My ASD Child

"I need some methods for helping my autistic son to accept that things change from time to time, for example, accepting the new baby that's due in August, moving to a new apartment (we need 3 bedrooms now), and other changes that seem to disrupt his comfort zone." One very common problem for young people with Asperger’s (AS) and High-Functioning Autism (HFA) is difficulty adjusting to new situations. While all of these children love new material things (e.g., toys, games, digital devices, etc.), most of them have difficulty adjusting to a new environment, new homes, different teachers at school, or any other major changes in their daily routines. Even new clothes or changes in their favorite food or drink can cause frustration and emotional outbursts. Children on the autism spectrum need a steady routine and a familiar, consistent environment because it helps them to stay organized and to know what to expect or how to act. So, they rigidly stick to old habits, a...

"I read your article on preventing meltdowns, but what can be done when a child is already in a meltdown? My autistic son (high functioning) will experience meltdowns that can literally last for an hour or more." There are a number of ways to handle a meltdown in a child with high-functioning autism once it has started.  Some simple strategies include the following: 1. You can positively distract the youngster by getting him focused on something else that is an acceptable activity. For example, you might remove the unsafe item and replace with an age-appropriate toy. 2. You can place the youngster in time away. Time away is a quiet place where she goes to calm down, think about what she needs to do, and, with your help, make a plan to change the behavior. 3. When possible, hold the youngster who is out of control and is going to hurt himself or someone else. Let the youngster know that you will let him go as soon as he calms down. Reassure the young...

"Is it common for children on the autism spectrum to react strongly to one or two things (certain noises for example) - yet not react at all to other things that ordinary kids would react strongly to (such as a broken bone)?" Many young people with High-functioning Autism (HFA) have a dysfunctional sensory system. Oftentimes, one or more senses are either over-reactive or under-reactive to stimulation. Such sensory issues may be the underlying reason for certain behaviors associated with autism spectrum disorders (e.g., rocking, spinning, hand-flapping, etc.). Although the receptors for the senses are located in the peripheral nervous system, the problem appears to stem from neurological dysfunction in the central nervous system. Sensory integration refers to the accurate interpretation of sensory stimulation from the environment by the child’s brain. Conversely, sensory integrative dysfunction is a disorder in which sensory input is not organized appropriately in ...

"Is there a way for parents of children with ASD to prevent meltdowns from happening in the first place? I ask because once my autistic son (level 1) gets up a head of steam, there's no way of getting him to calm down." It is much easier to prevent meltdowns than it is to manage them once they have erupted. Here are 16 tips for preventing meltdowns and some things parents can say to their high-functioning autistic children: 1. When visiting new places or unfamiliar people explain to the youngster beforehand what to expect. Say, “Stay with your assigned buddy in the museum.” 2. Signal kids on the autism spectrum before you reach the end of an activity so that they can get prepared for the transition. Say, “When the timer goes off 5 minutes from now it will be time to turn off the TV and go to bed.” 3. Reward them for positive attention rather than negative attention. During situations when they are prone to meltdowns, catch them whe...

Kids and teens with Asperger’s (AS) and High-Functioning Autism (HFA) often have difficulty understanding social situations, which can cause stress and anxiety. Social situations that seem to be most problematic include: Interpreting nonliteral language (e.g., idioms and metaphors) Knowing how and when to use turn-taking skills (e.g., focusing on the interests of peers) Recognizing that others' intentions do not always match their verbalizations Understanding facial expressions and gestures Understanding the “hidden curriculum” (i.e., those complex social rules that often are not directly taught) Even when a youngster with AS or HFA receives effective instruction in social skills, situations will arise that require “interpretation.” Unless interpreted, these situations become a source of stress and do not support future learning. However, with interpretation, perceptions of seemingly random actions can be altered into meaningful interactions. Interpretive strategies...