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Aspergers Children and Sensory Issues

Children with Aspergers (high functioning autism) may have problems processing information from one or more of the following seven sensory systems:

1. auditory (hearing)
2. gustatory (taste)
3. olfactory (smell)
4. proprioception (movement)
5. tactile (touch)
6. vestibular (balance)
7. visual (sight)

These processes take place at an unconscious level, and they work together to help attention and learning. Each system has specific receptors that pick up information that is relayed to the brain. The sensory characteristics of children with Aspergers can be responsible for many of their negative behaviors and unpleasant emotions. Reactions to sensory stimuli for typically developing children often become stress responses for those with Aspergers.

Sensory System Impact on Children with Aspergers—

1. Auditory System – Hearing: While they have intact hearing abilities, kids with Aspergers may not efficiently or accurately interpret auditory information. They may be hyper- and/or hyposensitive to noise, responding negatively to loud or small noises and failing to respond when their name is called.

2. Gustatory and Olfactory Systems – Taste and Smell: Issues related to the taste system manifest themselves in avoiding certain foods, eating a very circumscribed diet, and/or being very picky about foods. Closely related to the sense of taste, the olfactory system in the nose is most often characterized by a hypersensitivity to many of the smells that others enjoy or fail to notice.

3. Proprioception System – Movement: The proprioceptive system makes carrying multiple objects (e.g., backpack, books, and musical instruments) down a packed hallway possible by providing information about the location and movement of a body part. For some, these movements do not come naturally. Problems in the proprioception system can result in poor posture, a lack of coordination, and chronic fatigue accompanying physical activity. Some children do not receive accurate information from their bodies about how hard or soft they are hitting or pushing something. This can result in their using too little or too much force when tagging a peer or kicking a ball.

4. Tactile System – Touch: The tactile system provides information about objects in the environment. Tactile defensiveness may involve physical discomfort when coming into contact with someone or something that others might not register. Standing in line, taking a bath, unexpected touch, touch that is either too light or too heavy, and using a glue stick present potentially stressful situations for tactilely defensive individuals. In contrast, children who are hyposensitive fail to respond to the touch of others, yet often use touch to explore the environment for the tactile input they crave.

5. Vestibular System – Balance: The vestibular system is stimulated by movement and changes in head position. Children with vestibular hypersensitivity have low tolerance for movement and exhibit difficulties with changing speed and direction. They may experience nausea from spinning and have difficulty sitting still; others may display gravitational insecurity. Some may seek out vestibular input by crashing into things or rocking, might be considered clumsy, or have difficulty “switching gears.”

6. Visual System – Sight: Compared to other sensory areas, the visual system appears to be a relative strength for children with Aspergers. The problems that do arise are often related to hypersensitivities to light, poor hand-eye coordination/depth perception, and hypo-sensitivities that make finding an object “in plain sight” very difficult. Some children may have perfect 20/20 vision yet have difficulties with visual tracking and convergence. These problems can be detected by an exam with a behavioral ophthalmologist or optometrist.

The Aspergers Comprehensive Handbook
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How To Get Your High-Functioning Autistic Child To Listen To You

You've got something to say to your child, or there is something you want him to do – or stop doing. But, as all children with High-Functioning Autism and Asperger's tend to do, he is fixated on a particular object or activity (e.g., television, computer, video game, etc.). But before your message can get through, you have to get his attention.

Capturing your youngster's focus can be easier said than done, especially if it's already aimed at something else. Shouting sometimes seems like the only way to get him to listen, but it can also raise the emotional temperature in the room to the point where he is less able to attend (and if you shout a lot, he has probably learned to tune you out anyway).

Fortunately, there are better ways to get your child’s attention. And you will want to have several strategies at your disposal to keep your approach fresh and “attention-getting.” 

Here are 25 such strategies to add to your parenting toolbox:

1. "Can you focus on the sound of my voice?" I asked my autistic grandson one evening, and sure enough, he did just that. Sometimes, the most direct and obvious method actually works.

2. Ask your youngster to repeat the request back to you. If he can't, it's too long or too complicated.

3. Before giving your youngster directions, squat to his eye level and engage him in eye-to-eye contact to get his attention. Teach him how to focus: "Mark, I need your eyes." ...or "I need your ears." Be sure not to make your eye contact so intense that your youngster perceives it as controlling rather than connecting.
 

4. Close the discussion. If a matter is really closed to discussion, say so. "I'm not changing my mind about this. Sorry." You'll save wear and tear on both you and your youngster. Reserve your "I mean business" tone of voice for when you do.

5. Doing something silly (e.g., making funny noises, jumping up and down, yodeling, speaking Pig Latin, etc.) will make your youngster take notice, laugh, and focus on your ridiculous self.

6. Don't ask a leading question when a negative answer is not an option. Rather than "Will you please pick up your coat?" Just say, "Pick up your coat, please."

7. Give advance notice. "We are leaving soon. Say bye-bye to the computer.”

8. If your youngster's off on a tangent, try talking about something completely different. If you can get that train of thought to jump tracks, it may slow down enough to let you on.

9. Keep it simple. Use short sentences with one-syllable words. Listen to how children communicate with each other and take note. When your youngster shows that glazed, disinterested look, you are using words that are too big – and you are no longer being understood.

10. Legs first, mouth second. Instead of yelling, "Turn off the computer, it's time for dinner!" walk into the room where your youngster is using the computer, join in with his interests for a few minutes, and then, during a break in the action, have him turn off the computer. Going to your youngster conveys you're serious about your request. Otherwise kids interpret this as a mere preference.

11. Let your youngster complete the thought. Instead of "Don't leave your mess piled up," try: "Max, think of where you want to store your music CDs." Letting the youngster fill in the blanks is more likely to create a lasting lesson.

12. Make a secret signal with your youngster that means "Listen up!" Tap your ear, tap your mouth, or wave frantically. Visuals can be more attention-getting than audios for children on the autism spectrum.

13. Make physical contact when you want your youngster to pay attention (e.g., a hand on the shoulder, a pat on the back, a quick hug, etc.). That makes it clear (better than words from afar) that you need to connect.

14. Offer your youngster a reward if he hears you out (not something expensive). Children will often work for something unbelievably tiny. You could tell your youngster a secret after he's listened to your message, then just whisper "I love you!" in his ear. 

15. Reinforce the desired behaviors positively and give consequences to those who choose not to listen. Be consistent with how you give consequences and always give only one warning. Over time children begin to see this as routine and will predict the outcome of their choices.

16. Settle the listener. Before giving your directive, restore emotional equilibrium, otherwise you are wasting your time. Nothing sinks in when a youngster is an emotional wreck.

17. Shouting is emotionally overwhelming, but raising your voice doesn't have to be. Try addressing your “attention-wandering” son or daughter like you would your “attention-wandering” puppy dog – with a sharp, but friendly, tone.

18. Something that makes your youngster jump (e.g., a clap of the hands, a flicker of lights) can break attention from one thing and focus it on you. You can take it from there.

19. Stay brief by using the “one-sentence rule.” Put the main directive in the opening sentence. The longer you ramble, the more likely your youngster is to become “parent-deaf.” Too much talking is a very common mistake when dialoging about an issue. It gives the youngster the feeling that you're not quite sure what it is you want to say. If he can keep you talking, he can get you sidetracked. 

20. Talk the youngster down. The louder your youngster yells, the softer you respond. Let your youngster ventilate while you interject timely comments: "I understand" or "Can I help?" Sometimes just having a caring listener available will wind down the tantrum. If you come in at his level, you have two tantrums to deal with. Be the adult for him.

21. Threats and judgmental openers are likely to put the youngster on the defensive. "You" messages make a youngster clam up. "I" messages are non-accusing. Instead of "You'd better do this..." or "You must...," try "I would like...." or "I am so pleased when you..." Instead of "You need to clear the table," say "I need you to clear the table."

22. Try whispering. Your youngster may be intrigued enough by this hard-to-hear approach that he'll turn his attention to it. Saves your voice, too.

23. Use rhyme rules. "If you hit, you must sit." Get your youngster to repeat them.

24. When your youngster's fixated on something (television, computer, video game), step right in front of that object of affection and insert yourself into the line of vision.

25. Write it. Reminders can evolve into nagging so easily, especially for kids and teens who feel being told things puts them in the slave category. Without saying a word, you can communicate anything you need said. Talk with a pad and pencil. Leave humorous notes for your youngster. Then sit back and watch it happen.


More resources for parents of children and teens on the autism spectrum:
 


Best Comment:

Hey Mark, Our son was just diagnosed with Aspy in his 27th year of life! All the years of wondering WHAT was causing him to act like he did...differant from the other kids, yet as bright as a star! He also has 99% ADHD!!! So, it has been extremely difficult until the Aspy dx. Now I realize WHY he acts like he does and I can now respond accordingly...with love, compassion and patience! From a rebellious life on the streets in his younger years, he dropped out of school in 9th grade! And is now in his 2nd year of tech college, on the Dean's list and excelling in Electronics! we are pleased to see your links on here! What a relief to know that we, as parents, are not alone! Robin 
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Building High Self-Esteem in Kids on the Autism Spectrum

Healthy self-esteem is a youngster's armor against the challenges of the world. Children who feel good about themselves seem to have an easier time handling conflicts and resisting negative pressures. They tend to smile more readily and enjoy life. These children are realistic and generally optimistic.

In contrast, children with low self-esteem can find challenges to be sources of major anxiety and frustration. Those who think poorly of themselves have a hard time finding solutions to problems. If given to self-critical thoughts such as "I'm no good" or "I can't do anything right," they may become passive, withdrawn, or depressed. Faced with a new challenge, their immediate response is "I can't."

Kids with Asperger's and High-Functioning Autism (HFA) have a much harder time with their self-esteem. Here are just a few reasons why:
  1. Expressive and comprehensive communication has a direct impact on a youngster's self-esteem. These are areas that do not come easily to kids or grow-ups with the disorder.
  2. The expectations of siblings and the all-too-frequent bullying interactions from many peers can leave a child on the autism spectrum feeling devastated.
  3. The visits to doctors, or speech therapists, or OTs, the testing, and the stream of interventions that we try with them can easily leave them feeling like they're under the microscope, a specimen that warrants investigation, a person who needs fixing.
  4. They often perceive the constant correction of their behaviors and their social interactions as criticism
  5. Understanding subtle jokes and participating in human interplay, actions natural to their neuro-typical peers, further increase their feelings of 'not fitting in' and erode their self-esteem.

Self-esteem is the collection of beliefs or feelings we have about ourselves, our "self-perceptions." How we define ourselves influences our motivations, attitudes, and behaviors and affects our emotional adjustment. Self-esteem development starts very early. For example, a young child who reaches a milestone experiences a sense of accomplishment that bolsters self-esteem. Learning to roll over after dozens of unsuccessful attempts teaches a baby a "can-do" attitude.

The concept of success following persistence starts early. As children try, fail, try again, fail again, and then finally succeed, they develop ideas about their own capabilities. At the same time, they're creating a self-concept based on interactions with other people. This is why parental involvement is tantamount to helping children form accurate, healthy self-perceptions.

Self-esteem also can be defined as feelings of capability combined with feelings of being loved. A youngster who is happy with an achievement, but does not feel loved, may eventually experience low self-esteem. Likewise, a youngster who feels loved, but is hesitant about his or her own abilities, can also end up with low self-esteem. Healthy self-esteem comes when the right balance is reached.

Self-esteem fluctuates as children grow. It's frequently changed and fine-tuned, because it is affected by a youngster's experiences and new perceptions. So it helps to be aware of the signs of both healthy and unhealthy self-esteem.

Signs of Low Self-Esteem—

Children with low self-esteem may not want to try new things, and may frequently speak negatively about themselves: "I'm stupid," "I'll never learn how to do this," or "What's the point? Nobody cares about me anyway." They may exhibit a low tolerance for frustration, giving up easily or waiting for somebody else to take over. They tend to be overly critical of and easily disappointed in themselves. Children with low self-esteem see temporary setbacks as permanent, intolerable conditions, and a sense of pessimism predominates.

Signs of Healthy Self-Esteem—

Children with healthy self-esteem tend to enjoy interacting with others. They're comfortable in social settings and enjoy group activities as well as independent pursuits. When challenges arise, they can work toward finding solutions and voice discontent without belittling themselves or others. For example, rather than saying, "I'm an idiot," a youngster with healthy self-esteem says, "I don't understand this." They know their strengths and weaknesses, and accept them. A sense of optimism prevails.

How Moms and Dads Can Help—

Here's how you can play an important role in promoting healthy self-esteem in your Asperger's or HFA youngster:

1. As parents, we must believe in our children’s value ourselves before we can ever change their minds. These children know when we're faking our compliments or arbitrarily handing out encouragement because the therapy book says we should give 5 positive comments to each correction.

2. Be a positive role model. If you're excessively harsh on yourself, pessimistic, or unrealistic about your abilities and limitations, your youngster may eventually mirror you. Nurture your own self-esteem, and your youngster will have a great role model.

3. Be spontaneous and affectionate. Your love will go a long way to boost your youngster's self-esteem. Give hugs and tell children you're proud of them. Pop a note in your youngster's lunchbox that reads, "I think you're terrific!" Give praise frequently and honestly, without overdoing it. Children can tell whether something comes from the heart.

4. Believing in your youngster involves empathy, walking in their shoes, rather than sympathy; no one wants to be felt sorry for. Each youngster is a gift, with his or her own special qualities. We just need to look for these special gifts, tune into the youngster with our hearts, and bring their essence out.

5. Bridge the interactions between peers and the youngster with Asperger's or HFA. Visually and verbally interpret what you think they both are thinking and/or feeling based on your own experiences when you were their age, and your understanding of autism spectrum disorders.

6. Children on the autism spectrum are masters at copying what others say, so make sure they're hearing things that are good for them to copy!

7. Consider that kids on the spectrum are wonderful beings here to teach us empathy, compassion, understanding and most importantly, how to love.

8. Create a safe, loving home environment. Children who don't feel safe or are abused at home will suffer immensely from low self-esteem. A youngster who is exposed to moms and dads who fight and argue repeatedly may become depressed and withdrawn.

9. Do whatever it takes to include them in life rather than merely integrate their presence.

10. Empower them to be themselves, perfectly okay with who and how they are. Do this by loving them for who they are now, today, not who you think they should become, after ABA, or speech therapy or learning 'appropriate' social skills.

11. Encourage kids to share their thoughts and feelings; this is so important and often sheds new light on existing situations.

12. Explain autism to the youngster when he is able to understand his condition. Who are we really kidding, other than ourselves, when we pretend a youngster does not have the "autism" label, or we try to camouflage it? Who are we hurting? It's the youngster on the spectrum who is hurt in the long run.

13. Give positive, accurate feedback. Statements like, "You were really mad at your brother. But I appreciate that you didn't yell at him or hit him" acknowledges a youngster's feelings, rewards the choice made, and encourages the youngster to make the right choice again next time.

14. Go to conferences, read books, research and share information that takes into consideration the many sensory, social, behavioral and communication challenges faced by the youngster at his/her functioning level. Armed with this understanding of how the disability affects the youngster, you and others can better find ways to help her fit in.

15. Having a positive mental attitude, especially when advocating, helps others want to cooperate with us. After all, who wants to deal with anyone who is bitchy?

16. Help children become involved in constructive experiences. Activities that encourage cooperation rather than competition are especially helpful in fostering self-esteem. For example, mentoring programs in which an older youngster helps a younger one learn to read can do wonders for both children.

17. Identify and redirect your youngster's inaccurate beliefs. It's important for moms and dads to identify children' irrational beliefs about themselves, whether they're about perfection, attractiveness, ability, or anything else. Helping children set more accurate standards and be more realistic in evaluating themselves will help them have a healthy self-concept. Inaccurate perceptions of self can take root and become reality to children.

18. Keep their life manageable, refraining from overwhelming them with so many activities that they become too challenged physically and mentally to succeed at anything.

19. Like most people, children with Asperger's or HFA feel better about themselves when they're balanced physically, emotionally, and spiritually.

20. Model a mental attitude of "things are great". Express yourself in the positive, rather than the negative.

21. Provide choices to them frequently so they understand they have a say in their own lives and even let them be in charge sometimes.

22. Remember to teach extended family, educators, other parents and professionals all you can to help integration and provide a deeper understanding when trying to teach particular skills.

23. Set the stage for success by acknowledging their achievements - however small - and reminding them of their past accomplishments.

24. Show your confidence in his abilities by telling him that you believe he can succeed.

25. Since they are often very picky eaters and gravitate towards junk food, it's important to try supplementing their diet. Also, provide regular physical activity, when possible, to relieve stress and clear their mind.

26. Stress the good effort your youngster is making, if he hasn't yet achieved a goal.

27. Stress the positives! Look for the good in every youngster, even if you don't see it at first. Pretending to be Pollyanna can only help, but make sure you're genuine in what you say.

28. Watch for signs of abuse by others, problems in school, trouble with peers, and other factors that may affect children' self-esteem. Deal with these issues sensitively but swiftly.

29. Watch what you say. Children are very sensitive to their moms and dads' words. Remember to praise your youngster not only for a job well done, but also for effort. But be truthful. For example, if your youngster doesn't make the soccer team, avoid saying something like, "Well, next time you'll work harder and make it." Instead, try "Well, you didn't make the team, but I'm really proud of the effort you put into it." Reward effort and completion instead of outcome.

30. When we say, "You are great!" to a youngster often enough, he, too, will believe it and feel valued for who he truly is.


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Developing Social Skills at Home and School

Aspergers (high functioning autistic) children usually want to fit in and have relationships with other people – they just don’t know how to do so properly. They lack an understanding of conventional social rules and often “appear” to lack empathy. In order to improve socialization, Aspergers kids need to learn and focus on socialization from an “intellectual” standpoint. What may come naturally for those without Aspergers needs concentration by those with it.

Perhaps the best socialization tips for Aspergers children come from practice. The only way for the youngster to learn how to be social is to participate in numerous events and outings.

How to Help Aspergers Children Develop Social Skills—

Tips for Parents:

1. Communicate with pictures. To teach Aspergers children to be social, incorporate picture stories into their daily lives. This is important for difficult subjects such as sharing and communicating feelings. The stories should communicate how to handle the situation.

2. During the teenage years, dating is often difficult. Encourage adolescents to go out with friends and to date. It may take practice, but they will learn social skills with each outing.

3. Education is an important part of Aspergers socialization. Kids may be unable to grasp socialization skills initially, but as they get older, they can learn what gestures mean and how to interact with peers.

4. Encourage socialization from a young age by bringing other kids into the home. With supervision, allow play dates to be teaching moments. A mother or father might say, "See how Michael has his hand outstretched? That means he wants to say hello with a handshake. Shake his hand."

5. Help them get involved in sports and extracurricular activities. Through practice, kids and teens can learn to be socially positive.

6. Help them make friends. In school and other social situations, Aspergers children will perform best with a parent's aid. Find a friend for your child at school that he knows and can work with. Your youngster may eventually learn from the friend how to interact.

7. Reduce anxiety for your child whenever possible. Keep the rest of his life structured and organized and ensure that the environment is a positive and rewarding one. This allows him to focus on social interactions without concern about other difficulties.

8. Utilize role-play at home prior to any type of excursion. Role-play allows the child to image all of the various scenarios that could happen. Then, teach strategies for dealing with situations that are difficult.

9. Work with a psychologist and counselor to teach and improve social skills. Therapies often teach children with Aspergers to recognize potential problem situations. In addition, these professionals teach and practice strategies with children so they can handle most situations.

10. Work with a speech pathologist that will evaluate and offer help with language. Even though your youngster may speak perfectly, learning social language is often necessary. Learning eye contact from a speech pathologist, for example, is an important skill.

Tips for Teachers:

1. A clarity and explicitness of rules in the classroom to minimize uncertainty and to provide the basis for tangible rewards should be implemented.

2. Agree to a later time and place for responding to the Aspergers child’s repeated questioning about a particular topic of interest.

3. Agree with the Aspergers child and his classmates a signal to be used by those classmates when they are tired of listening to the Aspergers child talk about his topic of interest.

4. Allow some practice of talking at a reasonable volume with an agreed signal to be given if it is too loud – or tape-record his speech so that the child can evaluate the volume himself.

5. Encourage participation in school clubs or organized/structured activities during the lunchtime.

6. Have a regular time slot for support from an adult in terms of feedback concerning (social) behavior, discussing what is going well and less well, and why – and enabling the child to express concerns or versions of events.

7. Have the child’s peers model social skills. A “buddy” might also be encouraged to be the partner of the child in games, showing how to play, and offering or seeking help if the child is teased.

8. Help the child to recognize his symptoms of stress or distress with a "script" by which to try relaxation strategies – or have in place a system where it is acceptable for the child briefly to remove himself from the class as necessary.

9. Identify particular skills in the target child and invite him to offer some help to another child who is less advanced (e.g., with the use of the computer).

10. If obsessive talking appears to mask some anxiety, seek to identify its source, or teach general relaxation techniques.

11. In a group setting, adopt the “circle-time” strategy of limiting verbal contributions to whomsoever is in possession of some object (while ensuring that the object circulates fairly among the whole group).

12. In the classroom setting, instructions should be very precise with no opportunity to misunderstand what is expected. It may be necessary to follow up group instructions with individual instructions rather than assuming that the target child has understood what is needed or can learn "incidentally" from watching what other children do.

13. Make it clear that one will respond to the question only when a given task has been completed.

14. Make use of the "Circles of Friends" approach designed to identify (social) difficulties, and to set targets and strategies by which other children in the class can be helpful and supportive, with the long term aim of increasing social integration and reducing anxiety.

15. Model social skills for the target child to observe – or view and discus a video-tape of two people talking or playing, including reference to any non-verbal messages which can be discerned.

16. Provide a visual timetable plus bulletins of any innovations so there is no uncertainty about the day's routine.

17. Provide direct advice about when and for how long the child may go on about a favorite topic, perhaps with the use of a signal by which to indicate when to stop (or not to start).

18. Provide direct teaching about social situations such as how to recognize when someone is joking or how to recognize how someone else is feeling. Begin with a series of cartoon faces with clearly drawn expressions indicating anger, amusement, etc. Then have the target child identify the various feelings and guess what caused them.

19. Provide direct teaching of social rules or conventions which guide interactions and which most children learn without direct input. These might include how to greet somebody, how to initiate a conversation, taking turns in a conversation, and maintaining appropriate eye contact.

20. Provide direct teaching of what to do (or what not to do) in certain situations, such as when the teacher is irritated either with the individual child or with the whole group.

21. Provide specific and structured activities which are to be shared with one or two selected classmate(s). These might range from some jobs to be completed in the school during break or lunch time, games involving turn-taking, or tasks or mini-projects to be completed on the computer.

22. Provide time, attention, and positive feedback when the child is not talking about the given topic of interest.

23. The establishment of a "buddy" system or a system where the child in question is encouraged to observe how other children behave in particular situations is helpful.

24. Use a video of a situation to illustrate behavior that is inappropriate in, for example, causing irritation to other children. Then discuss why. Also, make a video of the target child himself and discus where there are incidents of good social behaviors.

25. Use games or role-play to focus on the viewpoint of another person. This might include simply looking at pictures of children or adults interacting or working together or sharing some activity, and asking what is happening or what a given individual is doing, and what he might be thinking.

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Making Sense of High-Functioning Autism and Asperger's

Think back to the days of grade school. Can you remember one or two peers (probably male) who were a bit different from the other children? Maybe they exhibited some of the following ‘strange’ behaviors:
  • They always stood too close to you
  • They constantly wiggled and rocked while sitting at their desks
  • They made odd, distracting noises
  • They never looked anyone in the eye
  • They never raised their hands
  • They never seemed to have any friends
  • They talked on and on about favorite subjects
  • They waved their hands and knew all the answers
  • They were noisier than the others
  • They were often teased, chased, shoved, tripped, called names and bullied

Do you remember anybody like that? These kids probably had Asperger's (AS) or High-Functioning Autism (HFA), but no one knew much about it then. To help make sense of the disorder, we will need to look at the deficits associated with it.

Here are the three core deficits:

1. Theory of mind deficit: an inability to recognize that other people have thoughts, feelings and intentions that are different to one's own, and an inability to intuitively guess what these might be.

WHAT IS A THEORY OF MIND?

A theory of mind is the cognitive or 'mind reading' process, or ability that we all individually have in order to make sense of the world we live in. Every individual's thoughts, knowledge, beliefs and desires make up his own unique theory of mind. From the age of around 4 years, kids understand that other people have thoughts, knowledge, beliefs and desires that will influence their behavior. However, children with HFA and AS appear to have some difficulties conceptualizing and appreciating the thoughts and feelings of others. It is this 'mind-blindness' that may impair Aspergers children to be able to relate to and understand the behaviors of others. Mind-blindness also means the child has difficulty in distinguishing whether someone's actions are intentional or accidental.

Theory of Mind establishes that children on the spectrum have difficulty considering the perspective of others, such as their emotions, motives and intents. By failing to account for other’s perspectives, children with the disorder tend to misinterpret their messages. They also tend to talk at length about their own topic of interest because of their difficulty monitoring and responding to the social cues/social needs of others. Many of the social skill deficits observed in children on the autism spectrum may have their genesis in the lack of ability to decipher subtle meaning from the environment. In other words, these children have a “global processing” deficit.

2. Weak central coherence: an inability to bring together various details from perception to make a meaningful whole.

WHAT IS THE CENTRAL COHERENCE THEORY?

Central coherence is the ability to focus on both details as well as wholes. Children with AS and HFA, however, appear to have a heightened focus on details rather than wholes, a cognitive style termed 'weak central coherence'. This is the reason why some of these "special needs" kids have hypersensitive sensory perceptions. This inability to understand ‘wholes’ resides in the frontal cortex of the brain, which in turn also explains theory of mind deficits. The inability to hold information in mind in order to use it later in other tasks is what causes the child to lack central coherence.

Central Coherence Theory speaks to the fact that most children on the autism spectrum are weak in their ability to conceptualize whole chunks of information; they demonstrate a preference for attending to details and relying on their rote memories to make sense of the ever-changing world around them. A lack of cognitive central coherence, or gestalt processing, can easily cause the child to miss the importance of the subtle cues that create meaning in a social context including the difficulty of intuitively understanding the main idea of a conversation or a passage in literature.

3. Executive dysfunction: impairment or deficits in the higher-order processes that enable us to plan, sequence, initiate, and sustain our behavior towards some goal, incorporating feedback and making adjustments along the way.

WHAT IS EXECUTIVE FUNCTION?

Executive function can be defined as the way in which people monitor and control their thoughts and actions. Executive function is actually a broad category that includes such processes like working memory, planning, cognitive flexibility, and inhibitory control. Inhibitory control is one aspect of executive function that is particularly relevant to language development. Inhibitory control is the ability to restrain (or inhibit) potentially interfering responses and to self-regulate in certain situations. If we break down the skills or functions into sub-functions, we might say that executive functions tap into the following abilities or skills:

1. Goal
2. Plan
3. Sequence
4. Prioritize
5. Organize
6. Initiate
7. Inhibit
8. Pace
9. Shift
10. self-monitor
11. Emotional control
12. Completing

Executive Dysfunction acknowledges that children on the autistic spectrum are weak in their ability to orchestrate tasks towards a desired outcome. Executive functioning does not have one definition agreed on by researchers, however, it is generally considered to describe the set of skills an executive would need to stay on top of his/her job (e.g., planning, organizing, prioritizing, multi-tasking, etc.). Executive dysfunction may make it difficult to maintain a topic in a conversation as the AS or HFA child has difficulty maintaining a sense of order in his spoken messages often producing tangential responses. She may also have difficulty with the organization of written expression or independently planning to complete class assignments.

PRACTICAL STRATEGIES FOR PARENTS AND TEACHERS—

1. A child with the disorder often gets "stuck" and has difficulty moving from one activity to another. He may need to be coached through the transition, and if a typical day is loaded with lots of transitions, the child faces increased anxiety. Some possible strategies a teacher, paraprofessional, or parent can use includes: visual schedules, role-playing, or preparing the child by discussing upcoming activities.

2. These children are often distracted by something in the environment that they cannot control (e.g., the tic of a clock, a breeze from an open window, the smell of food from the cafeteria, the bright sunshine pouring through the windows). This sensory overload may overwhelm them, so focusing can be difficult and frustration can occur. Thus, making the environment less distracting (when possible) can be very helpful to the child.

3. These children are visual learners. Much of the information presented in classrooms is oral, and often children on the spectrum have difficulty with processing language. Often they cannot take in oral language quickly, and presenting information visually may be more helpful.

4. Assess the child's current skills and needs in order to be able to develop the most appropriate intervention plan.

5. Be aware of any possible distractions that will affect the child's performance (e.g., whether acoustic, visual, physical etc.).

6. Follow the activities in a consistent manner in order to limit any possible confusion or distress.

7. Keep instructions simple and clear.

8. Many children on the spectrum are "hands-on" learners.

9. Provide the child tasks that she finds easy and enjoyable, and then to gradually work on increasing the level of those tasks.

10. Remember that each child with the disorder is unique, and strategies that have worked with other children in the past may not work effectively with the AS or HFA child since he perceives the world in a unique way and sometimes reacts to the environment in unpredictable ways.

11. Remember the child on the autism spectrum may experience difficulty with communication, especially nonverbal communication. What appears to the teacher to be behavior illustrating a lack of attention on the part of the child may not be that at all. In fact, the AS or HFA child who is doodling or staring off may actually be trying to focus him or herself through the act of doodling or staring.

12. Remember to keep a structured timetable.

13. Sometimes children on the spectrum focus all their attention on a particular object or subject; therefore, they fail to focus on what information the instructor is presenting. All their energy is directed toward a particular subject or object. To overcome this problem, the parent or teacher can try to establish some connection between the object or subject of interest and the area of study.

14. Take time to evaluate the classroom in terms of sensory stimulation and how the environment affects the child with the disorder. Perhaps some modifications can be made, or the child can be taught some coping skills that are not disruptive to classmates (e.g., squeezing a squishy ball).

15. The AS or HFA child experiences difficulty with eye contact. Limited eye contact is a part of the disability. Don't demand the child to look you in the eye as you are talking to him.  


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

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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.

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The Learning Style of Students on the Autism Spectrum

"As a teacher with three high functioning autistic students in my class, I would like to know the best way to approach different subjects in a way that will work best for them. Thanks in advance."

Students with Aspergers (AS) and High-Functioning Autism (HFA) exhibit difficulty in appropriately processing in-coming information. Their brain's ability to take in, store, and use information is significantly different than neuro-typically developing kids. This results in a somewhat unusual perspective of the world. Thus, teaching strategies for these students will need to be different than strategies used for students without the disorder.

AS and HFA students typically exhibit strengths in their visual processing skills, with significant weaknesses in their ability to process information via auditory means. Thus, use of visual methods of teaching, as well as visual support strategies, should always be incorporated to help the student better understand his/her environment.

The young people are visual learners. Visual learners are those children who find it easiest and most effective to take in information through the visual medium.

Visual learners learn well using formats such as:
  • following visual cues and landmarks during a journey or task
  • "imagining" what something looks like so they can remember it
  • looking at photos or images on a screen
  • looking at whole words printed on a page
  • using visual recall as a learning strategy
  • viewing themselves performing a task or activity via filming and subsequent play back on a video camera
  • watching a video or DVD
  • watching someone else perform a task or activity

 
As a tip for educators, it is handy to get an understanding of how your children learn best, and tailor your teaching strategies for visual learners to include some of the above approaches. This will ensure visual learners are given information in a way which suits their preferences, but also helps them build other learning style skills. Remember it is not possible to learn everything in life (and particularly in an English language class!) through a visual teaching strategy.

Turn offs for visual learners—

Visual learners often don't do so well with strategies such as:
  • copying the phonetic sounds made by a teacher
  • following verbal instructions, especially those which are complex or involve multiple steps
  • hearing a teacher say a word and then repeating it
  • listening to a tape of a voice or recording
  • using computer programs which involve an extensive verbal or audio component without corresponding visuals

Many of these strategies are better suited to children who are more skilled at auditory processing of information. Visual learners need a reasonable amount of visual input, so a useful teaching tip is to make sure each lesson includes a visual component to meet the needs of visual learners, even when teaching a strongly auditory task such as language learning.

How to cater to visual learners—

Learning a language is a highly verbal, auditory task. Working in a visual component is challenging, as one of the key competencies for learning to speak a language well is to be able to hear various sounds and replicate them. But language learning also means making a match between graphic images (graphemes) and the sounds they make (phonemes). This is the key piece of knowledge for educators looking for some language learning tips. This fact applies regardless of what language is being taught, or what sort of learner a child might be.

As a language learning tip, remember that educators can help in a language classroom by:
  • helping visual learners by providing a visual cue at the same time as another learning style cue (such as auditory or kinesthetic)
  • providing extensive practice and recall opportunities to encourage learners to consolidate their learning into their long term memory, regardless of the learning styles they prefer
  • providing visual cues or prompts to aid memory of visual learners
  • providing visual learners with displays of information that they can take in as their eyes stroll around the room while you are speaking (posters, displays, language learning tip sheets)
  • remembering that any good lesson, regardless of learning styles, includes reminders about what has been covered previously, an outline of upcoming content, and ample revision and practice of skills
  • talking to children about learning styles, and making them aware of the different ways that people often prefer to take in information

Remember that although it is important to develop teaching strategies for visual learners, it is also important to consider if a child in your English language class has a problem with other sensory processing skills which could be masking a more significant problem. For example, some children with a central auditory processing disorder may show a strong preference for visual teaching methods when the real issue is the need to remediate and manage their disorder, not just the need to provide a visual teaching approach.

==> The Complete Guide to Teaching Students with Aspergers and High-Functioning Autism
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The Gift of Aspergers

Mrs Primproper talks about how people with Aspergers are great at "systemizing":

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