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Preventing Meltdowns: Diversion Tactics for Parents

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

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

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



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

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

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

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

3. Some of the tactics in your “diversion kit” will be ideas that you can implement without any need for props. You may have to go through a few before you find one your ASD youngster will run with, so keep a list if you can't keep them all in your head. Some possibilities include:

• 20 Questions
• A is for ..., B is for ...
• Blowing a raspberry on his or her arm
• Clapping games
• Getting a drink from a water fountain
• Hide something in fist -- guess which hand?
• I Spy
• Let youngster choose what to do next
• Looking out window
• Math facts
• Play with youngster's hair
• Pushing hard against each other's hands
• Rock-paper-scissors
• Saying something silly
• Taking a walk
• Tell me three things you did today
• Tickling
• What color am I looking at?
• Whispering secrets
• Word games where each person adds an item, alphabetically, and the next person must remember the whole string of words

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

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

==> Preventing Meltdowns and Tantrums in Kids on the Autism Spectrum
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Raising Kids on the Spectrum: Dealing with Parental Stress

Of course, not all moms and dads of children with ASD level 1, or high functioning autism (HFA), are under stress, but many are. As one mother states, “You learn to live with a significant amount of stress and you throw yourself into your everyday job as a parent when you have a youngster with an Autism Spectrum Disorder. If you work outside the home, you work even harder - and you don't think much about taking care of yourself.”
 
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Getting Your Child with ASD to Obey: The "Silent 30 Count"

When it comes to getting "typical" children to do what they're told, “3” seems to be the magic number in most cases. The success of your own mother or father in telling you when you were a kid “you’ve got until the count of 3 to hop to” may make you assume that if your child doesn't get moving in a similar time-frame, he’s being defiant.

But for kids with ASD level 1 [High-Functioning Autism], three may not be a very realistic number. Think about what you're asking your youngster to do when you give an order and start counting. He has to (a) decipher what it is you want done, (b) think about how to do it, and (c) try to do it – quickly. Can your youngster accomplish these 3 steps in 3 seconds? Don't be too quick to say “sure he can!”

Consider these possible challenges:
  • Stress management: Some kids on the autism spectrum find deadlines energizing, but others can become paralyzed by them. Anxiety caused by “deadline pressure” can take over your youngster and cause her to be unable to focus on the task at hand. Then, since she’s not doing what you want fast enough, you may become even more impatient, thus paralyzing her even more.
  • Motor planning: For some of these special needs kids, contemplating how to physically do something (even something as obvious as stopping what they're already doing) can be a multi-step process. Planning and sequencing that activity may be a bigger job than a count of 3 will allow.
  • Frustration tolerance: If your youngster seems unable to obey for some reason, it may seem easier to just issue a consequence than to do what's called for. A count of 3 gives your youngster very little time to work through other possibilities.
  • Auditory processing: If he or she has trouble processing language, it may take more than a count of 3 for him to figure out what you want done, much less how to accomplish it.



If any of these are issues for your youngster, you may find you will have more success if you do two very important things:
  1. extend that “3 count” to a “30 count” (i.e., 30 seconds)
  2. count silently (under your breath)

Counting to 30 gives your youngster adequate time to (a) process your request or ask for clarification, (b) transition from what he is doing to a different activity, and (c) deal with frustration without becoming overly anxious. Counting to yourself (rather than out loud) helps him or her to be able to focus on the task at hand rather than on your "distracting" voice.

You may find that your youngster sometimes needs less than 30, at which point you can provide praise and encouragement. But if your “silent 30 count” is reached and the behavior hasn't changed, you can then issue a consequence.

Alternative to the “silent 30 count”:

Depending on the situation, you may want to opt for the “0 count” method (that’s right …the ‘zero’ count method). How does that work, you ask?

When requesting your child to follow your directions, you can allow him to decide when he will comply. Let’s use “doing chores” as an example:

The parent asks her child to clean his room before he takes-off over to a friend’s house. Five minutes later, the child declares that he is finished and starts to leave. Upon quick inspection, mom notices that his room is still a mess. So she says, “Hey …before you leave, I need to tell you something. Your chore isn’t done yet. Take as much time as you need, but you can’t leave until your room is cleaned-up.”

Statements like “take as much time as you need” are powerful in helping the child understand that his behavior determines when he may have the things he wants (in this case, the privilege of spending time with a friend).

Giving your youngster more time to do what you ask may seem like a sign of weakness on your part, but if you have reason to believe that she can't comply in short order, it's not only compassionate - but sensible - to extend the deadline. Your goal, after all, is to have your directions followed. In the end, it's far more time efficient to spend 30 seconds and get what you want, than to spend hours seeing to it that your child follows through with the consequence for non-compliance.


 
Comments:
 
Anonymous said...This is a hard one for me since the counting method is my old standby My son tells me "Don't count Mom unless you're doing math!" I will try the Silent 30 count see if it helps

Anonymous said...I do the back counting method and it works better with my kid.

Anonymous said... THANK YOU for your website! It is the only one I recommend over and over. I have searched and searched for information and help with raising our daughter with Asperger's and your site has been the one that I've subscribed to. The information is well researched and very insightful and most importantly, it works!

Anonymous said... I usually count to 5. It usually works. It doesn't work when my son is angry. I usually have to let him finish being angry, then I can get him do what do is requested.

Anonymous said... i have found that to be very frustrating as at 3 my 10 yr old still doesnt do as asked so he starts a half hr - hr screeming fit that me or partner cant control does anybody else have child like that how do u deal with them any help/ tips would be much appreciated .....

Anonymous said...we have had that problem in the past with our 7 yr old. Breaking the meltdowns was very difficult not that he never has one but they are few and far between now. I will say for us we had to watch our tone ( I especially tend to yell and get stressed & frustrated which just agitates him) when he starts losing it I tell him I cannot understand him and refuse to talk to him until he is calm. I think that appeals to his rational side the most. He still gets mad and cries but it brings the volume down. If he is REALLLY out of control I hold him against me and whisper to him to do his breathing until he calms down. Right now I am trying to work on a system of earning things like TV & video game time with him. That is one of our major issues because he doesn't want to turn things off to do homework or eat dinner etc. Trying to make it more of a routine for him so he knows ok my time is up I think will help.
 
Anonymous said...we do the holding and the talking to him as we do find that helps..... sometimes and the working towards ds time or tv etc but when he doesnt seem to calm down and help with things asked of him he turns violent and starts smashing things or slamming/kicking doors. I feel like we r fighting a loosing battle :-(
 
Frank L. Ludwig said...As someone who grew up without being diagnosed, I distincly remember that the best (if not the only) way to break my defiance was a plausible explanation why I was supposed to do (or not to do) something.
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Home-Schooling the Child on the Autism Spectrum: Pros and Cons

Question

The public school hasn't worked for my daughter because she wasn't diagnosed until recently, and they didn't know how to work with her. Consequently, her needs weren't met, and their ignorance resulted in what I would call 'abuse'. The school refused to allow her to call home last Monday, and they put her into a room to allow her to compose herself, which terrified her.

Now my daughter has a very bad feeling about this school. Intuitively, she believes something terrible is going to happen to her physically if she attends school there. She expressed it was not anxiety like she normally feels ... just her intuition. However, the school is pushing for her to attend and therefore anxiety has kicked in. We attempted yesterday, but when we arrived, she went into meltdown form. She refused to leave the car.

She has lost any trust they had previously built with her. She was traumatized and they didn't get it. She feels unheard and disrespected. Also, the event was a trigger from the past school district. Based on their reaction Monday, she feels confident they don't get it and therefore she isn't safe in that environment. She fears she won't be able to protect herself in an environment if she doesn't feel heard. Now she is convinced if she feels unsafe and needs to call home, they will deny her. So, I'm struggling with this issue. I honestly don't know if she has the ability to overcome her fears and do the work required to work through this challenge.

We're supposed to meet at the school tomorrow. I doubt I will be able to get my daughter to go with me. Our plan is to sit down and outline our concerns. Honestly, based on their reaction and response to the situation Monday, I don't think they understand the diagnoses and how to deal with her effectively. However, my daughter wants me to withdraw her and home-school. I surrender ... if that is a part of my journey then I'll take it on. However, I just want to be sure that I have exhausted all possibilities and know that this is the right path for her.

Any feedback you have would be greatly appreciated.


Answer

This may not be the answer you were hoping for, but given all that you’ve said, I can say without a doubt that there would not be a better candidate for home-schooling than your daughter. However, you are certainly not alone on this.

Growing numbers of parents of children with Aspergers and High-Functioning Autism (HFA) are citing dissatisfaction with the level of their child's education as the primary reason for homeschooling. Most mothers and fathers in this group have had a child in public and/or private schools, but decided to home-school because of the lack of individual attention, inadequate teaching methods, and declining academic standards, as well as poor school performance by children that excel at home. Also, concerns about school safety have increased in recent years, resulting in an increase in the number of kids who begin home-schooling during the middle and high school years.



Having said this, I’m going to shift the conversation over to talking about the pros and cons of home-schooling so that, in case you decide to go this route, you can at least make an informed decision. Let’s look at the cons first…

Cons of home-schooling—

Home-schooling does not produce angels. Just because you take your daughter out of the current school system does not mean that she is going to immediately change some of her undesirable traits. If you decide that your main reason for home-schooling is because she presents a discipline problem for the teacher, don’t necessarily think that her attitude will change when you teach her. If, for example, she is accustomed to whining and getting her way on the little things around the home, she will not do an about-face just because you are the teacher.

You simply may not be able to gain enough control to be able to home-school. Please be realistic about this reality of home-schooling. I know of one mother who was angry with the school because the school always seems to think that her child was involved in any unfortunate incident. The mother, without trying to get to the root of the problem, jerked the youngster out of the school and decided to home-school. There was little if any teaching that took place. The child rode his bicycle seemingly all day while the regular students were in school. The mother was simply too busy with the other kids to make him do his lessons. I tried very hard to help this particular HFA child the following year when his mother put him back in public school, but he was not willing to give up the previous freedom that he had enjoyed. His attendance was very sporadic. So, do NOT take on the task of home-schooling as a last resort because you are angry with some teacher or the school system!

Home-schooling is not free and the government does not provide home-school vouchers. The cost varies with each program. In some programs you purchase workbooks and teacher's editions for each subject (call around and find other parents that are home-schooling because they may be ready to sell you their teacher's edition or the text at a reduced rate.)

If you decide to do home-schooling, you need to reduce the amount of time watching TV. This does not mean that the TV must stay off entirely, but you can use some of the evening TV time to enrich your daughter’s reading. It is very healthy for a child to see parents reading at night. Television does not stimulate good reading habits. The youngster needs to see that movies are seldom as good as the book. Former “television time” may be the time that some of the household duties can be done.

Some home-schooled children are not required to work on a time frame (not a good idea with Aspergers kids since they crave structure). If your daughter should return to a regular classroom at some point in the future, that teacher does not have "all day" for her to work 5 math problems. (If you home-school, it will be foolish to allow unlimited time - or no time frame - to complete a task. This habit will be carried into the work force when she becomes an adult). Many times the home-schooler can’t cope with the 50-minute class frames that are prevalent in a regular classroom.

Another "con" concerning home-schooling is the fact that there is usually a state guideline for home-schooling. Some states require home-schoolers to take a standardized test.

Also, your daughter will suffer academically if your commitment is only to teach the subjects that she has an interest in.

You must carefully weigh the challenge of time. You may barely have enough time to do what you are already obligated to do. There are going to be days that you are going to feel overwhelmed and wonder if life is passing you by. Home-schooling is a job.

The largest "con" for home-schooling is the fact that there is little time for you to “distress.” For example, there is no such thing as "I'll be there in a minute” as you try to talk on the phone. Answering the phone devalues the importance of home-schooling. It is an open invitation to losing control because of the interruption. For many moms and dads, phone calls control their day. Not answering the phone requires a special kind of discipline. It is necessary for the home to have an answering machine (however, the answering machine will not help your school day if you are constantly running to the machine to see who called.) Thus, turn the ringer off if possible during the school day. A fax or an email may work better in some cases. You must be serious about your new job of teaching if you decide to home-school. Once you establish this rule, calls will diminish during school hours. 

Pros of home-schooling—

Many families with kids on the autism spectrum enjoy the flexibility that home-schooling provides. The child can learn about things she is interested in and at a time in her life when she is ready to learn (i.e., no preconceived schedule forces her ahead or holds her back).

Your daughter will learn about the 'real world' by being a part of it (no artificial settings are needed to 'provide exposure'). She can receive a superior education attuned specifically to her own needs, learning style, personality, and interests (at far less cost than that of a private school). Being allowed to learn at her desired pace with a minimum of stress, your daughter will have the time and space to internalize and use what she learns.

Some home-school programs offer classroom videos that the youngster uses and actually sees a classroom teacher teaching the lesson. This is especially good for Jr. High and High School and for technical subjects such as advanced math. To offset the cost, you may want to consider the fact that your youngster does not need to have such an extensive wardrobe. These savings could apply toward some of the school supplies. You will save money on school clothes, gym clothes, uniforms, or unnecessary school fees.

Also, home-schooling families spend a lot amount of time together living, learning and playing. They have the opportunity to develop a depth of understanding and a commitment to the family that is difficult to attain when family members spend their days going in separate directions.

Lastly, another nice side benefit to home-schooling is that vacations and other outings can be planned for times when the family is ready - and often when the crowds are smaller or the costs are lower.

Good luck in your decision making process!


==> Learn the Behavioral Modification StrategiesUsed by Therapists Who Work withAsperger's and High-Functioning Autistic Children

 
COMMENTS:

*   Anonymous said... I've got two boys with aspergers and have had serious problems with my eldests school he's nearly 16 and they have never helped him in any way with his autism yet my five year olds school has been fantastic in every way both schools are next to each other yet seem so far apart in their actions

*   Anonymous said... We are in our third year of homeschooling our 11 year old son. Our only regret is that we allowed him to be abused and ignored by the school system as long as we did. Homeschooling is not for everyone and it is not easy, but I can honestly say that the worst day homeschooling is better than our best day in public school. My son thanks me quite frequently for homeschooling him and tells me now how horrible his experience in school was. I decided I could waste all of my energy and resources on fighting an educational system that was not trustworthy and did not really care for my child and ultimately get no where, or I could take that energy and passion for helping my child succeed and put it into homeschooling. We knew what our son needed and were weary of trying to force the school to provide that. The improvements we have seen in our lives are nothing short of miraculous. We are so grateful we took the road less traveled, it has made all the difference in our lives. Best of wishes to you and your family for better days ahead.

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Programming Your Aspergers Child for Success

Parents can - and do - program their child, either for success or failure:



==> My Aspergers Child: Preventing Meltdowns and Tantrums
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Pick and Choose Your Battles Carefully

Not every behavioral misstep is worth fighting over. As moms and dads of Aspergers and High-Functioning Autistic (HFA) children, we all want to be consistent disciplinarians. We know our kids will see waffling as a sign of weakness, and not take us seriously if we don't stand by our convictions. But kids with the disorder sometimes present us with so many opportunities for behavioral correction that if we pursued every one, they would never be ungrounded!

How do we let our Aspergers and HFA children know that rules are important, and still use discretion when it comes to discipline? Here are some tips on being a caring, yet authoritative parent:

Tip #1: Doing a behavior analysis can help in determining what behaviors will respond to disciplinary action, which ones will be better served by changing the environment or your own expectations, and how to negotiate those that will respond best to that tactic. Here’s how to do an analysis:

A. To start with, you'll want to narrow your focus to one particular behavior to analyze and change. Although it's tempting, don't just choose the thing that most annoys you. A better choice will be something that particularly puzzles you:
  • Why can your youngster do math just fine some days, and balks on other days?
  • Why does he insist on punishment even when it upsets him?
  • Why does he get so wound up and wild?
  • Why is your youngster sweet and compliant sometimes, then resists to the point of tantrum over something inconsequential?

As long as you're going to be a detective, you might as well give yourself a good mystery. While you're stalking one behavior, you may need to let others slide, unless it's a matter of safety. Don't try to change everything all at once.

B. Keep a journal -- or, if it is a frequently occurring behavior, a chart -- for noting every incidence of the targeted behavior. Think of what might have happened directly before the behavior, and also earlier in the day. Include the time of day the behavior occurred, and what happened before, during, and after. Think of what happened directly after the behavior, and whether it offered the youngster any reward (even negative attention can be rewarding if the alternative is no attention at all). Ask yourself:
  • After a certain event?
  • Around transitions?
  • Does the behavior tend to be more frequent during a certain time of day?
  • In anticipation of something happening?
  • When routine is disrupted?
  • When something happens or doesn't happen?
  • When things are very noisy or very busy?

Keep track over the course of a few weeks and look for patterns.

C. It may seem as though your youngster saves his worst behavior for public places, where it causes you the most embarrassment. But there may be a reason for that.
  • Does he have a hard time resisting touching and banging things like buttons or doors?
  • Does he have trouble in places where he needs to stay still and quiet, like church?
  • Does he resist places where children may be cruel, like the bus or the playground?
  • Does he panic in places that are busy and noisy, like the mall?
  • Does he shy away from places with strong smells or bright lights?
  • Is there something about those places that might be distressing?

Notice reactions to different environments and add these insights to your journal or chart.

D. You can stubbornly insist that your youngster is responsible for his own behavior and wait for him get in line, but you're liable to be waiting for a long time. While you may find the behavior annoying, disruptive, or inappropriate, it may be filling a need for your youngster. And even if your youngster is genuinely unhappy about the negative consequences of his behavior, he may not understand it enough to control it. In the end, it is far easier for you to change -- your expectations, actions, reactions, responses -- than for your youngster to change. You will need to do some detective work to determine the support your youngster needs to improve his behavior, and provide it. Ultimately, you can teach your youngster to do this for himself. But you have to lead the way.

E. Take the data from your journal or chart, the patterns you've turned up there, the observations on environments, and see if you can figure out what's behind the behavior. Maybe he blows up over something inconsequential because he's used up all his patience weathering frustrations earlier in the day. Maybe he balks at math when he sees too many problems on the page. Maybe he gets wound up because being good gets him no attention. Maybe he begs for punishment because going to his room feels safer than dealing with a challenging situation. Once you have a working theory, make some changes in your youngster's environment to make it easier for him to behave.

Tip #2: If you decide a rule is important enough to be enforced without negotiation and without exception, then enforce it every single time. Never let it slide, even when it would be convenient for you to do so. Your youngster needs to know that the outcome in those situations will be the same every single time, or else she's going to argue with you every single time.

Tip #3: If your youngster is impulsive, or can't handle stress very well, or perseverates on phrases and activities once he is put "in the pipeline," one of the worst things you can say is, "If you do that one more time, you'll be punished." You may find that your youngster will be irresistibly drawn to do just that, at once -- whether because you've set an impulse in motion, because he can't deal with the stress of waiting for the other shoe to drop, or because he gets stuck on what you've said.

On other occasions though, an ultimatum seems to be what's called for. You can't just let behavior go on forever, yet you don't want to deal the consequence without giving your youngster a chance. Instead of specifying one more time, try saying something along the lines of, "I have a number of times in my head, and you're not going to know what that number is. But when you hit that number, you will get a consequence." This allows you to give your youngster extra chances if he seems to be trying without going back on a threat, and gives your youngster a little comfort zone to know that he can slip once or twice. Some children will dislike the uncertainty of it, and for them, this might not be the best technique. But if certainty is more pressure than your youngster can handle, it may just do the trick.

Tip #4: If you've determined to allow negotiations for some behaviors, allow them every time. Don't clamp down sometimes and ease up others. Your youngster needs to respect that you will listen to him as promised.

Tip #5: If you've determined to let some things slide, let them slide every time. Don't suddenly decide to swoop down because you're in a bad mood and your youngster has been pushing your buttons. If he has to play by the rules, so do you.

Tip #6: Figure out which battles to choose, and which to let by. Here’s how: Use three baskets, one for things that are truly nonnegotiable, one for things that are important but allow for some compromise, and one for things that just aren't important enough to make a scene over. The first basket should be the smallest, and the last the largest. Think of the things you fight with your youngster over. Could any of them get tossed in the second or third baskets?

Tip #7: Instead of presenting your youngster with a choice between doing it your way or being punished (at which many children on the autism spectrum will automatically choose the punishment), try to present a choice between two options that would both be agreeable to you. Saying, "Put on your shoes right now or you're in big trouble!" may be less likely to bring compliance than, "Which do you want to put on first, your shoes or your jacket?"

Good luck …you can do this!
 
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Aspergers Traits: A Positive for Many Careers

Trait #1—All He Cares About in the World Is One Thing

If you've ever worked at a museum, lab or university, you'll find worlds full of single-minded, passionate individuals. To an academic, their area of interest, no matter how small, is desperately interesting. The same is true of museum professionals and archaeologists, who spend their lives studying individual artifacts, bones or textiles.

Trait #2—He Can't See the Forest for the Trees

It's a common trait among Aspergers (high functioning autistic) individuals: they see the parts instead of the whole. It's a problem in some settings, but a terrific attribute if you're looking for deep space anomalies (e.g., as an astronomer), unique cells (e.g., as a lab technician), differences among species (e.g., as a biological researcher), or particular qualities of objects (e.g., as a gemologist, antiques appraiser, or art historian).



Trait #3—His Only Friends Are His Family

This trait may not get you invited to the prom. But it's a wonderful attribute if you're a forest ranger, a self-employed writer or artist, a caretaker at an estate, a gardener or horticulturalist, or even a paleontologist (i.e., dinosaur scientist). After all, lack of interest in other individuals is not indicative of lack of interest in or ability to manage things, animals, or systems. And it's not easy to find a qualified person who's willing to spend extended periods on their own.

Trait #4—He's So Rule-Oriented

In a typical workplace, most individuals bend and break the rules. This is very tough for many Aspergers individuals, who need and respond to structure. But there are plenty of work places in which rules are absolute -- for everyone. Of course, the most obvious choice for rule-oriented individuals is the military. But even in hospitals and labs, rule-following is not only important -- it's critical.

Trait #5—He’s So Detail-Oriented

Q: Since when have passion, meticulous attention to detail, and lack of interest in office gossip been problems in the workplace? A: Since the workplace was defined as a 9-5 social setting! It's true that offices -- and the stock rooms at Wal-Mart -- are "typical" work settings. But Aspergers individuals aren't typical. And neither are the careers for which they're ALREADY good candidates.

Trait #6—He Likes Animals, Not People

It's not easy to become a veterinarian. But consider some of the many animal-oriented careers available. For example:
  • animal tech at a veterinary practice or kennel
  • animal wrangler for the entertainment industry
  • caring for horses at a stable, horse-farm or track
  • naturalist or husbandry expert at a museum or aquarium
  • pet store employee
  • working on a farm
  • zookeeper or animal curator at a zoo or petting farm
…and the list goes on and on!

Trait #7—He Thinks In Pictures

Some Aspergers individuals can, with virtually no effort, envision a 2-dimensional photograph as a 3-dimensional object. With appropriate training, such individuals are ideal candidates for jobs in areas like CAD (computer aided design), architectural model construction, industrial design, exhibit prototyping, and much more. The key is finding and supporting the training that can lead to such careers.

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ASD: Difficulty Identifying and Interpreting Emotional Signals in Others

Autism spectrum disorder (ASD) is a complex neurodevelopmental condition that affects an individual's ability to communicate, interact w...