on physical interactions with people and objects remains strong. Motor skills are an essential component of development for all children.


By

Tantrums Versus Meltdowns - And How to Manage Both

 ~ Tantrums Versus Meltdowns


One of the most misunderstood Aspergers and High-Functioning Autistic (HFA) behaviors is the meltdown. Frequently, it is the result of some sort of overwhelming stimulation of which cause is often a mystery to moms and dads and teachers. They can come on suddenly and catch everyone by surprise. Aspergers and HFA kids tend to suffer from sensory overload issues that can create meltdowns. Kids who have neurological disorders other than autism spectrum disorders can suffer from meltdowns, too. Unlike tantrums, these kids are expressing a need to withdraw and slowly collect themselves at their own pace.

Kids who have tantrums are looking for attention. They have the ability to understand that they are trying to manipulate the behavior of the others, caregivers and/or peers. This perspective taking or "theory of mind" is totally foreign to the Aspergers or HFA youngster who has NO clue that others cannot "read" their mind or feelings innately. This inability to understand other human beings think different thoughts and have different perspectives from them is an eternal cause of frustration.





Tantrums—

A tantrum is very straightforward. A youngster does not get his or her own way and, as grandma would say, "pitches a fit." This is not to discount the tantrum. They are not fun for anyone. Tantrums have several qualities that distinguish them from meltdowns.
  • A youngster having a tantrum will look occasionally to see if his or her behavior is getting a reaction.
  • A youngster in the middle of a tantrum will take precautions to be sure they won't get hurt.
  • A youngster who throws a tantrum will attempt to use the social situation to his or her benefit.
  • A tantrum is thrown to achieve a specific goal and once the goal is met, things return to normal.
  • A tantrum will give you the feeling that the youngster is in control, although he would like you to think he is not.
  • When the situation is resolved, the tantrum will end as suddenly as it began.


If you feel like you are being manipulated by a tantrum, you are right. You are. A tantrum is nothing more than a power play by a person not mature enough to play a subtle game of internal politics. Hold your ground and remember who is in charge.

A tantrum in a youngster who is not on the autism spectrum is simple to handle. Moms and dads simply ignore the behavior and refuse to give the youngster what he is demanding. Tantrums usually result when a youngster makes a request to have or do something that the parent denies. Upon hearing the parent's "no," the tantrum is used as a last-ditch effort.

The qualities of a tantrum vary from child to child When kids decide this is the way they are going to handle a given situation, each youngster's style will dictate how the tantrum appears. Some kids will throw themselves on the floor, screaming and kicking. Others will hold their breath, thinking that his "threat" on their life will cause moms and dads to bend. Some kids will be extremely vocal and repeatedly yell, "I hate you," for the world to hear. A few kids will attempt bribery or blackmail, and although these are quieter methods, this is just as much of a tantrum as screaming. Of course, there are the very few kids who pull out all the stops and use all the methods in a tantrum.

Effective parenting -- whether a youngster has an autism spectrum disorder or not -- is learning that you are in control, not the youngster. This is not a popularity contest. You are not there to wait on your youngster and indulge her every whim. Buying her every toy she wants isn't going to make her any happier than if you say no. There is no easy way out of this parenting experience. Sometimes you just have to dig in and let the tantrum roar.

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Meltdowns—

If the tantrum is straightforward, the meltdown is every known form of manipulation, anger, and loss of control that the youngster can muster up to demonstrate. The problem is that the loss of control soon overtakes the youngster. He needs you to recognize this behavior and rein him back in, as he is unable to do so. A youngster in the middle of a meltdown desperately needs help to gain control.
  • A youngster in a meltdown has no interest or involvement in the social situation.
  • A youngster in the middle of a meltdown does not consider her own safety.
  • A meltdown conveys the feeling that no one is in control.
  • A meltdown usually occurs because a specific want has not been permitted and after that point has been reached, nothing can satisfy the youngster until the situation is over.
  • During a meltdown, a youngster on the spectrum does not look, nor care, if those around him are reacting to his behavior.
  • Meltdowns will usually continue as though they are moving under their own power and wind down slowly.

Unlike tantrums, meltdowns can leave even experienced moms and dads at their wit's end, unsure of what to do. When you think of a tantrum, the classic image of a youngster lying on the floor with kicking feet, swinging arms, and a lot of screaming is probably what comes to mind. This is not even close to a meltdown. A meltdown is best defined by saying it is a total loss of behavioral control. It is loud, risky at times, frustrating, and exhausting.

Meltdowns may be preceded by "silent seizures." This is not always the case, so don't panic, but observe your youngster after she begins experiencing meltdowns. Does the meltdown have a brief period before onset where your youngster "spaces out"? Does she seem like she had a few minutes of time when she was totally uninvolved with her environment? If you notice this trend, speak to your physician. This may be the only manifestation of a seizure that you will be aware of.

When your youngster launches into a meltdown, remove him from any areas that could harm him or he could harm. Glass shelving and doors may become the target of an angry foot, and avoiding injury is the top priority during a meltdown.

Another cause of a meltdown can be other health issues. One example is a youngster who suffers from migraines. A migraine may hit a youngster suddenly, and the pain is so totally debilitating that his behavior may spiral downward quickly, resulting in a meltdown. Watch for telltale signs such as sensitivity to light, holding the head, and being unusually sensitive to sound. If a youngster has other health conditions, and having Aspergers of HFA does not preclude this possibility, behavior will be affected.

Behaviors That Should Not Be Punished Because They Are Part of the Disorder:

 

~ Managing Tantrums

Temper tantrums range from whining and crying to screaming, kicking, hitting, and breath holding. Aspergers and HFA kid's temperaments vary dramatically, so some  may experience regular temper tantrums, whereas others have them rarely. They're a normal part of development and don't have to be seen as something negative. However, unlike “typical” children, kids on the autism spectrum don't have the same inhibitions or control.

Imagine how it feels when you're determined to program your DVD player and aren't able to do it no matter how hard you try, because you can't understand how. It's very frustrating! Do you swear, throw the manual, walk away and slam the door on your way out? That's the grown-up version of a temper tantrum. Young people on the autism spectrum are also trying to master their world, and when they aren't able to accomplish a task, they turn to one of the only tools at their disposal for venting frustration — a temper tantrum.

Several basic causes of temper tantrums are familiar to mothers and fathers everywhere: The youngster is seeking attention or is tired, hungry, or uncomfortable. In addition, temper tantrums are often the result of the child's frustration with the world. They can't get something (e.g., an object or a parent) to do what they want. Frustration is an unavoidable part of their lives as they learn how people, objects, and their own bodies work.

Temper tantrums are common during the second year of life for all kids. This is a time when kids are acquiring language. However, children with Aspergers and HFA generally understand more than they can express. Imagine not being able to communicate your needs to someone. That would be a frustrating experience that may precipitate a temper tantrum. As language skills improve, temper tantrums tend to decrease.

Another task that all kids are faced with is an increasing need for autonomy. However, even though Aspergers and HFA kids want a sense of independence and control over the environment, this may be more than they may be capable of handling. This creates the perfect condition for power struggles as the youngster thinks "I can do it myself" or "I want it, give it to me." When these "special needs" children discover that they can't do it or can't have everything they want, the stage is set for a temper tantrum.

==> How to Prevent Meltdowns and Tantrums in Children with Aspergers and HFA

Avoiding Temper Tantrums—

The best way to deal with temper tantrums is to avoid them in the first place, whenever possible. Here are some strategies that may help:

1. Aspergers and HFA kids are more likely to use temper tantrums to get their way if they've learned that this behavior works. Once the young people are school age, it's appropriate to send them to their rooms to cool off. Rather than setting a specific time limit, mothers and fathers can tell them to stay in the room “until they've regained control.” This option is empowering, because these kids can affect the outcome by their own actions, thereby gaining a sense of control that was lost during the temper tantrum.

2. Young people on the spectrum have fairly rudimentary reasoning skills, so you aren't likely to get very far with explanations. If the temper tantrum poses no threat to your youngster or others, then ignoring the outburst may be the best way to handle it.  Continue your activities, and pay no attention to your youngster – but remain within sight. Don't leave him or her alone, otherwise he or she may feel abandoned on top of all of the other uncontrollable emotions.

3. They may be especially vulnerable AFTER a temper tantrum when they know they've been less than adorable. Now is the time for a hug and reassurance that your youngster is loved, no matter what.

4. Those who are in danger of hurting themselves or others during a temper tantrum should be taken to a quiet, safe place to calm down. This also applies to temper tantrums in public places.

5. Consider the request carefully when your youngster wants something. Is it outrageous? Maybe it isn't. Choose your battles carefully, and accommodate when you can.

6. Distract your youngster. Take advantage of your child's short attention span by offering a replacement for the coveted object or beginning a new activity to replace the frustrating or forbidden one. Also, you can simply change the environment. Take your youngster outside or inside or move to a different room.

7. If a safety issue is involved, and the youngster repeats the forbidden behavior after being told to stop, use a time-out or hold the youngster firmly for several minutes. Be consistent. Aspergers and HFA kids must understand that you are inflexible on safety issues.

8. Keep off-limits objects out of sight and out of reach to make struggles less likely to develop over them. Obviously, this isn't always possible, especially outside of the home where the environment can't be controlled.

9. Know your youngster's limits. If you know he or she is tired, it's not the best time to go grocery shopping or try to squeeze in one more errand.

10. Make sure your youngster isn't acting-out simply because he or she isn't getting enough attention. To an youngster with an autism spectrum disorder, negative attention (a parent's response to a temper tantrum) is better than no attention at all. Try to establish a habit of catching your youngster being good ("time in"), which means rewarding him or her with attention for positive behavior.

11. Occasionally, an autistic youngster will have a hard time stopping a temper tantrum. In these cases, it might help to say to say, "I'll help you settle down now." But, do not reward your youngster after a temper tantrum by giving in. This will only prove to him or her that the temper tantrum was effective. Instead, verbally praise the youngster for regaining control.

12. Set the stage for success when your son or daughter is playing or trying to master a new task. Offer age-appropriate toys and games. Also, start with something simple before moving on to more challenging tasks.

13. Temper tantrums should be handled differently depending on the cause. Try to understand where your youngster is coming from. For example, if he or she has just had a great disappointment, you may need to provide comfort. If he or she is simply a sore loser at games and hits a playmate, then you may to provide a consequence.

14. The most important thing to keep in mind when you're faced with a boy or girl in the throes of a temper tantrum – no matter what the cause – is simple yet very important: Keep your cool. Don't complicate the problem with your own frustration. Young people on the spectrum can sense when mothers and fathers are becoming frustrated. This can just make their frustration worse, and you may have a more exaggerated temper tantrum on your hands. Instead, take deep breaths and try to think clearly.

15. Try to give your "special needs" child some control over little things. This may fulfill the need for independence and ward off temper tantrums. Offer minor choices, for example, "Do you want orange juice or apple juice?" or "Do you want to brush your teeth before or after taking a bath?" This way, you aren't asking "Do you want to brush your teeth now?" …which inevitably will be answered "no."

16. Your youngster relies on you to be the example. Smacking and spanking don't help. Physical tactics send the message that using force and physical punishment is acceptable. Instead, have enough self-control for both of you.

17. You should consult your child’s pediatrician if any of the following occur:
  • tantrums arouse a lot of bad feelings
  • tantrums increase in frequency, intensity, or duration
  • you keep giving into your child’s demands
  • he displays mood issues (e.g., negativity, low self-esteem, extreme dependence)
  • your youngster frequently hurts himself/herself or others
  • she is destructive
  • you're uncomfortable with your responses to the child's tantrums

Your doctor can also check for any physical problems that may be contributing to the tantrums (e.g., hearing or vision problems, chronic illness, language delays, learning disability, etc.).

Remember, temper tantrums usually aren't cause for concern and generally diminish on their own. As Aspergers and HFA kids mature developmentally, and their grasp of themselves and the world increases, their frustration levels decrease. Less frustration and more control mean fewer temper tantrums — and happier mothers and fathers.

The Top 20 Triggers for Meltdowns in Kids on the Autism Spectrum:

 

~ Managing Meltdowns

When it comes to parenting a child with an Autism Spectrum Disorder (ASD), there are a few scenarios that are fertile ground for meltdowns. Some examples include (but are definitely not limited to):
  • all afternoon shopping trips
  • an endless car ride
  • long wait at the doctor's office
  • slow service at a restaurant
  • too many homework problems

These are moments where a meltdown is coming on fast, but can still be diverted. These are the times when moms and dads need “diversion tactics” (i.e., a supply of items and ideas that can fill a moment or turn a head).

While diversion tactics come in handy with any youngster, it's particularly imperative for kids with an Autism Spectrum Disorder who are often significantly less able to amuse themselves, negotiate transitions, or avoid meltdowns. A parent needs to be quick, versatile, creative, and resourceful to keep things running smoothly. Planning ahead can help.

==> How to Prevent Meltdowns and Tantrums in Children with Aspergers and HFA

Here's how to make sure you always have plenty of tricks in your bag:

1. Your diversion tactics should do one of these (and preferably more than one): Soothe, Entertain, and Distract. They must be deployable at a moment's notice, especially in stressful situations. The space of time between the need for soothing, entertainment and distraction, and the onset of complete disaster can be brutally short.

2. Some of the tactics in your “diversion kit” will be actual items (i.e., things you keep in your purse or pockets for emergencies). It doesn't hurt to have some on hand at all times (that's why most of these are small) and then to load up with extras when you know you might need them. Some possibilities (depending on the age of your ASD child) include:

• Animal crackers
• Coins
• Crayons/coloring book
• Deck of cards
• Dice
• Doll
• Fidget toys
• Finger puppets
• Flash cards
• Hard candy
• iPad
• iPhone
• iPod
• Keys
• Little notepad and pen
• Magnetic travel game
• Photos
• Pretzels
• Puzzle book
• Raisins
• Small storybook
• Stickers
• Toy cars

3. Some of the tactics in your “diversion kit” will be ideas that you can implement without any need for props. You may have to go through a few before you find one your ASD youngster will run with, so keep a list if you can't keep them all in your head. Some possibilities include:
  • 20 Questions
  • A is for ..., B is for ...
  • Blowing a raspberry on his or her arm
  • Clapping games
  • Getting a drink from a water fountain
  • Hide something in fist -- guess which hand?
  • I Spy
  • Let youngster choose what to do next
  • Looking out window
  • Math facts
  • Play with youngster's hair
  • Pushing hard against each other's hands
  • Rock-paper-scissors
  • Saying something silly
  • Taking a walk
  • Tell me three things you did today
  • Tickling
  • What color am I looking at?
  • Whispering secrets
  • Word games where each person adds an item, alphabetically, and the next person must remember the whole string of words

Putting together a good list of diversion tactics is one thing, maintaining it is another. As your ASD youngster gets older, changes interests, gets bored with some things and taken by others, you'll want to keep changing and replenishing the tactics in your "diversion kit." Remember, the objects don't have to be big, they don't have to be fancy, and they only have to be able to run your youngster past a bit of boredom, anxiety, or a little rough behavioral spot. But they do have to soothe, entertain, and distract.

Note: If you only have a couple diversion tactics, they can fade with overuse. The more tactics you've got in your “bag of tricks,” the better.

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

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

Preventing Punishment-Related Meltdowns in Kids on the Autism Spectrum

“Are there methods to prevent meltdowns associated with receiving a consequence for misbehavior? When our high functioning (autistic) daughter knows she is going to be punished, it quickly escalates into meltdown, which by then is much too late to intervene.”

Yes, there are some prevention methods (emphasis on “prevent”). The first and most important consideration is to think in terms of “prevention” rather than “intervention.” Once a meltdown is underway, it usually has to run its course (i.e., it's too late to intervene at that point). So, the best approach is to educate yourself on how to put the fires out while they are still small.

Here are some ideas for using prevention strategies to curb punishment-related meltdowns before that start:

1. Both home and in school, develop a daily routine so that your daughter knows what she is doing and when. Posting the schedule and reviewing it when your daughter becomes "stuck" can provide the necessary prompt to move on.

Compliance is not a struggle between you and your daughter, but rather simply a matter of following the schedule. She will view the schedule as a guide. The guide will serve to decrease anxiety, which in turn decreases meltdowns and tantrums.

2. Expectations (e.g., rules, rewards, consequences, etc.) should be visually available. These must be clearly described to your daughter. Also, use charts with stickers or stars to keep track of reward systems. Use the letters of your daughter's name placed on a chart to keep track of consequences. Throughout the day, if letters have been received, they can slowly be erased for positive responding.



This provides a wonderful visual response for appropriate behaviors, and you can deliver this feedback (depending on your daughter's needs) every ten minutes, fifteen minutes . . . two hours – you decide what works best.

==> How to Prevent Meltdowns and Tantrums in Asperger's and HFA Children

3. Reinforcers will need to be very individualized, because young people on the autism spectrum often do not respond to “typical” reinforcers. Be well aware of what your daughter views as a reward. Incorporating obsessions into a reinforcement system is an appropriate way of offering a strong reinforcer and of also controlling access to an obsession.

Make sure your daughter is aware of how the reward/consequence system works. Natural consequences can also be highly effective and will remove the "giving" or "denying" of the reward from you. Favored activities should follow less favored or challenging activities.

4. The physical environment must be consistent. In all locations, identify consistent areas where specific activities are completed (e.g., that homework is always completed at the desk in her bedroom or at the kitchen table). These areas/activities should also have consistent behavioral expectations, which are explained to your daughter.

Identify clear physical boundaries (e.g., planned seating arrangement in school, a planned play area at home). Also, use consistent materials that are clearly marked and accessible (e.g., toys that are within easy reach and stored in or right by the area they will be used in).

5. Your relationship with your daughter should be consistent in both word and action. She needs to see you as a predictable person who is calm and in control. Being "easy" or giving your daughter a "break" will thwart your effectiveness. Make rules and stick to them. Make requests and follow through. Don't make second requests, and don't plead. Your interactions must be stable, allowing your daughter to anticipate how she will respond.

She must see you as someone who can help her understand the world around her. Be highly organized and pay attention to details as you create a structured environment for your daughter. However, be sure to remain flexible within this structure. In this way, you will provide the structure your daughter needs to learn to be flexible, thus decreasing the possibility of meltdowns and tantrums.


The 3 Phases of a Meltdown in Asperger's and High-Functioning Autism:




By

Isolation in Teens with ASD Level 1: Antisocial Behavior or Self-Preservation?

“Should we be concerned about our 14 year old (high functioning) son’s lack of social interaction and his time spent sitting at home mostly just on his phone.   He refused to play a school sport and is resistant to joining any clubs or volunteering.   Besides the times he is doing things with his dad and the occasional skateboarding, he is mostly just hiding in his room.”

As long as your son doesn’t appear to be depressed, then it would be best to drop it. One thing you need to understand about young people on the autism spectrum is that their “isolation” (i.e., spending lots of time alone) has more to do with self-preservation than being “antisocial.” Let me use the following analogy:

Think of children as having their own internal batteries. Most neurotypical children (i.e., those not on the spectrum) get their batteries recharged by associating with peers. When they are home by themselves for any length of time, they get bored and lonely. In other words, their batteries become run down and need recharging. So, they get out of the house and go find their friends to get recharged.

This situation works the opposite way for most children on the autism spectrum. When they find themselves in social situations – especially for lengthy periods of time in group settings (e.g., school) – their batteries run down. When they are out in the community, they have difficulty paying attention to what others are doing, what others are saying, how they are supposed to respond to others – all the things that keep them from engaging in their special interest (e.g., computer games).

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

Having to tread water in the ocean of social contacts is exhausting for these children. In other words, it totally runs their batteries down. So, they hibernate, disengage, and find time to be alone to engross themselves in their special interest as a way to recharge.



Young people with ASD level 1, or High-Functioning Autism, can become anxious when drained of energy from non-desired activities and lengthy social interactions. Thus, time alone to engage in their special interest is a must – and they shouldn’t be made to feel guilty or feel pressured into doing something else instead (unless they are refusing to do their chores or homework, for example). In addition to distracting themselves with their interests, they use “alone time” to calm down and reflect, which helps them to deal with people, tasks and sensory sensitivities much easier.

A child with autism is not necessarily a person who is shy, rather he is a person who is energized by being alone and whose energy is drained by being around other people. The teenager is more concerned with the inner world of the mind. He enjoys thinking, exploring his thoughts and feelings. This is true even if he has good social skills.

Also, when the child on the spectrum wants to be alone, it is not necessarily a sign of depression, rather it means he either needs to recharge his battery, or simply wants the time to be quietly introspective. Being introspective, though, does not mean that he never has conversations; however, those conversations are generally about facts, ideas and concepts – not about what he considers the trivial matters of social small talk.

Even though children and teens on the autism spectrum feel “drained” by social interaction, they feel “energized” by the conversations in their heads.  They dislike interruptions, like to work on complex projects, need to understand why they are doing something, and require silence to concentrate – all of which makes them seem aloof.

These young people are literally physiologically incapable of socializing for extended periods of time, and accordingly, parents should never attempt to “force” their ASD child to be more social (teaching social skills is a constructive manner is certainly necessary though).

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

When interacting with an autistic child, parents and teachers should consider the following:
  • Work with the child to find a compromise. Forcing her to be more social will backfire. So strike some compromises. Usually, if you give her some down time, she’s good for a couple social events each day (e.g., school, girl scouts, or karate class).
  • Let the child recharge. If you’re dealing with a youngster on the autism spectrum and you’re planning one activity after another – it’s going to be torture (e.g., do homework, then do chores, then go shopping, then...). The ASD child is like that old iPhone you’ve got that needs to be recharged several times per day. In the child’s mind, he’s running a lot of applications.
  • Forget the small talk. Mostly, the child lives in her mind, and she thinks about why things happen, or she daydreams. Shallow conversations (e.g., about what happened at school today) are painful. She doesn’t want to have conversations that aren’t going somewhere. Instead, she wants to talk about her passions. So, if you want to engage your otherwise solitary child, talk about her special interests.
  • Give the child some space. He doesn’t want to be mobbed when he gets to his place of security, or for that matter, anywhere else. He wants to transition and get comfortable and then engage. For example, when an ASD child comes home from a long, stressful day at school and is charged with some responsibility immediately – social or otherwise – it’s tough. Give him 30-45 minutes to transition, and you’ll likely avert a meltdown.
  • When possible, provide one-on-one attention rather than insisting on the child’s participation in groups. The child will generally cope much better if he only has to deal with one person at a time.

In summary, your son is literally taking care of himself when he relieves himself from “social-duty” by sitting at home and on his phone. Make sense? Rethink this issue. Put it in the “don’t fight this battle” category. But at the appropriate times, do teach him some pertinent social skills, because he does need to learn how to function in society.

==> Read parents' comments based on the article above.


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

==> Videos for Parents of Children and Teens with ASD
 
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COMMENTS:
  • This is my son. He has no interest at all in being social and does not care what others think. We know he has anxiety, but he's also been diagnosed with depression. I just can't see that - how do I know what is just the autism (not wanting to be with people, saying things in the middle of a fit and not wanting to groom himself) with real depression?
  • This is my son to a T. No interest in being social, doesn't want friends, would rather be on his own at all times. However, when is this a sign of depression, as opposed to just the autism manifesting itself? We know our son has anxiety, but he's also been diagnosed with depression, which I just don't get or see at all. It was based on him being anti-social, saying things when he gets upset that he doesn't really mean, and never wanting to groom himself (he's 13).
  • Where was this post when my son was 7? Or 12? Or 17 even? My son is 20...is awsy at college (YEAH!) But when I call him he's most likely sitting in his dorm watching his phone. He did join clubs because of HIS interests. But seriously this is my son exactly. Oh and he likes to cook. Which is a solitary activity also. Small talk is excruciating! But get him on a subject he likes and He'll ramble on without taking a breath.
  • My son's 18 and wants to be accepted in the group but sits on the fringes near someone he knows because he doesn't have the confidence to join in. While he does need his solitary thinking time, he doesn't like to be alone. When he was alone, he had a breakdown and was hospitalized because he was so depressed and lonely. Parents, please keep looking at what your son likes or might like, and get him involved in his interests further. It is only then he will have a fighting chance at opening up with like-minded people. And I don't know why everyone thinks Asperger boys desire computer games and robotics and are happy playing alone on these for hours. It may be true for some, but please stop with this stereotype. My son plays video games rarely and would rather play a board game with others or ask questions about some subject you would never think of, odd things, but it interests him so I play along. He definitely knows when he's mentally overloaded after school and lets me know so I am nearby but not asking him to talk or do something.
By

Isolation in Teens with Asperger’s and HFA: Parents’ Comments

Parents’ comments based on this article ==> Isolation in Teens with Asperger’s and HFA: Antisocial Behavior or Self-Preservation?

Below are parents’ comments regarding teens with Asperger’s and High-Functioning Autism and their tendency to isolate (see article link above). Is their isolation a form of antisocial behavior or simply a method of self-preservation?

•    Anonymous said… A lot of people, neutotypical or otherwise, are introverted and actually need time to be alone and relax and recoup energy, whereas extroverted people need more time with other people to get energized. High school is stressful enough without extra-curricular activities, especially for introverts. Kids don't need to have every minute of every day planned out for them. Doing so creates adults who can't function when they are alone because they need someone or something to constantly entertain them. Some activities are good if they provide fun and joy, but you have to be aware that adding more activities leaves less time for him to study and will likely just stress him out more.

•    Anonymous said… Be careful what you wish for. I hoped for more friends then wished I hadn't as they were all terrible 'friends' but he couldn't see it.



•    Anonymous said… I have a 15 y.o boy who is exactly the same. He says he spends all week with school friends & weekends is his down time, his family time. I have come to understand that it's ok as long as he is ok. Home is where he is comfortable & where he recharges. This is so perfectly spot on!

•    Anonymous said… I have a 34-year-old niece with Aspergers. Unfortunately her mother had her head in the sand when she was young and now paying a heavy price . The girl now stays on FB looking for men. Won't come out of the bedroom. Parents, take your head out of the sand.

•    Anonymous said… I live in Cyprus and we are very limited in activities. I'm trying to get my 15 yr old interested in something. .especially as the school summer here is 3 months. .such a long time to be stuck to his laptop/pc

•    Anonymous said… If he is happy being by himself, then let him. NT's seem to think that socialising is the be all and end all, and for a lot of people on the spectrum, it's not. They don't need or crave it, like NT's do, and that's just fine. If on the other hand he wants to socialise, but finds it hard, try and find out how to help him acheive that. Maybe join some groups so he can meet people with simular interests. This doesn't have to be your regular, go out of the house and meet people, kind of group. It could be online, (of course teach the dangers about meeting people online, obviously, but it's not all bad). Some of the people I consider my closest friends, I have never met, and only chatted to via FB. And I have also made some great friends playing online games, such as world of warcraft, and from there got talking to people via skype, and some I met IRL. I even met my daughters father playing this game. I am not diagnosed, but highly suspect I have aspergers. I do feel there is lot less pressure in making friends online. My eldest son has aspergers, and he's made a lot of friends gaming, and also finds it lot less pressure to socialise via skype and gaming. A lot of his friends also have aspergers, so maybe look into getting your son to meet with other aspies. As for sport, god, I couldn't think of a worse nightmare for people with autism. I have never been interested in it at all. My eldest son and my younger son, who also has high functioning autism, both hate sports too. But it makes sense. Take football for example. Loads of people on a field. You have to predict what each persons next move is going to be, to know what your next move should be. As a person with autism, one of the problems encountered is predicting what other people are going to do. You have several people running towards you if you have the ball. This can be traumatic if you, like myself, HATE anyone invading your personal space. Or if, like my younger son, all your senses regarding touch, are messed up, so that a slight little bump, can feel like a really had knock. Then there is all the noise that comes with people on the pitch, and people at the sidelines shouting, cheering and clapping. Hell for anyone who is sound sensative. I know my younger son really hates football, and sometimes it saddens me, as most of his class play in the local team. But at the same time, I understand why and never mention it to him, He was offered the chance to play when he first started school, and when he's mentioned his friends playing, I have offered him the opportunity again, but he's not interested and that's fine. Some sports can be fun. I like Swimming, as I can just be in my own world and relax whilst swimming. My younger son likes ping pong, bowling and used to go to a club shooting pellet rifles, for which he won a trophy. So maybe look for the less popular kinds of sports as an option, ones that you don't have to play in a team, and therefor have far less social demands.

•    Anonymous said… I'm probably neurotypical and was bought up in the 1960s/70s, but...wouldn't play school sport, didn't volunteer, didn't join clubs. Spent most of my time on my short wave radio (or building more of same) or playing wargames and doing geek stuff. All at home. For some kids it's just what they want to do!

•    Anonymous said… Mine son is the same. School friends are school friends. Is not sporty. Will go for bike rides and walks, but most of the time is on computer or his phone. He's happy with this. We just do activities as a family so he comes along.

•    Anonymous said… my son does this. he is 14. I have no problem with it. I know one thing many parents today don't: where he is, who he is with,what he is doing, drug choice(none),alcohol intake (none). he had school friends and a brother here. he is interacting with people. just because he isn't highly social doesn't mean he isn't getting the just. He knows how to act. and does so with everyone... but me lol

•    Anonymous said… My son has aspergers 22 now. struggled socialising as they do because of ignorant society.he has no friends only Internet friends. Ido worry allot about him as all parents do.but I've had so called friends in the past and turned out to be not so nice friends.iam 50 now and idont worry about having friends I have a couple that I call true friends.i get on in life just fine on my own two feet.so Iam sure my lad will be fine as gets more older.long as you can teach them to be independent.

•    Anonymous said… My son is the same. I tried everything and now don't bother..I reckon they gave enough to to deal with and process during the day. This is their down time perhaps?

•    Anonymous said… no friends is better than bad friends. My son only had bad friends as he isn't social and couldn't interact well at school. He is now 21 and has had a very hard few years with drinking etc. and being in a bad crowd. It has changed him and he finds it hard to find work. Definitely better off staying at home with family than interacting with the wrong friends I feel very sad for his life now. He is undiagnosed Asperger's I'm sure of it.

•    Anonymous said… Sounds like my 14 try Olde son with Aspergers. But I homeschooling him abs he has a brother who us 13 an acts more mature then him so sometimes I think he's the older one but he gets along great with his brother but he never wants to go anywhere with us and never wants to do anything outside the home unless it's like a theme park or the pool but at least he's social with his brother.

•    Anonymous said… Teaching the children to be independent is really important so they can take care of themselves throughout adulthood. I have supported children with aspergers through school and it is such a hard time for them, far too much in some cases. I have also counselled adults and children with aspergers and a lot of the time they talked about feeling anxious, feeling different, being bullied, not understanding the reactions or interactions of others in social situations, feeling depressed and suicidal, the majority have prefered their own company. Once some of the pressure is taken off the children have been more able to manage themselves. I have also worked with and counselled parents and the frustration and pressure to 'get it right' and be 'a good parent' is tremendous. Take the pressure off.

•    Anonymous said… This sounds like most teenagers these days. I have 3 teens, 1 Aspie, 2 non, they all do the same thing.

•    Anonymous said… What many neurotypical people don't seem to be able to understand is that they WANT to be alone, or at least in a quiet or safe place such as home. Stop imposing YOUR ideas of what is normal on your children and just try to love and support their choices.

•    Anonymous said… First of all, being an extremely active when I was a child, why is there such a concern about children who are not interested in competitive sports? Like sports is more important that intellect? My 14 year old is pulled to his computer whenever at home. My only issue is that his room is cleaned up and any chores he is suppose to do, is done. Otherwise, his sense of enjoyment is his: He creates music, plays games, interacts with kids all over the world. They will be okay, just as he child (the young me) that so obsessed with gymnastics, they can only think of gymnastics. Lived and breathed it. Did I grow up to be a gymnast? No. Let them be kids without so much judgement and fear.  😊

•    Anonymous said… Great article

•    Anonymous said… I am not or maybe on the spectrum I could function at work and at school but when it's over I want and wanted to be home to unwind and declutter my brain. I have few friends and see them sometimes but mostly when I'm home I watch tv. My son goes to public school socializes there but when he gets home he's done.

•    Anonymous said… I personally think its important for all kids to socialize but each kid is unique. My son has never cared for sports although they are an important part to our family and he recognized this and tried. He loves being outside though and since 1st grade wanted to do Scouting. He is now 17 and is working on his Eagle for Boy Scouts. Figure out their interests and steer them to existing clubs or create one! Just don't over do it.

•    Anonymous said… Its worthwhile to do some research on successful people with Aspergers diagnoses. Social skills are definitely a learned skill for some and will serve them later in life for jobs /relationships etc. Are there any things that I serest him that you could find a social group for? Or perhaps some groups their OT or other therapists can suggest? Our Aspue teen goes to camps regularly with other kids like herself and they do a lot of group work and owe can see the development sees made in her social skills thanks to these camps. Best of luck.

•    Anonymous said… Society needs to understand more about high functioning autism. What they want and not what we want them to be. Great article!

•    Anonymous said… Sometimes the problem is thinking it's a problem. It's a problem if they can't make friends but it sounds like school and clubs are enough for them at the moment. Most kids with aspergers will probably make more meaningful friends with shared interests later on in life.

•    Anonymous said… Sounds like my non HFA 12 year old (reading just the above and not the article). My neighborhood has several 12 and 13 year old girls now. Most want to hibernate in their rooms with their phones and not go out with parents. Could partially be the "normal" age issues too. My daughter is not interested in sports/clubs either. My HFA son is only 6 so cannot tell if he will follow the same footsteps...

•    Anonymous said… Thank you for this article very helpful

•    Anonymous said… That's what my daughter does too. She is 13.

•    Anonymous said… They have to be super social all day in a crowded classroom. Of course they need alone time later. Back in my day they complained when I stayed in a read books, when I went exploring by myself, can't win.

•    Anonymous said… We have this problem. If anyone knows of any groups in Herefordshire U.K. That would be good.... no support around here.

•    Anonymous said… What a fantastic article! I understand that they need down time but I can't get my 12 yr old Aspie to go anywhere, not shops or visiting or sports, she wants to stay at home all the time!

•    Anonymous said… By allowing that behavior you create a child who cannot function outside his own four walls and will never be able to go to school, hold a job, or socialize with others! As parents we must help our kids find a balance of activities and recharging time...it's called Life!

•    Anonymous said… Have you suggested any outdoor activities that are solo enterprises or involve a very small number of people? I am AS and hated sport at that age as all "school sports" were (necessarily, I suppose), TEAM games which I avoided for obvious reasons.
At 14 I was forced to attend the 1 week outward bound (then compulsory in all schools) and discovered a love of mountains and the outdoors which I still enjoy (mostly alone) to this day (I'm 48). ...and remember; if you meet one autistic, you've met......ONE autistic.

•    Anonymous said… I am new to this group. My 10 year old was just diagnosed with AS and his tablet is a life line. However, if he doesn't do what he is expected to do school and chore wise, he looses it for the day. I really wanna take a sledgehammer to it, but I know that is not wise. He has been coming home exhausted from school.

•    Anonymous said… I know what you mean because I to have been were you are right now. I have 4 boys (now adults) and raising my grandson who is now 11. I have been from one extreme to the other. My thoughts are from my experiences with 5 boys and no two were the same, but I learned from the oldest, that letting him dictate the who, what, where and how has led to a "man" who cannot function in the real world. It came to the day, like you say, that he was bigger than me and I could no longer get him to do anything. With my other boys, I started control things with limits and supports and they have thrived and the other three have lives, work and friends, and two are married! Is it optimal lives? for them it is, but I don't feel they would be where they are if I hasn't controlling from a young age how they interacted in the world they live in. This is my experience and thoughts, just like the author of the article. Are they right or wrong - no. I am I right or wrong - no. I wish you well and pray that you will find te support you and your child needs.

•    Anonymous said… I think it's ALL done in self preservation not being anti social my 14 yo is so exhausted after school that he naps before getting on his social media sites to talk w online friends he gets out everyday and does well at school that is a HUGE accomplishment for him I encourage him to come with me to the store but I don't force him to do more than he's comfortable with that's NOT fair he will be just fine remember folks our kids can be just as successful as Sheldon Cooper if we encourage them to do something they love and apply themselves in school.

•    Anonymous said… I think we all have a battle. We all can give advice but, not all situations are the same. Rachel Siddons... I think we would all agree that we're all trying to be the best parents we can be. I agree that we need to encourage but, I've thought the same thing.. my nephew wants to skip school a lot because of bullying and it's always under the pretense of being sick. I'm a nurse and he's not sick. I've thought over and over again what am I going to do as a single parent when he's bigger than me and refuses.

•    Anonymous said… I was concerned for YEARS! everytime i tried to push him i felt like i was pushing him away and all it did was stress us both out! My son has high functioning AS he is 18 and is a senior in high school after i stopped pushing and supported him our relationship got better! just recently he started hanging out outside the house! going to the movies and bowling! Im starting to get concerned about how he's gonna do after high school! Like getting a job and continuing his education! Although my oldest is still trying to figure himself out and he's 21 lol

•    Anonymous said… I will keep that in mind as he goes out in the world around people who may be drinking I told him I'd always come get him and to NEVER get in the car w someone who's been drinking I plan to use a secret code of having him text me an X to let me know he needs me then I call him and let him know he must come home and I'm on my way so that way he isn't embarrassed in front of his friends if he ever trusts anyone to be around them, do you have trust issues as well?

•    Anonymous said… It's a requirement in our household that you do a school activity (ASD and typical). Either you choose or mom chooses for you. It's not up for debate. After choosing track for one son that dragged his heels, he miraculously found his own voice and his own activity. I don't regret doing it this way one inch.

•    Anonymous said… Just putting this out there, because I'm currently in bed crying and actually wish I hadn't seen your comment...I didn't let my son 'start', I've begged for outside help, and never once has it worked long term, he is now bigger and stronger than me, and once I've dragged him to the car I'm also risking other people's lives if he decides to kick the seat & open doors. If him being in his room (even without devices he still won't come out) is safer for my daughters and myself & partner that's what I have to do to get by some days.

•    Anonymous said… Keeping kids engaged with school and a few activities that interests them, especially in groups to stay connected with people, even if it is a limited amount of time and with the supports they need.

•    Anonymous said… My AS son is 28. Finished college, got a job in his profession and just bought his own house. Never sports or outside activities. Outside of work my husband and I are his only source of 'friends' or activities (other than the computer). He comes and visits for a couple hours nearly every night. I worry about his future without friends, but he seems happy and says he is happy.

•    Anonymous said… My exes 8 year old is like this now!

•    Anonymous said… My son is 14. He is very intelligent and understands so much more than we know. He has been a computer master since he was a little toddler with a paci and a diaper. He is so content with what he does. He creates things like music and videos for his youtube channel. I strongly believe that we should support their talents and what makes them happy so that they can thrive in that area and become experts at what they love. Sometimes it is hard to not push them to do the norm, but they are not the norm. They are who they are, and that is okay!  ;)

•    Anonymous said… My son is a home body. He's 20 now and in college living at home. He struggled socially and so we did encourage him to try clubs and sports in high school. Reluctantly he joined the cross country team in high school. He hated the sport but stuck with it and he met a group of like minded people and soon had a friend group at school. He also joined yearbook which he loved. This might not work for everyone, but Will now has a group of people that he stays in touch with. He chooses his level of social interactions and mostly he's happy hanging out at home. It's all a crap shoot quite honestly - try a little bit of everything to see what sticks. We found that if we let Will hibernate in his room for too long he was not pleasant to interact with, but with some outside activities he really shined. Your call, but don't not try new activities because your child doesn't want to. Encourage them to get involved and see what happens. Hopping off my soapbox now.

•    Anonymous said… My son who is 13 hasnt left the house in 4 months unless its to go to school for his 3 hours only by car. He wont go outside as he no only feels safe in his room or at home. He was always outside but wont go out anymore. He is quite happy. But have family support coming in to help us get him outside more . As he wont go to school either .

•    Anonymous said… Not sure about this one. My son feels trapped at school and being forced to socialise and do group activities is his worst nightmare. He said just cause it's what the other kids do doesn't mean it's right for me. He's 10. He is however polite to people and able to make small talk if he feels safe. His iPad/games gives him something to unwind on but also a common topic to talk to his school people about (he doesn't like the word friends) we suggest activities from time to time but really the whole school thing is enough for him.

•    Anonymous said… Processing the onslaught of teenage social information is EXHAUSTING for anyone with ASD. It drove me via sleeplessness to drink and depression at that age, and that was WITHOUT pushy parents!

•    Anonymous said… Sounds a lot like me at 14. I have Aspergers but wasn't diagnosed till age 49! Now 57 and still living with it. I understand!

•    Anonymous said… sounds just like my son- and you know what? what does it matter? I am not autistic but when i was young I was shy,hated sport, did not volunteer, did not socialize much and as an adult I am still the same and I am perfectly content with being this way. Let him be the way he wants to be. You can suggest and expose him to family events but he does not have to be what you think he should be or what all "normal" kids are being. He is happy as he is and so should you be.

•    Anonymous said… Thank you for commenting I worry that he'll take up drinking as alcoholism runs in our family but I pray everyday that he makes smart choices NOT to drink so far so good but high school starts next year and it's a BIG school so I will worry more about the possibility of being bullied I just hope he continues to thrive as he is now he has 4.17 GPA and is on the honor roll I don't think he could do that if he weren't happy.

•    Anonymous said… There is. Nothing wrong with being alone as long as he is happy.
Finding a job of some sort would be best there may be things he can do from home or that require little interaction. I'm now 32 I don't interact other then on the internet.

•    Anonymous said… They asked John Lennon what he wanted to be when he grew up. He allegedly replied, "Happy". From your terms, you are in the states. I cannot imagine how much more difficult it must be to live in a country that has even more intolerance of people who measure "happy" in unconventional ways. Drink is both a drug and a poison, control it and use it like any other, or it will control and use you!

•    Anonymous said… This is their kind of happy. It's not our kind, but their kind. Unless he is complaining or depressed about having no friends then I would let him be.

•    Anonymous said… Very difficult to do if u have a child who absolutely refuses to go out - even to school.

•    Bonalyn said... This article is spot on! My Aspie daughter couldn't be happier than when she is alone. I'll hear her laughing out loud and very engaged in research or anime and just as happy as can be while doing her own thing. I've learned to let my worry go. She can handle school, but isn't interested in socializing. She likes yoga, but I've learned not to ask too much about a class. If I ask about her research, I am guaranteed to learn something fabulous and see her come alive with excitement when she can share what she knows. My daughter may not be the most social, but she is by far one of the most interesting/fascinating/entertaining people I have ever met! Keep up these great articles. I love sharing them with family members.

•    forsythia said... This described our 11-year-old grandson perfectly. He's on the more sociable end of the spectrum, but he still needs time alone. Interestingly enough, his dad is like this and so am I, even though his dad and I are related only as in-laws.

•    Eli said... Thanks for sharing that Bonalyn...it is helpful to those of us who parent those on the spectrum and for self introspection (I also recharge in the quiet/ alone times) :)

•    ThamesArt said... Thank you for another very interesting article.

•    Kjell O.S. said... Thank you so much,Mark Hutton! This article gave me an insight into the Aspie childs internal world!

•    Doll Party said... All I can say is wow. We just talked to our son about this Sunday and I received this article yesturday morning. We have been battling with our son and yes trying to force him out of his room.I have worried that he would totally isolate himself.Thank you so much Dr.I will be ordering your material for parents of Aspie teens.You seem to be on point about everything we are going through right now!Thank you so much for the free newsletter!It is truly priceless!

•    anita thomson said... Please beware of letting your aspie offspring spend all of their free time alone. Of course some alone time is needed for recharging one's batteries. Our son has found friends with like interests periodically in his life. Now it is LARPing and tabletop RPG's. Google them if you don't know what they are. The LARPers found my son and I will be forever grateful.

•    Nancy Dynes said... My 20 year old Aspergers son is now a sophomore in college 4 hours away from home. He has an eidetic memory for numbers and is already a graduate student in mathematics. He is also majoring in computer engineering. He works as a TA and is a member of a service fraternity. He has a perfect GPA and has adjusted well to living in a college dorm. He's been accepted into one of the most prestigious mathematic research programs this summer. Next year he will be studying math in Russia for a semester. He has even connected some wonderful friends. Despite his academic and social success he still needs his alone time to "re-charge" his battery. If he becomes overwhelmed or frustrated he will still do some head banging or hit himself in the head. I have also noticed when he comes home for holiday breaks he has difficulty adjusting to being at home, but when it is time to leave he has trouble dealing with the transition of going back to college. He is already worried about how he will deal with life when he finishes his doctorate and has to function in the 'real' world. He feels he can never be comfortable outside of academia. He worries about it almost obsessively. He recognizes his intellectual gifts almost to the point of arrogance, yet he verbalizes that he will never be successful in life. When I try to reason with him and boost his self esteem he becomes agitated. I am wondering if this is common for a YA with Aspergers. I have only just found this blog. I wish it would have been a resource during my son's younger years. I am delighted to be following now!

•    Doll Party said... Nancy...It was very inspiring to read about your sons progress and success in school.My son is 18 and still has a year of hs left. I had ruled out staying on campus because I was fearful of him being bullied and or harrassed because he sometimes talks outloud to himself when he thinks he's alone.It would be nice to allow him to experience college like any other young man..this gives me a bit of confidence.

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