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Is it High-Functioning Autism, ADHD -- or Both?

“My high functioning autistic son has difficulty paying attention in school (3rd grade). He is also somewhat hyper most of the time. My husband and I are beginning to wonder if he has ADHD instead of – or in addition to – high functioning autism. Are these two disorders similar? And do some high functioning autistics also get the ADHD diagnosis?”

Hyperactivity and inattention are common in kids with High-Functioning Autism (HFA), particularly in early childhood. Differential diagnostic considerations are paramount, particularly in the context of HFA.

Hyperactivity and inattention are seen in a variety of other disorders (e.g., developmental receptive language disorders, anxiety, and depression). Therefore, the appearance of inattention or hyperactivity does not point exclusively to ADHD.

The compatibility of the child and his school curriculum is particularly important when evaluating symptoms of hyperactivity and inattention. There is a risk that a school program that is poorly matched to the child’s needs (by overestimating or underestimating his abilities) may be frustrating, boring, or unrewarding. If the verbal or social demands exceed what he can manage, they may produce anxiety or other problems that mimic inattention or induce hyperactivity.



Some experts believe that HFA and ADHD are themselves both spectrum disorders, with bleary margins wrapped around core characteristics that can’t be quantified. There is a large overlap in symptomology between the two. Approximately 65 % of kids with HFA have symptoms which are compatible with an ADHD diagnosis.

The problem with the ADHD and HFA overlap is that at the more severe margins of the ADHD spectrum and the less extreme margins of the autism spectrum, professionals can legitimately argue for one over the other diagnosis.

Many kids with severe ADHD can be obsessed with Nintendo, can be bullied and teased, have meltdowns at the drop of a hat, have no friends, have severe sensory integration problems, lack perspective-taking skills, can be socially aberrant, and talk constantly and too loudly (just like HFA children).

Young people with ADHD can have as bad - or worse - executive functioning skills as HFA kids. Kids with ADHD often have verbal IQ which are much better than their performance IQs (just like HFA kids). The child with ADHD shares a great many neurocognitive features with the HFA child, and that is one reason why neuropsychological testing by itself is not the best way to make a diagnosis of HFA.

In general, HFA kids “have more” than most kids with ADHD (i.e., more neuro-integrative problems, more perseveration, more splinter skills, more stereotypies, and more trouble telling a coherent story). If you suspect that your HFA child may also be experiencing the symptoms of ADHD, consult a child and adolescent psychiatrist for an evaluation (preferably one who specializes in autism spectrum disorders).





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
==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism


COMMENTS:

•    Anonymous said... My boy has both as well. Once we got his ADD under control, we had an easier time with the other.
•    Anonymous said... My daughter was borderline ADHD w/ Anxiety first before the Aspergers diagnosis. I definitely see some crossover symptoms between the two.
•    Anonymous said... My son has also been diagnosed with both.
•    Anonymous said... My son was diagnosed with ADHD first and then Aspergers about 2 years later.
•    Anonymous said... These two are co-morbid! There is some cross over but definitely worth looking into
•    Anonymous said... Very common with ADD or ADHD together with aspergers. My daugther has ADHD+aspergers, and my son got ADD+Aspergers. She needs to address these issues with the child's doctor to get the added diagnosis, there are good medications that might help, my son had much help from it, my daughter was too little when we first tried, it didn't fair to well, so I wanted to wait til she got older (which would be now) and try again at age 10.

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How Therapists Teach Social Skills to Children on the Autism Spectrum

“The importance of teaching social skills is mentioned a lot on this site. I was wondering what a therapist actually does when he or she is training a child with Asperger syndrome or high functioning autism. Can parents accomplish the same results at home?”

The therapist who teaches social skills to children on the autism spectrum usually begins by breaking down complex social behaviors into smaller pieces. Then he arranges these smaller parts in order of difficulty, and gradually introduces them to the child.

For instance, a therapist who is helping a child learn to feel more comfortable in group activities could make a list of specific behaviors that belong to the complex behavior called behaving appropriately in groups, which would include specific actions that will make in more likely the child will “fit-in” with his/her peer-group (e.g., introducing oneself to others, making conversation with several peers in the group rather than just one “favored” peer, keeping one's conversation interesting, sharing, etc.). The child can then work on one specific behavior at a time rather than trying to learn them all at once.



Some specific strategies in social skills training include: feedback, shaping, instruction, modeling, reinforcement of positive interactions, and role-playing. For instance, “instruction” may be used to convey the differences among assertive, passive, and aggressive styles of communication. The strategy of “monitoring” may be used to ask the child to increase his/her eye contact during a conversation.

In “role-playing” exercises, group members have the opportunity to offer feedback to one another about their performances in simulated situations (e.g., Michael and Sara may role-play a situation in which Michael asks Sara if he can join in a particular activity with Sara …then the other group members give feedback about Michael’s assertiveness or Sara’s response).

Parents can indeed do a lot to help their child gain social skills. Many children with Asperger’s and High-Functioning Autism are unable to see social clues, understand age appropriate behaviors, and read body language. The first step in teaching a youngster who struggles with social skills is to educate yourself on the possible reasons behind his/her lack of skills (e.g., behavior management problem, communication problem, problem with sensory integration, etc.). There are many possible reasons behind your youngster’s behaviors, and knowing the root cause will give you clues as to what he/she needs to work on in the way of social skills.

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

If your youngster struggles with learning social skills, you may find that you have to repeat yourself a lot, or your youngster may learn a new skill – but then regress. This is typical, so don’t allow yourself to get frustrated.

Some examples of social skills training techniques include the following:
  • Picture cards, social stories, and visual reminders are great for kids who need to learn organizational skills.
  • You can use a script to help your child role play through a difficult social situation at school. For example, if your child is having trouble with bullying, write a script for him and encourage him to role-play possible responses and actions. Scripts can even help your child through very basic scenarios (e.g., asking for help in the classroom).
  • Relationship role-play can be used to practice conflict resolution, learn how to share, and develop effective communication skills. This particular brand of role-play allows the child to practice skills for any imaginable scenario so that she can use it to her advantage when feeling anxious about a situation.
  • Using games and puzzles can be extremely helpful in developing “cooperative play.” 
  • Visual cue cards can provide the youngster with suggestions to (a) prompt him/her in appropriate behavior and choices when interacting with peers, (b) help the youngster remember how to open and eat his/her snack, (c) learn how to get ready for school in the morning, (d) know how to pack up his/her backpack at the end of the school day, and so on.
  • You can create a script to outline procedures and events – and to help your youngster feel less anxious. Scripts can help the youngster to understand why things are happening. For example, for your daughter's first visit to a dentist, prepare a simple script that outlines the process, go over the script with her ahead of time, and show her the script during the appointment so she will remember what to expect.

Other examples of social skills training techniques include social games, combining cue cards and scripts with social games, and video modeling.

Social skills activities give mom and dads the opportunity to interact with their “special needs” youngster in a fun and structured environment. Social skills training can help the youngster feel more confident, boost his sense of self-esteem, alleviate symptoms of depression and anxiety, and help him feel less isolated and more confident in life.


Resources for parents of children and teens on the autism spectrum:
 
 
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Developing Language Skills: Help for Children with Asperger's and HFA

Instead of delaying language development, AS and HFA impairs the subtleties of social communication. These boys and girls have difficulty understanding nuances (e.g., irony, sarcasm, fanciful or metaphoric language, etc.), and many of them take language literally (e.g., expressions like “watching paint dry” or “smart as a tack” leave these kids very confused).

These kids also have difficulty interpreting and displaying non-verbal communication. Body language, facial expressions, the use of personal space, gestures and postures are often mysteries to boys and girls on the autism spectrum. This inability to instinctively comprehend unspoken communication has led some experts to suggest Asperger’s is actually a non-verbal communication disorder.

In this post, we will discuss the following:
  • Characteristic Checklist for Asperger’s and HFA 
  • Language Disorder 
  • Parenting Tips for Helping with Language-skills Acquisition 

Click here for the full article...



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Depression in Young People with Autism Spectrum Disorder (ASD)

“Do teenagers with Asperger syndrome and level 1 autism usually suffer from depression? If so, why? And what should parents look for if they believe their teenager is becoming depressed?”

Unfortunately, depression does seem to be common among teens and adults with Asperger’s (AS) and High-Functioning Autism (HFA). Many of the same deficits that produce anxiety may work together to generate depression.

Serotonin functions are impaired in many teens with ASD, which suggests that depression and ASD is more likely. Also, the basic circuitry related to frontal lobe functions in depression is affected in some teens on the spectrum.
 
 
In addition, deficits in social relationships and responses that permit one to compensate for disappointment and frustration may fuel a vulnerability to depression. Furthermore, there is some genetic evidence suggesting that depression and social anxiety are more common among first-degree relatives of autistic teens.



Another important point is that young people with ASD who display affective and vocal monotony are at higher risk for having their ‘suicidal remarks’ minimized. Higher-functioning teens can make suicidal statements in a manner that suggests an off-hand remark without emotional impact, and as a result, their comments may not be taken seriously. 
 
When comments are made this way, parents – and even therapists – may underestimate them. In these “special needs” teens, the content of such comments may be more crucial than the emotional emphasis with which they are delivered.

Depressed autistic teens often have trouble concentrating or remembering things. Sometimes they are indecisive. It is very common for them to feel hopeless or to "beat up on themselves" by thinking negative thoughts about themselves. Thoughts of suicide are common. They may lose their interest in food and frequently lose weight. Less often, depression causes these teens to indulge in comfort eating and they gain weight. 
 
 
A change in sleep patterns often accompanies depression. They may have trouble getting a good night's sleep, or alternatively, they sleep much more than usual and have trouble getting out of bed.

Other symptoms may include the following:
  • decreased energy
  • tiredness
  • fatigue
  • lack of interest in the opposite sex
  • being listless and withdrawn
  • withdrawal from their normal social activities
  • spending an increasing amount of time alone
  • may avoid leaving the house
  • speech can be flat and uncommunicative
  • may be exhausted and feel like they're "dragging themselves around"
  • may use drugs or alcohol in an attempt to make themselves feel better

 The medications that are useful for depression in “typical” teens should be considered for teens with ASD who display symptoms of depression. However, since some features of depression and autism overlap, it is important to track that the changes in mood are a departure from baseline functioning. Therefore, the presence of social withdrawal in a teen on the spectrum should not be considered a symptom of depression unless there is an acute decline from that young person's baseline level of functioning. 
 
Also, the core symptoms of depression should arise together. Thus, the simultaneous appearance of symptoms (e.g., decreased energy, further withdrawal from interactions, irritability, loss of pleasure in activities, sadness, self-deprecating statements, sleep and appetite changes, etc.) would point to depression.

Medications that are useful for treatment of depression in teens with ASD are serotonin reuptake inhibitors. There are no medications that have been shown to be particularly more beneficial for depressive symptoms in these young people. Therefore, the decision as to which medications to use is determined by side-effect profiles, previous experience, and responses to these medications in other family members.
 
==> Videos for Parents of Children and Teens with ASD
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The ASD Advantage: It Is Not A "Cross To Bear"

Give children with Asperger's and High-Functioning Autism a chance, and they will show you what great things they can accomplish.





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Creating an Effective Learning Environment for ASD Students: Tips for Special Education Teachers

Many special education teachers are encountering students with Asperger’s (AS) and High Functioning Autism (HFA) for the first time – and have expressed some anxiety about this. So in this post, we will discuss a few ideas and techniques that will help facilitate an effective learning environment for these “special needs” students.

The first step would be to get acquainted with some of the associated traits. AS or HFA students may exhibit many of the characteristics listed below. These are usually not isolated ones; rather, they appear in varying degrees and amounts in most children on the autism spectrum:
  • spontaneous in expression
  • often can’t control emotions
  • find it difficult, if not impossible, to stay on task for extended periods of time if not interested in the subject matter
  • low tolerance level
  • high frustration level
  • poor concept of time
  • weak or poor self-esteem
  • coordination problems with both large and small muscle groups
  • difficulty in following complicated directions
  • difficulty remembering directions for extended periods of time
  • inflexibility of thought 
  • poor auditory memory (both short-term and long-term)
  • poor handwriting skills
  • difficulty in working with others in small or large group settings
  • easily confused
  • easily distracted
  • difficulty attending to relevant stimuli 
  • expressive language difficulties 
  • language comprehension difficulties 
  • organizational difficulties 
  • preference for familiar routines and consistency 
  • resistance to change 
  • sensory processing difficulties 
  • social relations difficulties

Special education teachers use varied strategies to help promote learning. While each student with AS and HFA is different, there are standard methods that can be employed. Some of the most common of these are individualized instruction, problem-solving assignments, and working in small groups. If, for example, an AS or HFA child needs special accommodations or modifications to take a test, educators can provide the appropriate assistance (e.g., extending the time needed to take the test, or reading the questions aloud).

The terms accommodations and modifications do not mean the same thing. Sometimes teachers get confused about what it means to have an “accommodation” and what it means to have a “modification.”

An accommodation is “a change that helps the child overcome - or work around - the deficit.” Allowing a child who has trouble writing to give her answers orally is an example of an accommodation. This child is still expected to know the same material and answer the same questions as fully as the other kids, but she doesn’t have to write her answers to show that she knows the information.

A modification means “a change in what is being taught to - or expected from - the child.” Making an assignment easier so the child is not doing the same level of work as the other kids is an example of a modification.

==> The Complete Guide to Teaching Students with Aspergersand High-Functioning Autism

In a nutshell, special education involves adapting the content, methodology, or delivery of instruction. Accommodations and modifications are most often made in the following areas:
  • Instruction (e.g., using a student/peer tutor, reducing the reading level, reducing the difficulty of assignments, etc.)
  • Materials (e.g., giving copies of your lecture notes, providing audiotaped lectures or books, etc.)
  • Scheduling (e.g., breaking up testing over several days, giving the child extra time to complete assignments or tests, etc.)
  • Setting (e.g., having the student work one-on-one with you, working in a small group, etc.)
  • Student response (e.g., using a word processor for written work, allowing answers to be given orally or dictated)

Below is a list of helpful tips related to special education, as well as suggestions for accommodations and modifications for the AS and HFA student:

1. Color code items. For example, put some red tape on a math text book along with red tape on the math note book. Color-coding items helps the AS or HFA youngster with organization.

2. Consult other educators and administrators when you have difficulty, or don’t know how to work on a certain skill or goal. You don’t constantly have to reinvent the wheel when you teach children with IEPs. Teaching children with special needs can be overwhelming, but with help from other staff members and a positive attitude, it can be one of the most rewarding jobs in education.

3. Create a weekly progress note to send home. These progress notes can be very simple with a blank for an accomplishment the child made, a goal to continue working on, and any special comment or news about the child. The mother and father will also appreciate quick phone calls when their children achieve a goal that they have been struggling with.

4. Develop lesson plans based on your youngsters’ IEPs. If you have a resource room, then you may have individual lesson plans for each of your “special needs” children. For example, if you have 8 children on your case load, then you may have 8 different math plans or 8 different reading lessons. This can be complicated and hard to organize. Make sure to use your paraprofessionals to help you teach your children and follow their IEPs.

5. Get rid of clutter! If your classroom is cluttered, this can be very distracting for AS and HFA children.

6. Give ongoing feedback.

7. Give repetition and clarification regularly.

8. If you are a regular classroom teacher with an AS or HFA child in your class, then your lesson plan for that child may look more like a modification of a lesson or assignment (e.g., if one of the IEP goals is for the child to stay in his seat for 5 minutes without getting up, then you will work on this goal when you assign a math worksheet or during writing workshop). It helps to make notes in your plan book when you are working on a certain IEP goal.

9. Keep instructions and directions “chunked.” Offer one step at a time, and don't overload the child with too many pieces of information at once.

10. Keep lessons concrete. Use visual and concrete materials as much as possible.

==> The Complete Guide to Teaching Students with Aspergersand High-Functioning Autism

11. Larger size font is sometimes helpful.

12. Let the AS or HFA youngster deliver oral responses instead of written where appropriate to demonstrate understanding of concept.

13. Make parent communication a weekly goal for positive and constructive messages. Moms and dads of AS and HFA children often are tired of hearing negative things about their kids. It’s important to communicate with them about all aspects of their youngster’s progress and behavior.

14. Make sure there are visual clues around the room to help.

15. Make use of Graphic Organizers.

16. Observe AS and HFA children carefully, and keep detailed notes. Your note system may look different than other educators' systems, but you have to find one that works for you. You may use note cards, labeled with each child's name, or you may use one note card for each subject and record notes about all children on the same card during math or reading class. Some educators prefer to use sticky labels. They write one note per label about a youngster. When class is over, they transfer their labels to the student folders and have detailed notes with the date of each observance. It’s extremely important to keep notes about children with AS and HFA so you can update their IEPs with correct information.

17. Pay close attention to lighting. Sometimes preferential lighting can make the world of difference.

18. Read your youngsters’ IEPs carefully and take note of the goals that they should work on throughout the quarter. Many children with AS and HFA have several different goals they are working on in multiple areas, so you will probably have to check IEPs often or have a certain system for referring to what each child is working on.

19. Think critically about seating arrangements. Seat the youngster away from distractions whenever possible.

20. Try “ability grouping” (i.e., have a few peers that can support the AS or HFA child experiencing difficulties).

21. Use assistive technology when available.

In addition, consider offering the following:
  • a “chill-out” area (i.e., a quiet location to enable the child to calm down and relax)
  • a buddy, and let the buddy know what his or her role is (i.e., supportive)
  • a study carrel or alternate place to work for specific tasks
  • a tracking sheet of expected assignments for the week or day 
  • auditory supports to keep the child from having too much text to read 
  • close proximity to the teacher
  • extra time for the processing of information
  • headphones to remove extraneous noises
  • organization tips (let moms and dads know about the organization tips they can use to support their children at home)
  • photocopied notes to avoid having the children copying from the board or chart paper
  • reminders on the desk (e.g., charts, number lines, vocabulary lists, etc.)
  • scribing - or a peer for scribing - when necessary
  • speech-to-text software applications
  • time extensions as necessary
  • time management tips and skills (e.g., have sticky notes on the child's desk to remind the child of how much time he or she has to complete tasks)

Be selective when determining the accommodations that will best help the “special needs” child. If the accommodations don't work after a specified period of time, try something else. Remember, the IEP is a working document, and its success will depend on how closely the contents are implemented, monitored and revised to meet the child's needs.

Rarely are there specific lesson plans for special education. Educators can take existing lesson plans and provide accommodations and modifications to enable the AS or HFA child to have optimum success. Below is a list of reflective questions to ask yourself as a special education teacher. This may seem like a lot of questions to ask yourself to ensure that all children have maximized learning opportunities, but once you get into the habit of this type of reflection as you plan each lesson, you will soon be an expert at ensuring that the inclusional classroom operates effectively:
  • Are the instructional materials selected with all of the children in mind?
  • Are the instructional materials you select conducive to meeting the needs of the AS or HFA youngster?
  • Can they see, hear or touch the instructional materials to maximize learning? 
  • Do the children have an element in choice for the learning activities? 
  • Do the children understand the vocabulary necessary for the specific concept you are going to teach? 
  • Do they have a longer time line?
  • Do you have alternate means of assessment for children with AS and HFA (e.g., word processors, oral or taped feedback)?
  • Do you need to teach the child specific learning skills for the lesson (e.g., how to stay on task, how to keep organized, how to get help when stuck, etc.)?
  • Does the child have a peer that will help?
  • Does the youngster have reduced quantities of work?
  • Does what the children do extend or lead them to new learning?  
  • Does your lesson focus completely on the content?
  • Have you addressed the multiple learning styles? 
  • Have you built in time for a break or change in activity?
  • Have you maximized assistive technology where appropriate? 
  • Have you provided checklists, graphic organizers, or/and outlines? 
  • How will you ensure that these children are understanding the lesson material?
  • How will you introduce the new vocabulary to these children?
  • How will your overview engage them?
  • If you are using overheads, are there extra copies for children who need to have it repeated? 
  • Is there a need to focus first on the vocabulary prior to starting the lesson? 
  • What are your visuals, and are they appropriate for all?
  • What other hands-on instructional materials can you use to ensure that these children will understand learning concepts? 
  • What strategies are in place to help re-focus the youngster, continue to build self-esteem, and prevent him or her from being overwhelmed?
  • What type of review will be necessary? 
  • What will ensure that these children are engaged? 
  • What will you use to demonstrate or simulate the learning concept? 
  • What will your overview look like?

 ==> The Complete Guide to Teaching Students with Aspergersand High-Functioning Autism

Here is a summary of techniques to help you with the “inclusional classroom,” which will assist in meeting the needs of your special education children:
  • AS and HFA children have agendas which I regularly have them - and myself - refer to.
  • Clarifications and reminders are given regularly as needed.
  • Extra assistance is provided when needed through a peer or myself.
  • Home/school communication is in place for those children requiring it.
  • I allow additional “wait time” for my AS and HFA children.
  • I have a special carrel or private location for test-taking and or seat-work for those requiring “freedom of distractions.” 
  • I have eliminated as much clutter and can and keep distractions to a minimum.
  • I have procedures that are well understood by the children to keep noise levels at an acceptable level. 
  • I never begin instructions until I have all my students’ undivided attention.
  • I never present instructions orally alone. I always provide graphic organizers, written or graphical instructions too.
  • I provide my AS and HFA children with regular, ongoing feedback – and always promote their self-esteem.
  • My AS and HFA children are aware of my cueing and prompting system, which helps them stay on task.
  • My AS and HFA children are within close proximity to me or my assistant.
  • My classroom expectations are clearly understood – as are my consequences for inappropriate behaviors.
  • Praise for “catching them doing it right” occurs regularly.
  • Use of behavior contracts to target specific behaviors is in place.
  • Work is organized into workable “chunks.”

Although there is a range of interventions designed for children on the autism spectrum, there is no one intervention or approach proven effective for EVERY student. To gain the most from any intervention or teaching technique requires a careful review of the parent's vision for their son or daughter, the child’s ability to communicate, how he or she prefers to communicate, and the child’s cognitive ability, learning style, adaptive behavior and independent daily living skills. 

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

==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism
By

Anxiety: An Intrinsic Feature of High-Functioning Autism

“Why do children on the high functioning side of autism seem to experience more than their fair share of anxiety? And, are there any drugs that can be used to help with this problem?”

Young people with High Functioning Autism (HFA) are particularly vulnerable to anxiety. This vulnerability may be an intrinsic feature of HFA due to a breakdown in circuitry related to extinguishing fear responses, specific neurotransmitter system defects, and/or their inability to make social judgments throughout development.

Other reasons for anxiety in HFA children/teens include the following:

  • Limitations in generalizing from one situation to another often contributes to repeating the same social gaffes.
  • Limitations in their ability to grasp social cues - and their highly rigid style - act in concert to create repeated social errors. 
  • Many experience the discomfort that comes from somatic responses that are disconnected from events and experience.
  • The lack of empathy severely limits skills for autonomous social problem-solving. 
  • The social challenges of AS and HFA make it difficult for kids with the disorder to develop coping strategies for soothing themselves and containing difficult emotions. 
  • There is sufficient grasp of situations to recognize that others “get it” when they do not. 
  • They are frequently victimized and teased by their peers and can’t mount effective socially adaptive responses.



Several medications have been tried for treatment of anxiety in this population. There is no reason to suspect that kids with HFA are less likely to respond to the medications used for anxiety in “typical” kids. Thus, SSRIs, buspirone, and alpha-adrenergic agonist medications (e.g., clonidine or guanfacine) have been tried. 
 
The best evidence to date supports use of SSRIs. However, it is also true that young people on the autism spectrum may be more vulnerable to the associated side-effects. Disinhibition is particularly prominent, and can be seen with any of the SSRIs.
 
As one mother states: "Working with a psychiatrist, one trained especially with children, is vital in helping our Aspergers/HFA kids with their anxiety, to managed use of medications. Fine tuning is critical to the process. We also had enroll our child into a day program as weekly counseling wasn't keeping up with his anxiety and depression. Daily and intensive individual and group therapy are the focus of this program. 5 months in and we've seen dramatic improvement. We're about to start the transition back to his normal school (they tutor at the day program). Most important is to pay attention to the child's anxiety levels. We almost waited too long to take a big step toward doing something different." 
 
 
 
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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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...