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Traits That Your ASD Child's Teachers Need To Be Aware Of

“Would there be a list of traits associated with ASD [high functioning autism] that I could share with my son’s teacher to help her understand him more? Also, some helpful tips in dealing with my son’s challenges would be greatly appreciated as well.” 

Below are some of the most prevalent features of ASD or High-Functioning Autism (HFA) observed in the classroom and other group settings, along with a few strategies that the teacher can use to help your son cope better.

Common Features— 
  • failure to comprehend that the eyes convey information on a person’s mental state or feelings
  • strong preference to interact with adults who are far more interesting, knowledgeable and more tolerant and accommodating of their lack of social awareness
  • tendency to interrupt; have difficulty identifying the cues for when to start talking
  • tendency to make irrelevant comments
  • less aware of the concept of personal space
  • often aware of the poor quality of their handwriting and may be reluctant to engage in activities that involve extensive writing
  • often very stoic, enduring pain with little evidence in their body language and speech that they may actually be experience agony
  • may become aware of their isolation and, in time, are genuinely motivated to socialize with other students their age – but their social play skills are immature, and rigid and other students often reject them
  • may be detached from - or having difficulty sensing - the feelings of others
  • may be lost for words due to a high level of anxiety 
  • can be confused by the emotions of others or have difficulty expressing their own feelings
  • can be very sensitive to particular sounds and forms of touch, yet lack sensitivity to low levels of pain
  • may appear “lost in their own little world” – staring off into space
  • do not seem to be aware of the unwritten rules of social conduct and will inadvertently say or do things that may offend or annoy other people
  • eye contact breaks their concentration
  • predominantly visual style of thinking (and learning)
  • strong desire not to appear ‘stupid’
  • difficulty establishing and coping with the changing patterns and expectations in daily life
  •  lax joint and rhythm problems
  • difficulty conceptualizing and appreciating the thoughts and feelings of another person
  • lack of ‘central drive for coherence’ (i.e., an inability to see the relevance of different types of knowledge to a particular problem)
  • lack subtlety in retaliating when threatened; may not have sufficient empathy and self-control to moderate the degree of injury to peers
  • less able to learn from mistakes
  • may avoid team sports because they know they lack competence, or are deliberately excluded because they are a liability to the team 
  • may have only one approach to a problem 
  • may have signs of Tourette syndrome (motor, vocal or behavioral)
  • may talk to themselves or “vocalize their thoughts” 
  • may talk too much or too little, lack cohesion to the conversation, and have an idiosyncratic use of words and patterns of speech
  • may not be good at ball games, which results in the exclusion of the HFA student from some of the most popular social games on the playground
  • may not look at others
  • inappropriate laughter may appear (perhaps upon hearing a certain word or phrase that produces almost hysterical laughter)
  • once their mind is on a particular track, they appear unable to change (even if the track is clearly wrong or going nowhere)
  • prefer factual, nonfiction reading
  • prefer to be left alone to continue their activity uninterrupted
  • routine is imposed to make life predictable and to impose order, because novelty, chaos or uncertainty are intolerable 
  • seem to evoke the maternal or predatory instinct in others
  • social contact is tolerated as long as the other students play their game according to their rules
  • sometimes social interaction is avoided not simply because of lack of social play skills, but because of a desire to have complete control over the activity
  • often have the inability to ‘give messages with their eyes’
  • ungainly or ‘puppet-like’ walking or running can be quite conspicuous, and other students may tease the ASD student as a result (leading to reluctance to participate in running sports and physical education at school)
 

Helpful Strategies—
  1. Try to be are aware of auditory sensitivity and try to minimize the level of sudden noises, reduce the background conversation of others, and avoid specific sounds known to be perceived as unbearably intense.
  2. Be aware of two characters. The student may be very conscious of the necessity to follow the codes of conduct in the classroom and try to be inconspicuous and behave like other students. This pressure to conform and retain self-control can lead to enormous emotions tension, which like a compressed spring, is release when the student returns home. 
  3. Explain alternative means of seeking help. The ASD student may consider the teacher as the only source of knowledge and assistance. It is important to explain that when a problem arises, help can be requested and obtained from other students rather than always referring to the teacher.
  4. It may help initially to identify and encourage interaction with a restricted number of students who are keen to help the ASD student learn how to play with them. They may become the student’s guardians when teased or bullied by others. 
  5. Many ASD students will not try a new activity if they have the slightest suspicion they will fail or there is the slightest hint of disappointment. The teacher needs to adopt an encouraging attitude, avoiding any suggestions of criticism. 
  6. Provide supervision at break times and on the playground. For most ordinary students, the best time in the school day is free play on the playground. However, a lack of structure and supervision and an atmosphere of intense socializing and noise are often not enjoyable for the student with ASD. 
  7. There is the problem of other students taking advantage of the ASD student’s naivety. It is important that teachers are aware that there may be no mischievous intent and ask the “special needs” student, “Did anyone tell you to do this?’ before considering punishment.
  8. They may lack motivation for any activity the teacher suggests. However, they have enormous motivation and attention when engaged in their special interest. The strategy here is to incorporate the interest in the activity that is non-motivating or perceived as boring. Also, they can gain access to the special interest by complying.
  9. Use other students as cues to indicate what to do. The ASD student may be disruptive or intrusive because he/she is not aware of the codes of conduct for the classroom. When errors occur, remember to ask the ASD student to first look at what the other students are doing (e.g., sitting still, working silently, waiting in an orderly line). Inform the student that what he or she must do is observe the other students and copy what they are doing (assuming what they are doing is appropriate).
  10. A teacher aid may be required. Their role is crucial and complex, but their main responsibilities are to:
  • Provide instruction on feelings and friendships
  • Provide instruction for specific learning problems
  • Implement a program to improve gross and fine motor skills
  • Help the student to recognize the codes of conduct
  • Help the student to develop and apply special interests as a means of improving motivation, talent and knowledge
  • Encourage the understanding of the perspectives and thoughts of others
  • Encourage the student to be sociable, flexible, and cooperative when playing or working with other students
  • Encourage conversation skills
  • Enable the student to cope with their auditory sensitivity

==> Videos for Parents of Children and Teens with ASD
 
 
More articles for parents of children and teens on the autism spectrum:
 
Social rejection has devastating effects in many areas of functioning. Because the ASD child tends to internalize how others treat him, rejection damages self-esteem and often causes anxiety and depression. As the child feels worse about himself and becomes more anxious and depressed – he performs worse, socially and intellectually.

Click here to read the full article…

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Meltdowns are not a pretty sight. They are somewhat like overblown temper tantrums, but unlike tantrums, meltdowns can last anywhere from ten minutes to over an hour. When it starts, the Asperger's or HFA child is totally out-of-control. When it ends, both you and your child are totally exhausted. But... don’t breathe a sigh of relief yet. At the least provocation, for the remainder of that day -- and sometimes into the next - the meltdown can return in full force.

Click here for the full article...

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Although Aspergers [high-functioning autism] is at the milder end of the autism spectrum, the challenges parents face when disciplining a teenager on the spectrum are more difficult than they would be with an average teen. Complicated by defiant behavior, the teen is at risk for even greater difficulties on multiple levels – unless the parents’ disciplinary techniques are tailored to their child's special needs.

Click here to read the full article…

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Your older teenager or young “adult child” isn’t sure what to do, and he is asking you for money every few days. How do you cut the purse strings and teach him to be independent? Parents of teens with ASD face many problems that other parents do not. Time is running out for teaching their adolescent how to become an independent adult. As one mother put it, "There's so little time, yet so much left to do."

Click here to read the full article…

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Two traits often found in kids with High-Functioning Autism are “mind-blindness” (i.e., the inability to predict the beliefs and intentions of others) and “alexithymia” (i.e., the inability to identify and interpret emotional signals in others). These two traits reduce the youngster’s ability to empathize with peers. As a result, he or she may be perceived by adults and other children as selfish, insensitive and uncaring.

Click here to read the full article...

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Become an expert in helping your child cope with his or her “out-of-control” emotions, inability to make and keep friends, stress, anger, thinking errors, and resistance to change.

Click here for the full article...
 
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A child with High-Functioning Autism (HFA) can have difficulty in school because, since he fits in so well, many adults may miss the fact that he has a diagnosis. When these children display symptoms of their disorder, they may be seen as defiant or disruptive.

Click here for the full article...
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One Little Trick to Help Kids on the Spectrum Sleep Longer & Deeper at Night & During Naps

As parents of kids on the autism spectrum, we've all heard about weighted blankets. But do they actually work? Listen to what this grandmother has to say about the Snuggle Pro weighted blanket:

 "I bought this blanket for our 6 y.o. granddaughter (who is high functioning on the autism spectrum). After just one night, my daughter told me it really does the job. My little girl is absolutely in love with her new blanket, so much so that she tried to take it to school (LOL). She gave up her other worn out blanket without a tantrum. Super soft and hypoallergenic. Easy to clean since it's machine washable. Very thoughtful packaging. Comes with a free storage bag. Bamboo fabric too!!!

When she’s over to visit, it’s been hard to keep my granddaughter down for naps – until now! She recently said "Nonnie, that was THE BEST NAP EVER" :) ...and she woke up super relaxed (rather than her usual grouchy self). Not only does she sleep longer, but she also likes to have it nearby when she watches Sponge Bob (her favorite cartoon). She also loves that one side is cool and the other side is warm. Very satisfied Customer!! This is a “must-have” product if you have a preschooler with an autism spectrum disorder."


Snuggle Pro Weighted Blanket for Kids - 7 lbs Heavy Blanket, 41''x60'' - Set with Bamboo & Minky Reversible Duvet Cover - Natural Sleep Aid for Children, Adults - Calming Comfort Weighted Blanket


 MORE COMMENTS:
  • Anonymous said... We tried one as it was recommended by a receptionist at the doctor's believe it or not! It was amazing! We were at our wits end and as soon as it arrived it was like a miracle!
  • Anonymous said... My son loves his.
  • Anonymous said... One more thing to add, my son wet the bed until he was almost five years old. We used a weighted blanket and he stopped within about two to three days!




Snuggle Pro Weighted Blanket for Kids - 7 lbs Heavy Blanket, 41''x60'' - Set with Bamboo & Minky Reversible Duvet Cover - Natural Sleep Aid for Children, Adults - Calming Comfort Weighted Blanket
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Best Education Games for Kids on the Autism Spectrum

Here are our top 10 picks for educational games to assist children with Asperger's and High-Functioning Autism:























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Helping Kids on the Autism Spectrum Who Get Frustrated Easily

Question

When my 15y/o son with autism (high functioning) meets with disappointment, and when things don't go just as he wants them to, he has his meltdown …then it is so difficult to get him redirected back to doing what he should be doing. Are there any tips you can give me about how to try to get him back on track, to help him accept that something didn't work out or that he can't do or have something he really wanted?

Answer

What you’re referring to here is low frustration tolerance (i.e., needing immediate pleasure or needing to avoid pain at the cost of long-term stress and defeatism). Low frustration-tolerance originates from the youngster’s dysfunctional and irrational beliefs. Behaviors are then the result of avoiding frustrating events which, paradoxically, lead to increased frustration and even greater mental stress.

Low frustration tolerance occurs when the youngster gets very frustrated and has an unwillingness or inability to tolerate the necessary short-term discomfort that is sometimes required for long-term gain. 
 
The opposite of this would be HIGH frustration tolerance. High frustration tolerance is simply the ability to tolerate or cope with discomfort and hard work in the short-term in order to achieve one's long term goals. Kids and teens with high frustration tolerance tend to be much more flexible, logical, rational and calmer in their thinking, behavior and general approach to life – and they are far less likely to suffer mental health problems as a result.
 

Here is what I would say to your son if I were meeting with him one-on-one…

Low frustration tolerance is just what it sounds like. You do not tolerate even the most minor frustrations well. You are easily irritated. You have a short fuse. Now …here is how you can increase your ability to deal with stressors, irritations and frustration without blowing your cool:

When the irritation happens and before you lose your cool, you have a thought or some belief which either lowers or increases your frustration. Consider some of the situations that irritate or annoy you. Look at some of the thinking which may be causing you to be more irritated or frustrated than you need to be. Here are some examples:
  • "I can't stand being frustrated, so I must avoid it at all costs."
  • "I can't take this."
  • "I can't wait that long."
  • "I should always be happy and content."
  • "It shouldn't be this difficult."
  • "It shouldn't be this way."
  • "My mom should stop doing things which annoy me."
  • "Things must go my way, and I can’t stand it when they don't."
  • "This is too much."

It is important to listen to what you are thinking, because then you can change what you are thinking. If you change your view of what is happening, you can change how you feel about it. If you can tune-in to what is going on in your head, you can rewrite the script. A large part of feeling frustrated comes from feeling helpless. Realize that you aren't completely helpless.

Now here is what I have to say to you, the parent...

There are nine distinct dimensions reflecting differences in temperament that influence how kids on the autism spectrum respond to the world around them. Understanding these may better help you to understand your son and figure out strategies for coping better with his temperament:

1. ACTIVITY measures the amount of physical energy a youngster puts into behavior and daily activities. An active child moves around a lot, even when sleeping. These kids prefer more active kinds of play over quiet activities such as reading. Many resist sleeping and fall asleep only when they're exhausted. Moms and dads need to notice what works when they are trying to calm an active youngster at bedtime.

2. ADAPTABILITY measures a youngster's adjustment to changes and transitions. Highly adaptable kids can be taken anywhere, anytime. They can sleep anywhere. As they get older, they are easy going. Kids low in adaptability react negatively to changes and need a lot of time before settling into situations. Unexpected situations can arouse strong reactions. Kids low in adaptability resist change, and often insist that every detail of daily routines be followed. They frequently are clingy. You can help them feel more in control by giving them simple choices to make (e.g., “Would you prefer doing your homework before or after dinner?”).

3. APPROACH/WITHDRAWAL measures a child’s initial reaction to a new activity, person, or situation. “Approaching” children tend to have a positive first reaction. These kids are often also very active and may go barreling into new situations, sometimes frightening other kids nearby. Helping them to slow down a little is very useful. “Withdrawing” kids have a negative reaction to the first time they experience something new. Sometimes they slowly warm-up to a situation, so it's important not to rush them into things. Let them set the pace at which they assimilate into what is going on.
 

4. DISTRACTIBILITY measures a youngster's tendency to be diverted by noise, interruptions, and other things going on around them. Highly distractible kids are acutely aware of everything that's going on around them. Simply explaining to a youngster, "You're getting distracted" can help him become more aware and regain his focus. Kids low in distractibility focus well, even in challenging environments, such as school.

5. INTENSITY refers to the level of energy a youngster puts into self-expression (i.e., the amount of volume and drama in the youngster's life). Intense kids express themselves with great vigor and gusto. Older kids speak in extremes (e.g., “Today was THE BEST or THE WORST day ever”). When they are in a good mood, they can be delightfully enthusiastic about something. When they are in a bad mood, a negative reaction from a parent can unleash a major tantrum or meltdown, abusive back-talk, threats of violence, or threats of running away. Moms and dads of intense kids need to learn how to not escalate with them. You should speak in a matter-of-fact tone of voice with them. After an eruption is over, try to help them learn more appropriate ways of expressing themselves that will be less offensive to others around them.

6. MOOD is a measure of a youngster's disposition. Some kids complain a lot. Others smile a lot and are always content. Some tend toward optimistic, others pessimistic. Kids who are more serious may have an analytical way of looking at things. If they tend toward pessimism or negativity, you can use their analytical perspective to your advantage. Speaking in a measured tone, help them understand what is upsetting them; help them broaden their perspective. Help them see things in new, more adaptive, ways.

7. PERSISTENCE/FRUSTRATION TOLERANCE measures a youngster's ability to complete a task in the face of obstacles. Kids with low frustration tolerance tend to give up easily when something doesn't go easily. Children and teens with low frustration tolerance do not like to be left alone. Kids who are low in frustration tolerance can be helped to increase their persistence by gradually stretching out the “adult response-time” to their kid's demands for help. Try breaking tasks down into smaller and easier pieces. Encourage them to do something until they can complete it. Kids with high frustration tolerance can persist in the face of difficulties and are more comfortable entertaining themselves. They sometimes find it difficult to walk away from something unfinished. You can help by giving them advance warnings (e.g., “Dinner is in five minutes”).

8. REGULARITY measures how predictable or unpredictable a youngster's biological functions are (e.g., hunger, fatigue, bowel movements, etc.). “Irregular” kids will rarely do anything with any predictability. Moms and dads should resist nagging a youngster about eating with everyone else. Instead, try making healthy snacks and food available for when they ask for it. Kids who are more irregular may handle chaos and spontaneity better than kids who are very “regular” and who do better in predictable and structured environments.

9. SENSITIVITY is a measure of a youngster's sensory threshold. A youngster low in sensitivity is better equipped to handle a stimulating situation (e.g., crowds or shopping). A youngster high in sensitivity has a low tolerance for exciting or stimulating situations, and will be prone to meltdowns. He over-reacts to physical stimuli (e.g., sights, sounds, taste, smell, and touch). Sensible accommodations to help sensitive kids can make coping easier for the youngster (e.g., learning when to turn down the volume).

Understanding your son's temperament will go a long way toward helping him fit into a society that is quick to judge harshly behaviors and emotions that are "different." To the extent that a mother or father can learn to accept a youngster for who he is, it greatly helps that child or teen to learn to feel good about being himself.

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

==> Videos for Parents of Children and Teens with ASD
 
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The Female Version of High-Functioning Autism

“What are some of the traits of high functioning autism that are unique to girls with the disorder?”

High-Functioning Autism (HFA) affect behavior, personality, and the way the child interacts with others. The symptoms of HFA in females are usually displayed in a more subtle manner, which often results in missed or incorrect professional diagnoses, a lack of access to special education services and provisions in school, and a greater chance of social and emotional problems in adulthood.

Several distinct differences exist in regard to the ways that females with HFA behave as compared to their male counterparts, for example:
  • “non-autistic” females will play with dolls by pretending that they are interacting socially, but HFA females may collect dolls and not use them to engage socially with their peers
  • a girl with HFA is more likely to have interests that are common to “typical” females, whereas an HFA male is more likely to have an unusual interest (e.g., a girl may be obsessed with horses, while a boy may be obsessed with AAA batteries)
  • acceptance from peers can sometimes mask the issues that these girls have so that they are not recognized by educators and parents, and as a result, they are less likely to suggest psychological and social evaluations for them
  • they are highly intelligent, but like their autistic counterparts, possess poor language skills 
  • they are not often aggressive when they get frustrated; instead, they tend to be withdrawn and can easily "fly under the radar" in classrooms and other social environments
  • fascination with certain subjects can lead to them lagging behind their peers in terms of maturity and age-appropriate behavior (e.g., a 13-year-old girl with HFA may be fascinated with stuffed animals or cartoons long after other peers her age have outgrown these things
  • females with HFA may be more likely to internalize their emotions and experience inward or passive signs of aggression, whereas males often express their feelings and frustrations through emotional outbursts (these gender-related behaviors may be part of the reason that fewer females are diagnosed)
  • females with the disorder often display obsessive tendencies in regard to animals, dolls, and other female-oriented interests
  • girls on the autism spectrum are often less talkative than other females their age 
  • they are often protected and nurtured by their “non-autistic” friends who help them cope with difficult social situations
  • girls with the disorder may be mistakenly assumed to have a personality disorder because they mimic typical kids, but use phrases inappropriately
  • they are intrigued with fantasies that include magical kingdoms, princesses, and other fairy tale elements 
  • their behaviors are more passive than those typical of males with HFA
  • girls on the spectrum often attempt to mimic the interests, behavior, and body language of others in an attempt to "fit in" – in fact, they become quite adept at this mimicking, causing them to elude diagnosis and treatment throughout life in many cases
  • they are more able to express their emotions in a calmer way than their male counterparts
  • they tend to be bored with others their age and have difficulty empathizing with peers

As females on the spectrum become adults, they may feel isolated because they react differently to certain "stressful" situations. Their comments can seem insensitive and uncaring, when in reality, they simply may not fully understand the concept of empathy. These young ladies often look for companionship with other adult females who have similar behavior patterns and outlook.

 
More resources for parents of children and teens on the autism spectrum:
 
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2024 Statistics of Autism in Chinese Children

Autism Spectrum Disorder (ASD) has emerged as a significant public health concern worldwide, and China is no exception. As of 2024, new rese...