Kids on the Autism Spectrum and Their Reaction to Pain

As parents of kids with Aspergers (AS) and High-Functioning Autism (HFA), we are all familiar with the enigma of their unequal reaction to pain and injury. A stubbed toe or paper cut may set off a pain response (e.g., crying, screaming, and sobbing) such as is equaled by the loss of a limb, yet a burst ear drum or broken limb may go seemingly unnoticed.

Parents of children on the autism spectrum are often bewildered by this unequal response to pain stimuli. Anecdotal evidence from clients worldwide is full of reports on this topic. So, what's the answer to this confusing puzzle? The questions surrounding these kid's unequal response to pain can be explained scientifically.

The assumption that, physiologically, humans are equipped to limit the amount of stimuli entering our brains thereby preventing the brain from becoming overloaded, has led to the establishment of a 'normal' range of feeling. However, those with an autistic spectrum disorder are recognized as having a hyper/hypo sensitivity to stimuli (i.e., above average range of feeling or super-sensitivity).

Accounts written by people with AS and HFA state that their disability is directly linked to their senses and their sensory processing. So let's look at the biochemical processes that occur when our senses are stimulated:

Stimulation from the environment enters our brain through our eyes, ears, skin, nose and mouths. Our nervous system passes this information around our brain and body by the use of biochemical neurotransmitters. The amount of stimulation felt is determined by the amount of neurotransmitter processed in each neuron. The enzyme dopamine beta hydroxylase is released from nerve endings during stimulation.

Dopamine beta hydroxylase (DBH) is essential for cell communication and regulating neurons in the central and peripheral nervous systems. An increase in stimulation results in an increase in the level of this enzyme. Scientific studies have shown that children on the autism spectrum have much higher levels of dopamine beta hydroxylase in their systems than in ordinary children. The presence of this enzyme is also linked to behaviors such as repetition, agitation and aggression.

Repetitious activity, such as rocking, flapping or pacing, results in the release of endorphins through the system. Endorphins reduce the sensation of pain and have the ability to block pain. In other words, when endorphins are present, the amount of sensory reaction is reduced or stopped completely. Kids on the spectrum have the ability to purposely, but unknowingly, overload their sensory system in order to shut it down completely (i.e., by rocking, flapping or pacing etc.).

Blocking out all sensation by the production of endorphins might seem like a simple and easy way of coping with sensory over-stimulation; however, in caring for kids on the spectrum, we must realize that reaction to ALL sensation becomes limited. They won't recognize hunger, tiredness, body temperature (risk of overheating), full bladder/bowel or pain. Kids on the spectrum display agitation through use of repetitious behaviors such as rocking, flapping, pacing, head-banging, staring, screaming, spinning, chanting or humming.

Our job as parents is to recognize these signals of agitation. These behaviors are used to block out: (a) over-stimulation from their environment, (b) their emotions, and (c) their response to pain. These repetitive behaviors also serve to calm them, if their use is monitored rather than unlimited.

For young people with AS and HFA, the build-up or cumulative effect of these endorphins throughout the day also needs to be taken into consideration. This is why those who suffer accidents in the afternoon or evening may not show pain or seem to feel it.

All physical exercise causes the release of natural endorphins into the system that can help to protect the youngster without switching off the sensory response. So, exercise such as walking, running, and swimming is extremely beneficial in the youngster's daily routine as a preventative measure. It may be used during periods of agitation to help calm him or her. In this way exercise is used to develop appropriate social responses (e.g., it is more acceptable to jump on a trampoline rather than on the furniture).

With this information revealed, it becomes obvious that we must monitor our youngster's production of endorphins, because the presence of excess endorphins causes him or her to lose the ability to respond to any stimulation. This means that kids on the autism spectrum miss much of what they are meant to be learning.

Also, we must realize that these stereotyped/repetitive behaviors have social consequences; they are a visual reminder that they are different from their peers. We must take into account the youngster's socializing skills and ability when monitoring and setting limits on the use of repetitive behaviors. (i.e., tell him or her the times and places when flapping, rocking or head-banging are acceptable, for controlled periods of time.

We should not attempt to eliminate sensory stimulation in order to protect children on the autism spectrum. Without stimulation, our world becomes meaningless to them. Rather we should attempt to provide them with a safe sensory environment (e.g., dim lights, softer noises/voices, reduced odors, etc.), giving them the opportunity to learn and respond appropriately.

Highly Acclaimed Parenting Programs Offered by Online Parent Support, LLC:

==> 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

==> Highly Effective Research-Based Parenting Strategies for Children with Asperger's and High-Functioning Autism

____________________

Do you need the advice of a professional who specializes in parenting children and teens with Autism Spectrum Disorders?  Sign-up for Online Parent Coaching today.

PARENTS' COMMENTS:

•    Anonymous said… As a little guy my son never complained about ear infections, they only bothered him when it got to the point of a ruptured eardrum. Now I know why!
•    Anonymous said… Had to really push to get X-ray and taken seriously when daughter was 7 as she just 'wasn't crying enough'. Wrist was broken. A&E doctors need to be made aware of this.
•    Anonymous said… i have always wondered about this interesting read my son when little would smash his head off a wall ove and over almost like he liked pain but then a little trip and a bumped knee would send him crazy i never know when hes really ill he dont say its like he dont understand what pain is i struggle to manage this side of his autism
•    Anonymous said… If involves any blood... Simple scrapes, paper cuts, lost a loose tooth...Screaming... Also if he's about to get "sick"... He starts screaming... But ear infections, headaches, bad falls... He may or may not really mention it. I don't know what to make of it...
•    Anonymous said… Interesting. My son has a high thresh hold for pain and does not seem to worry too much about small injuries either. He was once bitten by a bunch of stinging ants and barely said more than ow. Another child also stung by one ant screamed for an hour. I always know to check in with him when he has an accident because chances are he is worse off than he let's on. He saves his meltdowns for irritations such as hairbrushing (which he says is unbearably painful), and he can't stand to be asked what he deems to be stupid questions smile emoticon
•    Anonymous said… My boy never complains rarely eats or sleeps
•    Anonymous said… My son also has a very high pain threshold. He has to be really hurt to cry and really sick to tell us. Other things like itches, though, he cannot deal with.
•    Anonymous said… So true! My daughter went 11 days with an arm broken in two places and we had no idea. I felt like the worst mom ever, but she never complained.
•    Anonymous said… Story of my life! Glad my son isn't the only one!
•    Anonymous said… This is one of the hardest parts of all of this for us. Our son has been badly injured twice and both times had no response to the pain at all. This last time (at 17) he was burned at work. He tried to refuse treatment but thankfully, they called me anyway. He had a 2nd degree burn larger than the size of my hand on his back!! Never even asked for a Tylenol. But if he has a headache...LOOK OUT!!!
•    Anonymous said… Very informative. My son is 10 and just turning the corner on his anger tantrums. It's such a nice feeling to have weathered the "poker face" phase. Anyway, my husband are trying to prep for the teen years. Good to hear your advice. Thanks Mark.
•    Anonymous said… Yes the tiniest cut on my daughters finger is like it's been cut off!
•    Anonymous said... It is nice to finally have an explanation for why my son cries over the smallest bump, but wasn't worried when he sliced his hand open and needed stitches. Thank you!
•    Anonymous said... This is an amazing article...thank you so very much for posting it...:)
•    Anonymous said... My son broke his foot at 4 yrs old by knocking over a concrete block on it, barefoot!.. of coarse it broke n he didn't shed a tear, he was suppose to wear a hard cast 6 weeks n by the 3 rd week he had literally run it off.. it never healed properly n he is now 6 n the top of his foot is still red to this day...knowing if he's sick or hurting is always a question ...
•    Anonymous said... My oldest daughter fell and broke her front tooth down to the nerve and was acting like nothing happened... but yet she freaks out over shots and stubbing her toes. :/ I always wonder at every injury if she hasn't done more damage than she can express or even knows about.
•    Anonymous said... My Aspie (7), doesn't usually ever feel the pain unless he can see the injury like blood. Once he sees it, he freaks out, even if it is a simple paper cut. He had a bursted ear drum once and we never knew it because he never complains of pain.
•    Anonymous said... This is a great article. 20 years ago my son broke his arm at the elbow, he was so calm, didn't cry. The nurses in the emergency room were telling him he should be the one crying like the other kids in the other rooms. He has always taken that kind of pain so well, yet his back pain he is always obsessing about. Of course when he was 4 we didn't know he was an Aspie. This article made it so clear.
•    Anonymous said... When my son was 6 he almost died. He had a blood infection and internal bleeding. He never said a word.He never notices the pain from Ear infections and strep throat. If I ever even suspect an illness we go straight to the doctor. Nice to know I'm not alone.
•    Anonymous said... I am an adult aspie and I have been told that when I had my jabs as a baby I was the only one that did not cry lol. Apparently I just glared at the nurse.
•    Anonymous said... Can I please just tell you how much I love and appreciate what you do for us as parents of a newly diagnosed 11-year old with Asperger's? This is something our son exhibits all the time, but we didn't know it was related to the Asperger's. Thank you for helping us be patient and understanding.
•    Anonymous said... when i took my son to the doc he had a hole in his ear drum the doc. could not believe it kept asking are ya sure that does not hurt?!! but the smallest scratch and its tears and panic..
•    Unknown said... My 8 year old just started complaining of pain in her feet. She says it hurts so much that she doesnt want to stand up or walk. Im unsure of it could be and its helped to read this article. To be on the safe side, should I have her seen by her physician? Thanks Sienna's mom
•    Nicole said... My daughter is only 18 months. She has never reacted to pain or fear. This article opened my eyes to why she does alot of what she does. She is almost identical to my nephew who has this type of autism. They both have received 3rd degree burns on their hands and never even flinched. Shes seeing her doctor on Monday.

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Crucial "Tip-Sheet" for Teachers of High-Functioning Autistic Students

“Would there happen to be a sort of ‘tip-sheet’ that I could send my son’s teacher, something concise but informative? He has high-functioning autism, and I get the impression that the teacher views him as just another ‘typical’ student, which I can tell you he’s not! He does perform well in many areas, but in others, he is struggling, and it’s in those areas that he gets accused of have behavior problems, but I think in most cases it’s part of his autistic characteristics.”

Feel free to share the following general points with your son’s teacher, which include classroom strategies specifically for students on the autism spectrum:

1.  Children with High-Functioning Autism (HFA) and Asperger’s dislike change, especially when it’s unexpected. Prepare the child for all changes in routine (e.g., assembly, substitute teacher, rescheduling, etc.). Ideally, use a visual schedule to prepare him for change.

2.  Students on the autism spectrum have trouble with organizational skills regardless of their intelligence and age. Even a "straight A" child with HFA who has a photographic memory can constantly forget to bring a pencil to class or to remember a deadline for an assignment. In such cases, assistance should be provided in the least restrictive way possible. Strategies may include having the student put a picture of a pencil on the cover of his notebook or maintaining a list of assignments to be completed at home.

3.  Kids on the spectrum seem to have either the neatest or the messiest desks or lockers in the school. The one with the messiest desk will need your help in frequent cleanups of the desk or locker so that he can find things. Please remember that he is probably not making a conscious choice to be messy. He is most likely incapable of this organizational task without specific training.

4.  These “special needs” young people have problems with abstract and conceptual thinking. Some may eventually acquire abstract skills, but others never will. When abstract concepts must be used, use visual cues (e.g., drawings or written words) to augment the abstract idea. Avoid asking vague questions (e.g., "Why did you do that?"). Also, avoid asking essay-type questions. Be as concrete as possible in all your interactions with the HFA child.

==> Guide to Teaching Students with Aspergers and High-Functioning Autism

5.  If your high-functioning student uses repetitive verbal arguments or questions, you should interrupt what can become a continuing, repetitive litany. Continually responding in a logical manner or arguing back seldom stops this behavior. The subject of the argument or question is not always the subject that has upset him. More often, the child is communicating a feeling of loss of control or uncertainty about someone or something in the environment.

Try requesting that he write down the question or argumentative statement. Then write down your reply. This usually begins to calm him down and stops the repetitive activity. If that doesn't work, write down his repetitive question or argument and ask him to write down a logical reply (perhaps one he thinks you would make). This distracts from the escalating verbal aspect of the situation and may give him a more socially acceptable way of expressing frustration or anxiety. Another alternative is role-playing the repetitive argument or question with you taking his part and having him answer you as he thinks you might.

6.  If your class involves pairing-off or choosing partners, either draw numbers or use some other arbitrary means of pairing. As an alternative, you could ask an especially kind student if he or she would agree to choose the HFA child as a partner before the pairing takes place. The child on the spectrum is most often the one left with no partner.

7.  If the child does not seem to be learning a task, break it down into smaller steps or present the task in several ways (e.g., visually, verbally, and physically).

8.  Do not take misbehavior personally. The HFA student is not usually a manipulative, scheming child who is trying to make life difficult for teachers. Most often, misbehavior is the result of efforts to survive experiences that may be confusing, disorienting or scary. Kids on the spectrum are, by virtue of their disability, egocentric. Also, most of them have extreme difficulty reading the reactions of others.

9.   Be aware that normal levels of auditory and visual input can be perceived by the HFA student as too much or too little (e.g., the hum of florescent lighting may be extremely distracting). Consider environmental changes (e.g., removing visual clutter from the room, seating changes if the child seems distracted, etc.).

10.  Avoid verbal overload. Be clear. Use shorter sentences if you perceive that the child does not fully understanding you. Although he probably has no hearing problem and may be paying attention, he may have difficulty understanding your main point and identifying important information.

 

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

==> Highly Effective Research-Based Parenting Strategies for Children with Asperger's and High-Functioning Autism

11.  Uneven skills-development is a hallmark of HFA. Assume nothing when assessing skills (e.g., the student may be a math whiz in Algebra, but not able to make simple change at a cash register; he may have an incredible memory about books he has read, speeches he has heard, or sports statistics, but still may not be able to remember to bring a pencil to class).

12.  An increase in unusual or difficult behaviors probably indicates an increase in anxiety for the HFA student. Sometimes anxiety is caused by feeling a loss of control. Many times, the stress will only be alleviated when the child physically removes himself from the stressful event or situation. If this occurs, a program can be set up to assist the student in re-entering and/or staying in the stressful situation. When this occurs, a "safe-place" or "safe-person" may come in handy.

13.  Use and interpret speech literally. Until you know the capabilities of the HFA child, try to avoid the following:

• sarcasm (e.g., saying, "Great!" after he has just spilled a bottle of ketchup on the table)
• nicknames
• idioms (e.g., ‘save your breath’, ‘jump the gun’, ‘second thoughts’)
• double meanings (most jokes have double meanings)
• "cute" names (e.g., Pal, Buddy, Wise Guy)

14.  Since children on the autism spectrum experience various communication difficulties, it’s best not to rely on them to relay important messages to their parents about school events, assignments, school rules, etc. (unless you try it on an experimental basis with follow-up or you are already certain that the HFA student has mastered this skill).

Even sending home a note for his mom or dad may not work. The child may not remember to deliver the note, or may lose it before reaching home. Phone calls to the parent work best until the skill can be developed. Frequent and accurate communication between the teacher and parent is very important.

==> Guide to Teaching Students with Aspergers and High-Functioning Autism

Help for the Emotionally Fragile Student on the Autism Spectrum

“My high functioning autistic child struggles emotionally while at school. His self-esteem is low, and he is often very self-critical and unable to tolerate making mistakes. Also, he is easily overwhelmed when things are not as his rather rigid views dictate they should be. Any suggestion for his teachers in this regard?”

Kids with High-Functioning Autism (HFA) and Asperger’s have the intelligence to participate in regular education, but they often do not have the emotional resources to cope with the demands of the classroom. Many are easily stressed due to their inflexibility. Temper outbursts are common in response to anxiety and frustration. Also, interacting with classmates and coping with the ordinary demands of schoolwork can produce a significant amount of self-doubt (e.g., the child starts to believe that he or she is “dumb”).

These “special needs” students are so easily overwhelmed by environmental stressors, and have such profound impairment in the ability to form interpersonal relationships, that it is no wonder they give the impression of emotional instability. Most children on the autism spectrum are aware of how different they are and the enormous effort they have to make to participate in a world where few concessions are made and where they are expected to conform to the “typical” way of doing things.

With these traits in mind, here are a few suggestions for your son’s teachers:

1.  Teachers must be alert to changes in behavior that may indicate frustration and discouragement (e.g., greater levels of disorganization, inattentiveness, isolation, anxiety, etc.). Do not accept the HFA youngster's assessment in these cases that he or she is "OK." Also, do not expect the youngster to acknowledge that he or she is sad, confused, angry, etc. In the same way, the child has difficulty perceiving the feelings of others.

2.  Teach the student how to cope when stress overwhelms him or her. Help the youngster write a list of very concrete steps that can be followed when he or she becomes upset, for example:

• Ask to see the special education teacher
• Breathe deeply three times
• Count the fingers on your right hand slowly three times

Include a ritualized behavior that the youngster finds comforting on the list. Write these steps on a card that is placed in his or her pocket so that they are always readily available.

3.  Prevent outbursts by offering a high level of consistency. Prepare the HFA child for changes in daily routine in order to lower stress. Children on the autism spectrum frequently become fearful, angry and upset in the face of forced or unexpected changes.

4.  Teachers can play a vital role in helping students on the autism spectrum learn to negotiate the world around them. Because they are frequently unable to express their fears and anxieties, it is up to significant adults to make it worthwhile for them to leave their safe inner fantasy lives for the uncertainties of the external world.

5.  Students who are very fragile emotionally may need placement in a highly structured special education classroom that can offer individualized academic program. These “special needs” kids require a learning environment in which they see themselves as competent and productive. Therefore, keeping them in the mainstream, where they can’t grasp concepts or complete assignments, serves only to lower their self-esteem, increase their withdrawal, and set the stage for tantrums and meltdowns.

6.  Adults who work with these youngsters in schools must provide the external structure, organization, and stability that they lack. Using creative teaching strategies is critical – not only to facilitate academic success, but also to help them feel less alienated from their peer-group and less overwhelmed by the ordinary demands of schoolwork.

7.  In some situations, a personal aide can be assigned to the youngster rather than special education placement. The aide can offer affective support, structure and consistent feedback.

8.  Kids on the spectrum should receive academic assistance as soon as difficulties in a particular area are noted. They are quickly overwhelmed and react much more severely to failure than do “typical” kids.

9.  For the student who fears making mistakes, be sure to articulate that mistakes are a necessary part of the learning process and should be expected - and accepted. Praise the child for small, independent steps regardless of outcome. Gently brush aside his or her anxiety about not getting the answer by refocusing attention on the problem at hand. Ask the child to build on what he or she already knows about the problem, and ask for one possible approach to the problem.

10.  Affect as reflected in the teacher's voice should be kept to a minimum. Be calm, predictable, and matter-of-fact in interactions with the HFA student, while clearly indicating compassion and patience. These students need very concrete instructions. Teachers who don’t understand that it is necessary to teach students on the spectrum seemingly obvious things may come to feel impatient and irritated. 

Highly Acclaimed Parenting Programs Offered by Online Parent Support, LLC:

==> 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

==> Highly Effective Research-Based Parenting Strategies for Children with Asperger's and High-Functioning Autism

____________________

Do you need the advice of a professional who specializes in parenting children and teens with Autism Spectrum Disorders?  Sign-up for Online Parent Coaching today.

Help for Children on the Autism Spectrum with Poor Motor Coordination

“What tips might you have for an HFA child who is a bit clumsy and has sloppy handwriting?”

Children with High-Functioning Autism (HFA) and Asperger’s (AS) are often physically awkward. Many have stiff, uncoordinated gaits - and struggle in games involving motor skills. Also, they often experience fine-motor deficits that can cause penmanship problems, slow clerical speed, and affect their ability to draw.

Other coordination problems that children on the spectrum may experience include:

• difficulty moderating the amount of sensory information that their body is constantly sending them, and as a result, they are prone to sensory overload and anxiety
• fatigue due to so much extra energy being expended while trying to execute physical movements correctly
• low muscle tone
• moderate to extreme difficulty performing physical tasks 
• poor sense of direction 
• problems with balance 
• struggling to distinguish left from right

Here are some tips for parents and teachers:

1.  Children on the autism spectrum usually benefit from guidelines drawn on paper that help them control the size and uniformity of the letters they write. This also forces them to take the time to write carefully.

2.  When assigning timed units of work, make sure the youngster's slower writing speed is taken into account.

3.  Refer the youngster for adaptive physical education program if gross motor problems are severe.

4.  Children with HFA and AS may require a highly individualized writing program that entails tracing and copying on paper, coupled with motor-patterning on the blackboard. The teacher guides the youngster's hand repeatedly through the formation of letters and letter connections - and also uses a verbal script. Once the youngster commits the script to memory, he or she can talk himself or herself through letter formations independently.

5.  Involve the youngster in a health & fitness curriculum in physical education, rather than in a competitive sports program.

6.  These “special needs” kids often need more time than their peers to complete exams. Taking exams in the resource room not only offers more time, but would also provide the added structure and teacher redirection these kids need to focus on the task at hand.

7.  Do not push the youngster to participate in competitive sports, because his or her poor motor coordination may only invite frustration and the teasing from peers. Also, the HFA or AS child usually lacks the social understanding of coordinating one's own actions with those of others on a team.

Treatment—

Physical or occupational therapists can work with HFA and AS children to develop and improve their physical skills and strengthen their muscles. Targeted multi-sensory interventions include:

• Perceptual Motor Training: This involves retraining the child’s body to recognize and prioritize various sources of stimuli and respond accordingly (e.g., he or she may learn how to use certain muscle groups rather than others while walking or grasping things).
• Sensory Integrative Therapy: This teaches the child how to properly absorb and sort information about sensory experiences (e.g., touch, body position, sound, etc.).

For some HFA and AS kids, poor motor coordination lessens over time. For others, the lack of coordination continues through adolescence and into young adulthood. Though early intervention is better than later intervention, treatment received as an adult can still help lessen the severity of symptoms.

Highly Acclaimed Parenting Programs Offered by Online Parent Support, LLC:

==> 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

==> Highly Effective Research-Based Parenting Strategies for Children with Asperger's and High-Functioning Autism

____________________

Do you need the advice of a professional who specializes in parenting children and teens with Autism Spectrum Disorders?  Sign-up for Online Parent Coaching today.

Poor Concentration in Students on the Autism Spectrum: Tips for Teachers

“Any tips for assisting my autistic student (high-functioning) with staying more focused and on task?”

Children with High-Functioning Autism (HFA) and Asperger’s are often off task, distracted by internal stimuli, can be very disorganized, and have difficulty sustaining focus on classroom activities. Often it is not that the attention is poor, rather that the focus is "odd."

In other words, the child can’t figure out what is relevant, so attention is often focused on irrelevant stimuli. In addition, these “special needs” students tend to withdrawal into complex inner worlds in a manner much more intense than is typical of daydreaming.

Here are a few suggestions to help with poor concentration in students on the autism spectrum:

1.  Work out a nonverbal signal with your HFA student (e.g., a gentle pat on the shoulder) for times when he or she is not attending.

2.  Encourage the student to leave his or her inner thoughts and fantasies behind and refocus on the real world. This will be easier said than done though, because the comfort of that inner world is most likely much more attractive than anything in real life.

Even free play needs to be structured, because kids on the spectrum can become so immersed in solitary, ritualized fantasy-play that they lose touch with reality. For example, encouraging your student to play a board game with one or two others under close supervision not only structures play, but offers an opportunity to practice social skills.

3.  When possible, seat your HFA student at the front of the class and direct frequent questions to him or her. This may also help the child to attend to the lessons.

4. Children with HFA and Asperger’s often benefit from timed work-sessions. This keeps their interest levels up and helps them stay organized. Factors that cause the “special needs” student to lose interest during the allocated time-frame include:

• Over-reliance on seat-work
• Uninteresting and overly demanding lessons and other non-engaging activities
• Uneven transitions between activities
• Inefficient classroom-management that disrupts the learning flow (e.g., disorderly material distribution or disorganized assignment collection)
• Unscheduled interruptions

==> Teaching Students with Aspergers and HFA <==

5.  Students on the autism spectrum need firm expectations and a structured program that teaches them that compliance with rules leads to positive reinforcement. This approach motivates the youngster to be productive, thus enhancing self-esteem and lowering stress levels (because the youngster sees himself or herself as competent).

6.  Poor concentration, slow clerical speed, and severe disorganization may make it necessary to (a) lessen the child’s homework and classwork load, and (b) provide time in a resource room where a special education teacher can provide the additional structure the youngster needs to complete the work.

Bear in mind that many young people with HFA and Asperger’s are so unable to concentrate that it places undue stress on parents to expect that they spend hours each night trying to get through homework with their youngster.

7.  Consider using a “buddy system.” If one is used, sit the youngster's buddy next to him or her so the buddy can remind the HFA youngster to return to task or listen to the lesson.

8.  A tremendous amount of regimented external structure must be provided if your student is to be productive in the classroom. Assignments should be broken down into small units, and frequent teacher feedback and redirection should be offered.

Highly Acclaimed Parenting Programs Offered by Online Parent Support, LLC:

==> 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

==> Highly Effective Research-Based Parenting Strategies for Children with Asperger's and High-Functioning Autism

____________________

Do you need the advice of a professional who specializes in parenting children and teens with Autism Spectrum Disorders?  Sign-up for Online Parent Coaching today.