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COMMENTS & QUESTIONS [for Dec., 2016]

 Do you need some assistance in parenting your Aspergers or HFA child? Click here to use Mark Hutten, M.A. as your personal parent coach.

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My 21 year old son is sure I've been "talking to someone", since my parenting has changed.  I was appalled to hear myself described so clearly when you described an overindulgent parent. He had never been diagnosed, but has demonstrated defiant behavior his entire life. In retrospect, I wish I had recognized the link between his sensory issues and his anxiety. I can't tell you how many school counselors told me that I was doing a good job, he just has a defiant personality, and to hang in there.  Now, after 2 Baker Acts in the past 2 years and multiple psychiatrists, his list includes SPD, GAD, major depressive disorder, and PTSD (from the first Baker Act!).

It is painful, I'm dealing with a lot of "mouth" while cutting the purse strings, and he is truly a manipulative genius!  For the first time, I feel empowered. I have to listen over and over to figure out how to handle him, but I truly thank you!

Believe it or not, it is my daughter who has Aspergers. She is finishing her second year with City Year, which I described to my husband as a two year therapy session, with all of the focus on communication and team building for Corps members. She lived away from home while attending college, (despite roommate problems and deciding she was a lesbian), and is starting applications for her graduate degree in the medical field while back at home. She plans on moving out for school.

Thank you again. I only wish I'd found you before he turned 18!!!

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Mark,
My son is 33 now. Thought we had him on the right path.
I have not been able to find good consequences though.

He was arrested on Wednesday November 30. He is facing a court trial on Tuesday December 6 2016. For mental health issues. It is very serious

I was trying to wait until he could pay for counseling but now this makes it more urgent. He was out of control at the arrest. He now thinks it is something he can win or loose. He does not get that it is about his behavior.

I already realize that I allowed this behavior.

I would like to find someone to help him tomorrow. Just to show the courts we are starting the process. I have contacted you before.

He just started a good job this year and was making progress. In 2013 an evaluation stated: "I am very amazed at the progress Craig has made with all the issues he has"

I believe he needs therapy. I would like to prove faith that we are seriously working on things. I am trying to make an appt with a therapist that we already have had a meeting with here in Spokane but I don't know if he is available. We were trying to have Craig get the money up. He wanted that.

If there was a way to meet with a therapist to address Craig's emotions regarding the trial I believe it would help. 

Do you or do you know someone I could touch bases with tomorrow? On a one time eval maybe. Or what works best. It could be ongoing. Skype would be fine. I can pay.

I guess you could see that I am highly anxious and I need some therapy to learn how to deal with Craig better.

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Well... how to begin... I'm from Brazil and my english may sucks, but I hope you can understand me. I'm in love with an aspie for almost 10 years. We have a long history of relationship and break-ups, but I thought that phase has gone. We was about to complete 2 years of marriage when he come to me saying that he only loved me like a mother or a sister. My world just fell apart. We had such a good relationship... Now I see that I didn't embrace his disability on the totallity, but I did my best at the time. I didn't want to abandon him. I know that you said in your book that sometimes they just need their time... I just want to know, is it common? For how long? Will he ever come back to me so we can work our marriage in a more correct way? I think that maybe I didn't studied enough about him... I can't stop thinking where I did get wrong even when he tells me that there's no one fault. I would be the best I could for him. Maybe I'm just selfish to think that I need him the same way he needed me. He says that I am the love of his life, that he gave me his best years.. even thought, he decided that we couldn't live together anymore. Now I know that he doesn't lie, specially saying things like that. Don't know if he think he isn't enough for me, like he said "he couldn't be the husband I need". Is it about his self steem? I'm sorry for this outflow. I admit that I had a meltdown after all of that, but now I'm recovering. I just need to say that your book helped me so much to understand more of him, but unfortunally just after he leave me. Maybe I'm just still imature, maybe he want to live new things away from me... I just need to understand why...

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Where do I begin. My daughter up until recently was your ideal child she's quiet gets good grades and very soft spoken. However, lately she is acting up in school. Seeking attention in all the wrong avenues and as your video stated I'm lost on what to do. Good ol fashion butt whipping is what my grams said, she needs counseling is what my mother said, I don't believe spanking a kid is the answer and counseling put me in debt and no closer to a solution. Please help I have taken everything from her: electronics, the privilege of wearing regular clothes to school, no extra goodies snacks or otherwise and yet here I stand still with no solution. Un fortunately I don't have any examples to follow in my family. Television is truly what raised me. I'm open to ideas on what I can do to bridge the gap.

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Thank you, Mark.
That helped a lot. I was able to get paperwork together. The trial was postponed to another date due to a conflict of interest. It was the judge that was involved in the incident.

We were able to follow through with an appointment that we started in September. He is a therapist who works with autistic and Asperger people. He diagnosed him today at first with severe trauma. But then it came out that Craig was schizophrenic. Craig is working well with him. He will be doing out patient treatment with a therapy called neuropathways at first. Also he will be going through psychotherapy.

My Question. How do I balance his brothers burnout with Craig? Adult. I think he will come around and support again in time. He had put a lot of time and energy into Craig. But now he is "done". John needs help as much as Craig with his military PTSD. A few months ago, John had to go thru a similar incidence with Craig and a neighbor. That's when we starting working on therapy for Craig.

I will look over your articles. But I wanted to know if you could steer me in the right direction. This is very hard. It's like he is jealous. He needs as much help as Craig does.

I am feeling weary like I really was too late. But maybe this is the right timing.

I need some information on how I can stand strong in setting boundaries. John is shutting craig out. But he is shutting me out too. Because he is burned out and wanting to go on with his own stuff. But his thinking isn't right. I feel like I have 2 sons with the same degree of dysfunction. But in differing and opposing ways. John also has traumatic brain injury.

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Your youtube videos always come up in my search for anything to help me "fix" this marriage. 

My husband was diagnosed with Aspergers in January, although he has not fully accepted this yet.  Our son is 14 and was Dx'd when he was 8.  We also have an NT 16 year old daughter who's caught on the crossfire.  I'm 17 years into this marriage and I'm on my very last leg.  We have seen endless marriage counselors with no success as nothing sticks.   Tomorrow is always a new day for my husband but feels like groundhog day to me. 
Can you help us or refer us to someone?  We are in Dallas.  The one aspie marriage counselor we saw is not reliable as I believe he has cancer and is going through treatments.  Dr. Robinson diagnosed my husband but he does not work with couples.  Any help or referral will be appreciated.

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Dear Mark

I hope you are well. I will try and keep this short. I am a single mom to a 17-year-old daughter and our home is hells kitchen as you describe - for her and me. I related to the video re: the stages - i.e. denial, acceptance and feel I am at the acceptance stage. I had the wool pulled over my eyes for I don't know how long. I got a call to pick my daughter from a so-called study sleep over and she was motherless drunk and vomited in my car. Since that stage, at the end of October 2016, things have gone downhill because I have stopped all sleep outs and am probably seeing with my own eyes what has been going on for a while. Since then I have picked her up once smelling like alcohol (denied it but I had bought an electronic breathalyser). Her Dad and I (who haven't been together for 16 years) decided that she should go away with him to his hometown a week earlier for the school holidays - with the realisation of alcohol use/abuse has come the realisation of a huge amount of lying as well as ducking and diving (I have picked it up as well as her Dad and school). I cannot tell you how much lying I am picking up. I cannot believe anything that comes out of her mouth. She begged and pleading and pulled out all the stops not to go the week early with her Dad, but I stood firm for the 3 hours of pleading/anger. She went out with her friends the night before leaving (with a curfew of 12 midnight) and was motherless drunk again when I picked her up and had been into town (I found out from another mother) at a bar when she knows I don't allow her to be in town.

I have spoken to her counsellor (she hasn't seen her for about 5 months) as I felt a move to her Dad might be what's best for her (more family there to keep an eye on her, there is a school space for her there to do her final year of school 2017). She said I should give her the choice of finishing off school with Dad or coming home and agreeing to no alcohol (for a period until Easter when the situation will be reassessed) and no sleep outs (and weekly sessions with her counsellor). To cut a long story short, my daughter refuses to discuss or agree to these terms but wants to speak about it in person when she gets home (i.e. she will try and get out of the rules). She has been begging and pleading to come home from her Dad, but - again another long story short - we have realised she has a happy face for him and a miserable I'm being damaged here face/messages for me. The counsellor says that she needs to agree to the boundaries set before she comes back.We are having three-hour conversations on the phone and she won't take no for an answer (that the boundaries are not negotiable and she cannot home now but on 27/12 or 28/12 depending on flights).  The counsellor also suggested that should she break the rules of no drinking etc, on the third time (i.e. of drinking) she should have a choice to go back to her Dad or to go into teenage treatment (there is a clinic here in my town with a teenage unit - not just for substance abuse but for behavioural issues too). I should mention that I am a recovering alcoholic and her Dad is a recovering addict so the alcohol use is a huge thing for us due to her predisposition gene-wise. My daughter thinks that she is completely normal and I am blowing everything out of proportion.

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Hi Mark

Thank you so much for your wonderful website!
I wonder if you can advise me please, I have a 12 year old Aspie daughter who seems to be getting worse the older she gets:
She is very depressed and anxious and on medication under the care of a psychiatrist, she refuses to see a psychologist
She won’t go out to the shops at all anymore, the only place she goes to is the movies occasionally
She now prefers to have the curtains drawn and live in a low light environment
She’s not interested in food
She only has 1 good friend at school but she doesn’t always play with my daughter
Academically she’s doing very well but hates school

How can I help her with her anxiety and get her to push past these boundaries she’s built around herself?

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Hi there I've just come across your page whilst looking for some help with my 11yr old son.
Really need some help with getting my son understanding and accepting social situations with his peers, he becoming increasingly ostrisised by his peers for being annoying ,however he doesn't understand what he's doing wrong.
I've tried working on social stories with him but I really need some help, as a parent and an educator in the special needs sector myself I'm worried I'm not seeing the bigger picture and I'm bereft that I can't help him.
He hasn't got a diagnosis as I've always felt it not necessary to label him , but I'm devastated that he's so unhappy at school and I need to help him
Please can you help ?

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Mark,

Just a quick message to follow up on my call.  I am the "perfect example -
ticks (or should that by styms) every box" high functioning aspie.

The UK psych decided that he had never met such a perfect case.  I have 3
aspie children, and a long suffering NT wife.

One of the principle advantages of getting a diagnosis, at least outside the
US, is the fact that once a formal diagnosis is present, the child / adult is
far more likely to qualify for benefits.

I have never managed to hold down employment.  I have thrown in the towel on
well paid contracts repeatedly, because I was unable to put up with travel on
the tube / suburban trains.  I fly to see clients - and get escorted through
the airport. I'm still a damn fine lawyer - albeit one who must work in private
practice.  There have been suggestions that I am John Cage from Ally Macbeal
(possibly the odd in-court outburst).

Those not on the spectrum have substantial issues understanding why someone is
"a little odd", why an AS individual (as an adult) is more likely to be the
victim of violent confrontations - has a much lower chance of being in full
time employment.

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Dear Mark Hutten,

My son Aaron is a 23 year old high school graduate with an Aspergers diagnosis accompanied by high levels of anxiety and impulsivity.  This afternoon I am reading yourblog entry:  Fight, Flight or Pretend:  The 3 Anger Styles in High-Functioning Autistic Kids.  Of course I am recognizing my son Aaron who falls into the first camp most of the time, and sometimes the second or third, depending on the circumstances.

More broadly Aaron is supposed to receive support from a psychologist / social worker as part of his employment readiness program, however this has been intermittent and unreliable. At this point we have given up on addressing Aaron’s needs through the DC system and would like to find a private psychologist or social worker.  We did that for many years before Aaron finished high school and it was helpful. So now we are looking for a practitioner who has experience focusing on high functioning young adults with like Aaron.  

Please advise if you have any colleagues you may be able to recommend here in the Washington DC area.
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Hello ,
 I am married to an Aspie. We have been married for just 10 months , after dating for about 3 years. This is a second marriage for both of us. I always knew something was different with my now husband, but thought it was because we have different cultural backgrounds ( he is American and I am Cuban ). I finally had him tested and definitely meets the criteria to be in the Spectrum  as an Asperger. Just yesterday I ran into your blog about Living with an Asperger partner and all you describe there is so going on in my relationship. The grieve cycle, I have been calling " the crazy cycle", because I think we will get out of it when he says he will try , but then we get pull back in again and it has truly destroyed all hope in me. We live in Cincinnati , Ohio and as I was checking your website I realize you are not that far from us. I was wondering if you offer workshops, conferences, office visits, small groups, that we could go to in order to avoid divorce that is what truly is in my mind at this point.


Can you please let us know how you could help us keep our marriage ?


Thanks so much and many blessings to you and your practice.

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i have learnt about your coaching after googling THERAPY FOR PARENTS OF ASPERGERS. Before i register, i would like to know if you could help me in our situation. My son is high functioning aspergers, is 22 yrs old , but is not living with us. He is abroad, lives with a  kind family, works in a special needs place as a leader in the mornings, and has study partners in afternoons and evenings. He is having CBT therapy twice a week, and is on  medication. He suffers a  lot from anxiety and is very obssessive in his thoughts. I speak to him almost every day and my husband around 2 or 3 times a week.  If we have the right tools , perhaps we can pass them on to whoever interacts with him. Please advise me, ty in advance,

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With regards to a 3 day grounding with, for instance no cell phone, PC, I-pad etc – I have tried on a number of occasions before to get my daughter’s cell phone off her, but it gets physical where she will not give it to and I try and get it and it ends up in a tug of war with the phone. I’ve always therefore given up because I don’t like to get physical with my daughter. What do I do ?

She also has excuses for why she needs her phone such as her school work is on there (they are a very technological school so it could be true) or she has group chats re: homework. If I take just her phone away, she will then just use her i-pad and PC for chatting. Again the excuse is she needs it for homework/school. She is 17.

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Dear Mr. Hutten,

As you know, I've contacted you before about what a fan I am of your work.  I would like to work something out with you wherein I might occasionally reprint one of your articles and then provide a link to your website.  I can also put in the credits whatever you want about the for-pay services you provide and how to contact you.   I'm asking on behalf of my webpage OASIS @MAAP.  If you are interested, I may be reached at the number below at anytime during business hours. 

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I've done an online diagnosis and all of my children have is well, and all agree that my husband has Aspergers. He admitted it at first until he felt like he was the " problem". Then he backtracked and  his anger toward me wad too much and I went back into denial. I ordered the book and and am absolutely going to follow it is closely as I can. But would it not help if he could at least admit he has Aspergers? How can I help him do that?

I am a special needs teacher and work with autistic children every day. I have all of my course work done in for my PhD in psychology. I have been working on my dissertation in combative relationships for 20 years, and have not been able to complete it, because just about the time I feel I have answers, more big fights throw me into despair. We both love each other and have a beautiful family and are very committed, even after all of the fights over the last 42 years. But I am emotionally broken and desperate and don't know how much longer I can go on.

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Dear Mr. Mark Hutton,

We are in the process of downloading your book TEACHING SOCIAL SKILLS AND EMOTIONAL  MANAGEMENT.  My daughter is 31 years old, by profession a teacher and fully employed. She is an Aspie, not identified but we know.  We’d like to keep it “hidden” because the school board would take it as a convenient excuse should anything occur that is unusual.  Her students (Gr. 7) love her as she has unending patience and this has been the greatest gift.  On top of it, she has a big heart and feels for them all.  So far so good. 

Our concern is her lack of social skills with her peers. She is wonderful with kids, even better with the older generation but any “budding” friendship dies within a couple of months.  Thankfully, the professional group that she works with has been professional in every aspect.  I am just concerned this might not always be the case.  In fact it was not.  In her previous school, it reminded her of the horrible years in high school where she had a tough time.  There she was totally ostracized.  I am dreading this could occur again.

For this reason, we are trying desperately to find ways of rectifying the problem.  We know, Asperger cannot be cured but what we are looking for are skills that help to cope with “it” and the world.  Most advice and help is geared to children and teenagers.  Our daughter was always a good student (except in math), did well in university and did well in job interviews.  She found all her high school jobs on her own and this one right out of university so we did not think “the social aspect” could cause a problem though we knew it was there.  Now, as an adult this seem to have intensified.

Any thought or advice would be very much appreciated.  Thank you.

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I am having trouble with my daughter and have been for a while. She has been in therapy, but it was inconsistent, at best, and ineffectual.

I have read articles about the various symptoms, but she has so many, She has a lot of combinations and no, single, article seems to address this complexity.  I don't know where to begin.

Going back several years, my daughter was having health issues. Her weight was high and she was being treated for precocious puberty and pre-diabetes. Soon after, she was being treated for ADHD. To make things worse, for some reason, she breaks REALLY easy. I mean physically. She has had over 60 fractures. Most have occurred in the growth plates near the ankles and many are avulsion; however, she has also fractured her fibula, femur, hip, and scaphoid. the vast majority have happened at school before you jump to the conclusion that there is some sort of abuse. Honestly, that's probably the ONLY reason we haven't been investigated by child services. Less that 20% of her injuries have happened in the home.

As far as symptoms, here's the list in no particular order:
* She has difficulty making and maintaining friendships. This has been exacerbated by our recent move from Pittsburgh, PA to Buford, GA. Before the move she never had more than 1-3 friends and even those relationship varied.

* She compulsively lies to family and friends. I recently found out that she concocted a very elaborate set of lies to her "best friend" that included a fake boyfriend, pretending to get high, sexually active, arrested and tazed, lost in the woods, etc. These were so elaborate, that she actually had whole conversions with this "friend" in the persona of her "boyfriend." The "boyfriend" complained to the friend that my daughter was sending inappropriate texts to another guy and sent screenshots. This friend described to me that the personality was SO different than my daughter's that she never suspected and even developed a friendship with "him," My daughter sent texts to this friend while "high." It was very convincing as it contained constant typographical errors, meandering focus, stupid jokes, memory lapses, etc. Amazingly detailed. When I later put the timeline together, she was sitting in the dining room playing board games with myself and her younger brother. 

* She continually engages in inappropriate relationships. These become very illicit including the exchange of pornographic photos and videos. Some of the contacts were her age, others were much older. At one point, last year, the police were involved. Her phone and online accounts, which included social media and dating sites like "bangbudies.com," were examined and the police are attempting to make cases against these predators. Luckily, the police were not interested in incarcerating her. She was 14 at the time and some of this had gone back almost 2 years. We have gradually been trying to rebuild a trust relationship by allowing her to return to the "social" world, but limiting her to Facebook. We have her account password and watch her phone. Unfortunately, I just discovered that she has returned to these behaviors and have suspended her access to internet and texts.

* Along those lines, while I don't believe that she has been sexually active, she has declared herself bisexual. Unless she is sneaking off to the restroom during school to have sex, she doesn't go anywhere or do anything outside the house except school and occasionally babysit. I've tried to supportive while trying to explain to her that it is no one else's business. She can fall in love with who she wants, but doesn't need a "label" to define it. She doesn't need to post on Facebook that she is bi and certainly doesn't need to run out an buy a rainbow flag. Just love who you want, just like anyone else gay or hetero. Change your status to "In a Relationship" like anyone else. Tag who you are in a relationship with, just like anyone else. Don't hide it, but don't flaunt it. She posted that she was bi. Gay people jumped all over it to rally their support, others had criticisms. It was overwhelming and upsetting. I told her, 3 dangerous topics to post about are religion, politics, and sexuality. Don't post about it unless you are prepared for a lot of responses, good, bad, and otherwise.

* She is obviously depressed at times and at one point was cutting. The meme's she posts and the music she likes reflect this, but also a whole range of other emotions. She deeply into romance movies and music as well. I think she feels isolated and has low self-esteem despite the fact that she has lost the weight, we've gotten her very stylish hair coloring, etc. I know that these are only superficial, but a feeling of self worth has to start somewhere. If she looks in the mirror and feels pretty, maybe she'll start to believe it.

* She has no motivation. She is very bright, but is doing a great job of failing a lot of classes. She, in a letter to us, blamed it on moving to a new school, but she barely made it out of 8th grade 4 months before there was any kind of job offer and moving plans. Her last quarter of eighth grade includes several "F"s. Her letter went on to state, that she is not even trying to study or do her homework and she will do better if we send her back to Pittsburgh to finish high school. I pointed out that her grades weren't ANY better in Pittsburgh and she's only been in high school for less than 2 full months before we moved. My interview for this job was October 7th. We moved to Georgia October 30th. I rushed thinking the quicker I got her into the new school, the less chance of her sticking out as the "new" kid. It's new to everyone there despite that fact that they were there a few weeks ahead of her.

* She has a really bad rivalry with her younger brother. They fight constantly. I've tried to step back and observe and what I see is she is bored. So for something fun to do, she "pushes one of his buttons" and the fights begin. I had a sister, I know they do that. This is at a higher level, but, I also have to admit, this is the very least of our problems.

* She has a troubled relationship with her mother. This too, I am aware, is not altogether uncommon; however, it is really hard to watch. Having said that, everyone in the house has a troubled relationship with her mother, myself included.

About her mother...
Her mother is disabled due to back issues, but also is nearly legally blind, has severe digestive issues, has trouble maintaining a healthy weight. She suffers from depression and anger issues. She is not physically abusing, but she can be mean. She had a troubled youth with uncaring parents, she was molested by a neighbor as a pre-teen, cruelly beaten and verbally abused (her mom went so far as to pay some kids to beat her up after she told her father about her mother's affair). She did manage to build somewhat of a relationship with her father, who in my experience did not resemble the monster of her youth that she described. Unfortunately, he is since deceased and she refuses any contact with the rest of her immediate family. The dysfunction in their relationship with her was clearly evident to me prior to her breaking off contact with them.
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Dear Mark,

I had a long talk with my 21 year old yesterday.  It varied from my telling him  that if he refused to leave my bedroom I’d call the police and have him trespassed from our home, to real tears about things that he remembered from his childhood.  He feels that we should apologize to him for “making him the way that he is”, and for being such lousy parents.  The manipulative part of him wants to “sue somebody” for putting him on Vyvanse for focus during his school years, (about 6th grade on).  He thinks I should have researched more, and never put my kid on medication.  He thinks the medication changed his brain, and made him less capable than he should be, (and its all our fault).   He also thinks that we “owe” him because we are the cause of his problems; that we should’ve recognized his SPD and put him into a public school for treatment.  (Psychiatric testing in 3rd grade gave him an IQ in the 80’s; brother and sister were 150 and 140).

There is no way he would’ve agreed to that at that time.  My husband and I have Master’s degrees, mine in physical therapy.  I stopped seeing patients due to an illness when he was in preschool, and stayed at the school teaching middle school until he left after 8th grade, (for him, but now he says it was a big mistake.  He says I should’ve stayed home and home-schooled him, even though we couldn’t afford it and was advised against it).  We paid for him to go to Catholic school, meeting with teachers and counselors all along the way.  He always refused to go to a professional counselor, and I didn’t put up the fight to make it happen.  He has been defiant all of his life.  He is the youngest of 3, with his oldest brother successfully working and living independently at 26 yrs. old, and his 24 yr old sister with high functioning Asperger’s finishing her second year of City Year and looking towards graduate school.

HIs IQ is definitely better than what it was tested.  We definitely over indulged, and we definitely lowered our expectations of what he would achieve in life compared to his siblings.  He said two things:  1) he feels like he was being carried, and is now being dropped; and 2) we held him back.  This kid who couldn’t sleep over at other people’s houses, (even a favorite cousin—he would drive home at 4-5 am when everyone else fell asleep), resents us because we didn’t encourage him to go hundreds of miles away for college.

Yes, we paid for his car and insurance.  He is living at home, and has been “looking for a job” for weeks/months.  The faucet has been turned off.  He has to earn everything.

He wants an apology from us for “making him” the way that he is.  He dislikes us.  He even said he’d go away to college now, (he failed freshman English and placed in remedial math that he refused to take at a local community college after graduation from high school), as long as we paid for it like we did for his siblings.  He feels he’s “getting less than they did” because we did pay for their college.

Ugh. He needs a job.

I’m not sure how to turn off the money, yet treat him fairly compared to his siblings.

Thank you again for your guidance.


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Dealing with Tantrums in High-Functioning Autistic Kids

“Karla, my 5 year old daughter with high functioning autism, has frequent intense tantrums over the most smallest of things, especially when we are out in public! But my question is should I deal with this differently than I do with my other child (older son) who does not have the disorder?”

The short answer is yes. There are a few special considerations due to the traits associated with the disorder (e.g., sensory sensitivities, insistence on routine, literal thinking, etc.). But, you do want to make the distinction between a tantrum and a meltdown. Those are two different problems that should be addressed differently (more on meltdowns here).

Some High-Functioning Autistic (Asperger’s) kids throw frequent temper tantrums, and others rarely do. Kids throw temper tantrums as a way of expressing anger and frustration. If the behavior is dealt with incorrectly, your daughter may learn to use temper tantrums to manipulate you and to gain attention. In dealing with temper tantrums, the ultimate goal is to teach her acceptable ways of expressing uncomfortable emotions.



Surviving the Temper Tantrum—

The most important things to remember when Karla is in the throes of a temper tantrum are:
  • Don't let the disapproval of other people affect your response to the temper tantrum.
  • Don't punish Karla.
  • Don't reward her.
  • Isolate her if possible.
  • Keep her safe.
  • Stay calm and ignore the behavior to the extent possible.

When Karla throws a temper tantrum, she is essentially out of control. You must make sure that you stay firmly in control. Punishing her for throwing a temper tantrum, by yelling or spanking for example, makes the temper tantrum worse in the short term and prolongs the behavior in the long term. Trying to stop the temper tantrum by giving in to Karla's demands is even worse. This is the way to teach an HFA youngster to use temper tantrums for manipulation, and will cause the behavior to continue indefinitely, even into adulthood.

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

At Home—

When Karla throws a temper tantrum at home, calmly escort her to a place where she can be left by herself (e.g., a designated “safe place”). Then leave the room and don't go back until she calms down. When Karla is calm, have a talk with her about her behavior. If you don't feel safe leaving her alone, stay with her, but don't respond to the temper tantrum in any way. Don't even make eye contact.

In Public—

If Karla throws a temper tantrum in public, escort her out of the public area if possible, and take her to a place where you can have some privacy. The best place to take her is to the car, where she can be buckled into the car seat. Then you stand near the car or sit in the car and wait it out without reacting to the temper tantrum. When the temper tantrum subsides, talk to Karla about her behavior, and then return to your activities.

Sometimes it won't be possible for you to escape from the public place easily. For example, if you are in a commercial jet and Karla throws a temper tantrum while you are coming in for a landing (as my daughter once did), you are basically stuck where you are. Likewise, you may find it hard to escape if you are standing in a long check-out line at the grocery store with a cart full of groceries.

Under such circumstances, all you can do is grit your teeth and hang on. Ignore the screaming youngster. Ignore the glares and snide remarks of the people around you. Keep your cool. (Anyway, a screaming youngster in a check-out line speeds it up, so Karla is actually doing everyone a favor.) Once you are able to make your escape, talk to Karla about her behavior.

Teaching Alternatives to Temper Tantrums—

Once Karla has settled down, you and she need to have a talk right away while the memories of the episode are still fresh in her mind. She threw the temper tantrum because she was angry or frustrated. Don't get into the issue of why she was angry or frustrated. Concentrate on the temper tantrum itself, explaining to her that the behavior isn't appropriate. Then teach her what she should do instead when she feels angry. This works with kids of any age, even toddlers.

First describe the behavior: "You felt angry and you threw a temper tantrum. You were screaming, throwing things, and kicking the walls." You say this so Karla will understand exactly what you are talking about.

Then you explain that temper tantrums are not proper behavior. Make sure that you are clear that the temper tantrum is bad, not Karla. "Temper tantrums are not appropriate behavior. In our family, we don't scream and throw things and kick. That behavior is not acceptable." This has an impact on Karla, because she wants to do the right thing. You help her by explaining that temper tantrums are the wrong thing. And don't worry about using big words such as "appropriate." If you use big words with an HFA youngster, she will learn big words. If you use only little words, she will learn only little words.

Then give Karla some alternatives: "I know you felt angry. When you are angry, what you do is say, 'I'm angry!' Can you say that?" Have Karla repeat the phrase after you.

Next review what you have said. "What are you going to say next time you're angry?" Get her to repeat the phrase, "I'm angry!" Then say, "Next time you're angry, are you going to scream?" Karla will probably say or indicate "no." "Next time you're angry, are you going to throw things?" "Next time you're angry, are you going to kick?" End up with, "Tell me again what you're going to do next time you're angry."

You will have to repeat this discussion many, many times. It takes a long time for an HFA youngster to learn how to control a temper tantrum.

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

Preventing Temper Tantrums—

You may notice after a while that certain settings and circumstances seem to precipitate Karla's temper tantrums. My daughter, for example, always threw temper tantrums when we went to a restaurant.

You can prevent temper tantrums by talking to Karla beforehand. Explain to her what you are about to do (e.g., "We're going to go have lunch at Taco Bell"). Then tell Karla what kind of behavior you expect, putting your expectations in positive terms (e.g., "At Taco Bell, we're going to behave well. That means we will be polite, speak quietly, and use our words to ask for things and to say how we feel"). After you have told Karla what you want, tell her what you don't want. (e.g., "We will not scream, throw things or kick. We don't do those things in public. It bothers people").

This tells Karla not only what behaviors to avoid, but why to avoid them. Then get her to agree to this. Say, "Now, tell me how you're going to behave when we go out. Are you going to speak quietly?" Karla should indicate "yes." "Are you going to use your words?" "Yes." "Are you going to scream or throw things or kick?" "No." Then say, "That's great! We'll have a good time!" My daughter never once threw a temper tantrum if she agreed ahead of time not to. Run through this litany every time you plan to go out, because if you forget, Karla will revert to temper tantrums in that environment!

If Karla tends to throw temper tantrums in stores after you refuse her demand for treats, you can often avert the temper tantrum by making a game out of her demand, as follows:

Karla: "I want candy!
You: "I want a rocket ship to Mars."

Karla: "Give me candy!"
You: "Give me a rocket ship to Mars."

Karla: "Give me candy!"
You: "I'll give you candy if you give me a rocket ship to Mars."

Karla: "Here." (Pretending to hand you something.)
You: "Here." (Pretending to hand Karla something.)

Karla: "But this isn't real."
You: "What you gave me wasn't real, either."

Karla: "But I don't have a real rocket ship!"
You: "Well, I guess you're out of luck, then!"

This may not work with every youngster, but it worked with my daughter. It's good for an HFA youngster to learn that it's okay to want things, but it doesn't follow that people always gets what they want.

Another way of dealing with the grocery store temper tantrum is to discuss treats with Karla beforehand. Tell her where you are going, and what kind of treats, if any, she can expect to get at the store. You might say, "When we go to the store, you can select one lollipop, any flavor you like, as a treat." Make it clear that one lollipop is all she will get. If you don't want her to get a treat that day, you should tell this to her ahead of time. An HFA youngster will often accept not getting a treat if told beforehand. But make sure that whatever you tell Karla before the trip to the store, you stick to it!


==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

Creating Daily Schedules for Kids on the Autism Spectrum

"I have a 4 year old boy, Chris, who has been diagnosed with autism (high functioning), and I need help on making a daily schedule or routine that will help us both. I’m currently at a loss. Nothing seems to be working. I would love examples of schedules. Please assist in this matter!"

A daily schedule definitely benefits high functioning autistic (Asperger’s) children by providing the structured environment that is critical to their sense of security and mastery. If you spend any time in a kindergarten or elementary school, you will be amazed at the teacher's ability to organize the students’ day.

When you understand the nature of attachment in your son, you will realize that shared communication and goals replace his attachment patterns. The daily schedule communicates the family's shared goals and allows the child to contribute to his accomplishment. Each time he follows the schedule, he has a small – but cumulative – experience of mastery of his environment.




Follow these simple steps to create a daily schedule for your family:

Step 1 - Analyze Your Day—

Do a simple, but consistent time study. The easiest way to do this is to print a daily calendar. Note what each family member is doing at each time of the day. Look for the problem times, and think about how the schedule can be structured to eliminate problems related to behavior, stress, fatigue, hunger, and disorganization.

Step 2 - Brainstorm What You Want—

Take the time to think about what you want in your family life (e.g., less confusion in the morning, homework done by dinner, kids in bed by a certain hour, family play time, relaxation, a clean house, etc.). Focus on a balance of activity and rest for your family. Take an honest look at the needs of your son – as well as your needs.

Step 3 - Write It Down—

Get a poster board and a marker, and write it down for all to see. Post it in the kitchen, and tell your son that you will now be following it. You're likely to get some opposition, so stand firm.

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

Step 4 - Follow the Schedule for a Week—

Check the schedule often, and let it guide your days for at least one week. Instruct your son to check the schedule and follow it. If you must remind him, do so. But, your goal is for him to learn to take responsibility for his part of the schedule.

Step 5 - Tweak the Schedule—

After the first week, take a look at what is working and how the schedule needs changing. Make changes in the schedule, and write it on a new poster. Continue to follow your daily family schedule until it is second nature. In a few weeks, you may be surprised at how this simple tool has changed your family life for the better.

Here is just one of many examples of schedules for high-functioning autistic (Asperger’s) kids:

EARLY MORNING SCHEDULE—

7:30 - 8:15 a.m. – You and Chris prepare for breakfast.

8:15 - 8:45 a.m. - Breakfast and clean-up: As Chris finishes breakfast, he reads books or listens to music until free play begins.

MORNING SCHEDULE—

8:45 - 9:00 a.m. – Sharing time: Conversation and sharing time; music, movement, or rhythms; finger-plays.

9:00 - 10:00 a.m. - Free play: Chris selects from one of the interest areas: art, blocks, library corner, table toys, house corner, sand and water.

10:00 - 10:15 a.m. - Clean-up: Chris puts away toys and materials; as he finishes, he selects a book to read.

10:15 - 10:30 a.m. - Story time (the length of story time should vary with the age of the youngster).

10:30 - 10:50 a.m. - Snack and preparation to go outdoors.

10:50 - 11:45 a.m. - Outdoor play: Chris selects from climbing activities, wheel toys, balls, hoops, sand and water play, woodworking, gardening, and youngster-initiated games.

11:45 - 12:00 noon - Quiet time: Chris selects a book or listen to tapes.

LUNCH AND REST—

12:00 - 12:45 p.m. - Prepare for lunch, eat lunch, and clean up: As Chris finishes lunch, he goes to the bathroom and then read books on his bed in preparation for nap time.

12:45 - 1:00 p.m. - Quiet activity prior to nap: Story, song by parent, quiet music, or story record.

1:00 - 3:00 p.m. - Nap time: As Chris awakens, he reads books or plays quiet games such as puzzles or lotto on their cots (kids who do not sleep or who awaken early are taken into another room for free play with books, table toys, and other quiet activities).

AFTERNOON SCHEDULE--

3:00 - 3:30 p.m. - Snack and preparation to go outdoors.

3:30 - 4:30 p.m. - Outdoor play: Chris selects from climbing activities, wheel toys, balls, hoops, sand and water play, woodworking, gardening, and child-initiated games.

4:30 - 5:15 p.m. - Free play: Chris selects from art (activity requiring minimal clean-up time), blocks, house corner, library corner, and table toys.

5:15 - 6:00 p.m. - Clean-up: After snack, parent plans quiet activities such as table toys; songs, finger-plays, or music; stories; and coloring. Chris may help parent prepare materials for the next day.

Children on the autism spectrum crave structure and predictability in their day. However, they may react strongly when faced with an unexpected change in their daily schedule. When creating daily schedules be sure to match the schedule format to your youngster’s skill level: 
  • The fluent reader can use a written schedule, with words selected at your youngster's reading level.
  • For the beginning reader, the schedule can pair pictures with the words describing the events to the day.
  • For a non-reader who recognizes pictures, the schedule can include a picture to represent each scheduled event.
  • For a youngster who can’t read and doesn’t recognize pictures as depictions of actual objects and events, the schedule can consist of objects that represent schedule entries (e.g., a book can represent “reading time,” or a wrapped snack bar can represent “snack time”).

A daily schedule lays out the events of the day that affects the child. But, remember that schedules have value only when they are used. Your son should preview his schedule at the start of the day. After each activity is completed, he can check off that item on his schedule or otherwise indicate that the event is finished (e.g., by removing the event's picture from the schedule board). If an event in your son’s schedule is unexpectedly cancelled, you may find that he will adjust more quickly to the change if the two of you sit down together to review the schedule and revise it to reflect the altered plan for the day.

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

Here are some additional ideas from parents of high-functioning (Asperger’s) kids:

• "Don't forget to breathe. My daughter changes drastically when there is ANY transition that deviates from her normal day-to-day routines. Posting "to do" lists is good. I let my daughter decide what order to do her morning before school things on a numbered list. I find that even in school, this helps her fourth grade teacher see that visual cues help. Mostly, touching my daughter physically, on her elbow seems to be her most responsive spot, and asking, "Can I ask you something?" instead of giving commands from across the room works great so I don't escalate in frustration as she really is not capable at times to "hear me". Also, LOTS of activities that allow rocking, swinging, being "squished" by pillows or rolled up tight in a favorite blanket ...having time to decompress with their favorite activity right after school. Allowing them to pick friends when they are ready, but encourage them by becoming acquainted with moms and other kiddos who your child "clicks" well with."

• "Give him a lot of small chores to help you, and often say, “After we do this, then you can do that.” Give him pockets of free time, ask him how he wants to use it. Use a list for yourself, but not for him. He will get the list in his brain in a short time. Thru the day 3-5 times, say “We only have 8 or 10 or 12 things left to do.” Possibly the momentum of the number lowering will trigger him to cooperation."

• "I break the schedule down into parts and put the visual schedules up near the areas where he needs to complete the tasks (e.g., the "get out of the house" schedule to go to school is by the door; the bathroom bedtime routine is in the bathroom). This gives the visual schedules a context. You can try googling it for some ideas too on what they can look like. I modeled mine after the ones that are in my son's schools. Weekends were the hardest for us until we sat down at the breakfast table that morning and made a visual schedule for that day as well. So long as we keep to the routine, we do far better. I've heard that there are also some apps to help with this, though I have not explored them yet. I find that when we have this structure, he is also a bit more adaptive if we need to make a slight change."

• "If he attends school, this will be part of his routine... Wake up same time in the morning, put clothes on, eat breakfast, brush teeth, comb hair, and go to school. After school, you need to get him in an activity so he can be around other kids his age in a "social" environment (e.g., Gymnastics, T-Ball, Soccer, etc.). When he gets home, get a snack, do homework, "playtime" or "practice", dinner, bath, then bedtime. Life is busy and most can't stay on such schedules, but let him know several times the day before what activities you all have for the next day... Remind in the morning, after school, before bed... Also remind him of the activities you all have planned that day, even if it it's going to the store... It is best to try to slowly change his routine without him knowing so he can get used to change.... but start off with a certain schedule. My son was diagnosed 2 years ago when he was 10. He is now 12, and these are things I did for him without knowing he had high functioning autism. Today you wouldn't know he had it because he is very social. Get play dates, get him in to sports even if doesn't want to, push him - push him, because the end result is worth it."

• "One way I know is to put a laminated sign by his breakfast spot that shows him combing hair and brushing teeth in the bathroom. Then in the bathroom, another sign shows him in his room getting clothes on. Then in his room, it shows him grabbing his backpack and coat and setting it by the door. Our key to success is NO downtime in the A.M. If he gets started playing and then has to stop to head to school - it's no good. If he's "off track," you can prompt him by asking him what he should be doing right now rather than telling him. Always put it on him so he learns it's HIS responsibility. In the P.M., you can make your routine more time oriented (e.g., 3:00 - 3:15 snack, 3:15 - 3:30 computer time, 3:30 - 4:00 free choice or quiet reading, and so on)."

• "Yes, routine, routine, routine. Also make sure that if there's a major change, try to let him know ahead of time. In a perfect world we can predict changes, but obviously that doesn't happen, particularly in school. Have safety nets (people) set up in place so that if a sudden, unexpected change happens and a meltdown occurs that he has support to help him through it. The more you can tell teachers and staff members at school about his needs and "triggers," the better off he is. After a while it gets to be second nature for everyone, and it does get better!!"



 


More resources for parents of children and teens 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… clocks in every room.always give countdowns between changing task..surprise changes are hard and a part of life so they are unavoidable..love him thru those situations...you will have good days and bad days...if you know the routine will be different tell him early and prepare him for it..don't try to follow a schedule that works for someone else, do what is best and works for you guys..
•    Anonymous said… I just watched my son and see how he likes schedule as long as its within reason. I would do the same thing everyday and then he would find his nitch. Im aspergers too though so its easy for me. But we are moving around so much these days because we are not in a permanent place til after the holidays that im really surprised hes doing very well with it. The only problem hes having is so frustrating at 15 is going number 2 in his pants. Sometimes its just a streak but like he holds it. I tried.to keep that on a schedule too but weve been chenging time zones. I always try to warn him ahead of time what the day will be like if its not the normal routine.
•    Anonymous said… In 5 minutes....that's how we run our lives  😊
•    Anonymous said… Maybe try creating a visual schedule with pictures for each step in your routine so he knows what comes next without you having to give a million warnings and prompt him constantly. Like others have said, consistency is key!
•    Anonymous said… My 10 year old even stopped watching tv before school this morning, he said "you only give me 12 minutes of Pokemon every morning and that is finished"  😂 😂 😂 😂okay then go outside and play  😊 once you get routines happening they are a dream. He ALWAYS takes his plate to the dishwasher etc lives by routine!!!! You just have to establish one which can be slow going. Get the sticky back things so he can pull off "breakfast" and put it in a done pocket. Have a clock with hands he can change by the routine. Just stick with a plan give it at least 3 days before you give up and remember they need to be taught EVERYTHIBG! But once the hard work is done it's awesome
•    Anonymous said… The only thing that'll make it work is consistency. . consistency from EVERYONE in his life. 1 person throwing off his schedule/ routine, can set you back days of progress... Learned that the hard way... Otherwise, what works for my 5yr old is letting him know the list of tasks. 2 at a time. We are going to do this, then this.. After 2nd task, then I share the next following.  Sometimes he gets distracted with his own interests, but the way I found works for us, to bring his attention back is, " addison, right now it is __________ time. Not ________ time. We've got to stick to our agenda and then it can be _______ time. But right now we are doing, said things"
•    Anonymous said… The problem is in life something unexpwcted will rise and he needs to be prepared for that. Cant always have a routine but one thing should stay consistant is his mom in this knowing he can count on her.

Post your comment below…

Understanding the Behavioral Problems Associated with High-Functioning Autism

“Our 11 y.o. grandson is a high functioning autistic child and is totally disruptive and seems to want to control everything and everyone. I don't want to give into him but need some suggestions because it is upsetting all of us. The whole family revolves around him and his wants. It even influences his sister - and the sister imitates this dreadful behavior. PLEASE, what can we do?!”

You need to understand what your grandson is thinking, how he interprets what is going on, and how his deficits cause problems before you can begin any intervention strategy. Do not rush into action until you have collected enough information and analyzed what is going on. If you do not know the reasons behind the behavior, you may very likely do the wrong thing. If you know what is going on, you can make a big difference.

To help you determine the reasons why your grandson acts the way he does, you should ask yourself the following questions:
  1. Is he stuck on an idea and can't let it go? (He does not know how to let go and move on when there is a problem.)
  2. Is he misunderstanding what is happening and assuming something that isn't true? (Misinterpretation)
  3. Is he expecting perfection in himself? (Black-and-white thinking)
  4. Is he exaggerating the importance of an event? There are no small events, everything that goes wrong is a catastrophe. (Black-and-white thinking)
  5. Is he blaming you for something that is beyond your control? (He feels that you must solve the problem for him even when it involves issues you have no control over.)
  6. Has he made a rule that can't be followed? (He sees only one way to solve a problem; he cannot see alternatives.)
  7. Does he see only two choices to a situation rather than many options? (Black-and-white thinking)
  8. Does he need to be taught a better way to deal with a problem? (He does not understand the way the world works.)
  9. Because a situation was one way the first time, does he feel it has to be that way always? (Being rule bound.)



Realizing that your grandson will not be a good observer of his behavior is your first step. The high-functioning autistic (Asperger’s) youngster often does not know what to do in a situation. He does not know the appropriate behavior because he doesn't understand how the world works. Or, if he knows a better solution, he can’t use it because he becomes "stuck."

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's
 
Not knowing what to do - or being unable to do what is appropriate - results in anxiety that leads to additional ineffective and inappropriate actions. High-functioning autistic behavior is usually a result of this anxiety, which leads to difficulty moving on and letting go of an issue and "getting stuck" on something. This is rigidity, and it is the most common reason for behavioral problems. You must deal with rigidity and replace it with flexibility early on in your plan to help your grandson. Flexibility is a skill that can be taught, and you will need to make this a major part of your efforts to help him.

Understanding your grandson involves knowing the high-functioning autistic characteristics and how they manifest themselves in everyday behaviors. How does your grandson see the world, think about matters, and react to what is going on around him? The following reasons will help you understand why he acts the way he does:

Reasons for Rigidity—
  • Transitioning from one activity to another. This is usually a problem because it may mean ending an activity before he is finished with it.
  • The need to engage in or continue a preferred activity, usually an obsessive action or fantasy.
  • The need to control a situation.
  • The need to avoid or escape from a non-preferred activity, often something difficult or undesirable. Often, if your grandson cannot be perfect, he does not want to engage in an activity.
  • Other internal issues, such as sensory, inattention (ADHD), oppositional tendency (ODD), or other psychiatric issues may also be causes of behavior.
  • Lack of knowledge about how something is done. By not knowing how the world works with regard to specific situations and events, the autistic youngster will act inappropriately instead.
  • Immediate gratification of a need.
  • Anxiety about a current or upcoming event, no matter how trivial it might appear to you.
  • A violation of a rule or ritual – changing something from the way it is supposed to be. Someone is violating a rule and this is unacceptable to the youngster.
  • A misunderstanding or misinterpretation of another's action.

Not Understanding How the World Works—

Your high-functioning autistic grandson has a neuro-cognitive disorder that affects many areas of functioning. This includes a difficulty with the basic understanding of the rules of society, especially if they are not obvious. Life has many of these rules. Some are written, some are spoken, and some are learned through observation and intuition. Your grandson only knows what has been directly taught to him through books, movies, TV shows, the Internet, and explicit instructions. He is not able to sit in a room, observe what is happening, and understand social cues, implied directions, or how to "read between the lines," and as he is growing up, he does not learn how to do this. Instead, he learns facts. He does not "take in" what is happening around him that involves the rest of the world, only what directly impacts him.

Many of the conversations he has had have generally been about knowledge and facts, not about feelings, opinions, and interactions. As a result, he does not really know how the world works and what one is supposed to do in various situations. This can apply to even the smallest situations you might take for granted. Not knowing the unspoken rules of situations causes anxiety and upset. This leads to many of the behavioral issues that appear as the high-functioning autistic youngster tries to impose his own sense of order on a world he doesn't understand.

The high-functioning autistic youngster creates his own set of rules for everyday functioning to keep things from changing and thereby minimize his anxiety. Sometimes, he just makes up the rules when it is convenient. Other times, he attempts to make them up by looking for patterns, rules, or the logic of a situation to make it less chaotic for him and more predictable and understandable. If there are no rules for an event or situation, he will create them from his own experiences based on what he has read, seen, or heard. He will often have a great deal of information to use in reaching his conclusions and forming his opinions and feelings. As a result, some of his conclusions are correct and some are wrong.

He will rarely consider someone else's point of view if he does not consider them to be an "expert." The fewer people he sees as experts, the more behavioral difficulty you will see. He might consider teachers and others to be experts, but his moms and dads will rarely be seen as such. Therefore, he will argue with you about your opinions if different from his own. He thinks that his opinion is as good as yours, so he chooses his. This represents his rigid thinking. He finds it difficult to be flexible and consider alternate views, especially if he has already reached a conclusion. New ideas can be difficult to accept ("I'd rather do it the way I've always done it"). Being forced to think differently can cause a lot of anxiety.

You must never overestimate your high-functioning autistic youngster's understanding of a situation because of his high intellectual ability or his other strengths. He is a boy who needs to figure out how the world works. He needs a road map and the set of instructions, one example at a time.

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's
 
Frames of Reference—

In trying to understand how the world works, your grandson tries to make sense of your explanations, but sometimes is not able to do this. As a result, your effort at intervening falls short. This can occur because your explanation has no meaning. Each high-functioning autistic youngster can only understand things for which they have a frame of reference, meaning they have a picture or idea about this from other sources or from prior discussions. They cannot understand what you will tell them without this frame of reference. For example, when I asked a very bright teenage boy on the spectrum if he missed his mom and dad when he was at overnight camp for a week, he replied that it was not all that long. When I asked him again if he missed them, he said he could e-mail them whenever he wanted. After my third attempt to get an answer he finally said to me, "I can't answer that question. Since I have never missed anyone before, I have nothing against which I can compare my feelings to know what missing feels like."

----------


Preferred and Non-preferred Activities—

For all high-functioning autistic kids, life tends to be divided into two categories – preferred and non-preferred activities. Preferred activities are those things your grandson engages in frequently and with great intensity. He seeks them out without any external motivation. However, not all of his preferred activities are equal. Some are much more highly desired and prized. An activity that is lower on the list can never be used as a motivator for one that is higher. For example, you cannot get him to substitute his video game playing by offering a food reward if the game playing is higher on his list.

Any activity that is not preferred can be considered non-preferred. They are less desirable and many are avoided. The lower they are on the list of desirability, the more he will resist or avoid doing them. Sometimes an activity or task becomes non-preferred because it is made to compete with one that is much more highly valued. For example, taking a bath could be enjoyable, but if your grandson is reading, and reading is higher on his list, he will resist or throw a tantrum.

Preferred and non-preferred activities are always problem areas. Your grandson will always want to engage in preferred activities even when you have something more important for him to do. He does not want to end preferred activities and your attempts to have him end them can produce upset of one kind or another. On the other hand, trying to get him to do non-preferred activities, such as interacting socially, can also be difficult. If many non-preferred elements are combined together, the problem can become a nightmare, such as with homework.

The high-functioning autistic youngster rarely has activities he just likes. He tends to either love or hate an activity. The middle ground is usually missing. Teaching a middle ground or shades of gray can be a goal and will be discussed later. Also, as you try to teach him something new, you will encounter resistance because you are asking him to do something that's not a preferred activity. But, as he outgrows younger interests, he will need to learn new ones in order to have some common interests with his peers. He needs to experience new things to see if he likes them, but may not want to do this just because you're asking him to do something new. He already has his list of preferred interests and will rarely see the need for anything new. Quite often, his preferred list will include computer or video games. However, the more he is on the computer or the more he plays video games, the less available he is to be in the real world and learn something new. Most likely, you will have to control his access to preferred activities if new ones are to be introduced.

Obsessive-Compulsive Behaviors and Anxiety—

Obsessive-compulsive issues, also referred to as rituals, rigidity, perseverations, rules, or black-and-white thinking, originate in the high-functioning autistic child's difficulty understanding the world around him. This creates anxiety, the underlying cause for his obsessive-compulsive behaviors. You will see anxiety in many different ways, depending on how your grandson manifests it. Some kids will show it in obvious ways, such as crying, hiding under furniture, or clinging to you. Others show it by trying to control the situation and bossing people around. Some may hit or throw a tantrum. Some may act silly. No matter how your grandson displays his anxiety, you need to recognize that it is there and not assume it is due to some other cause such as attention seeking or just plain misbehavior.

Anxiety can occur for the smallest reason. Don't judge anxiety-producing situations by your own reaction to an event. Your grandson will be much more sensitive to situations than you will be, and often there will be no logical reason for his anxiety. Something that you would be anxious about causes no anxiety in your grandson, while a small event causes him to be quite anxious. When events change, he never knows what is going to come next and he becomes confused and upset, leading to some form of inappropriate behavior.

Your grandson's first reaction may be to try to reduce or eliminate his anxiety. He must do something, and one of the most effective means is to take all changes, uncertainty, and variability out of the equation. This can be accomplished by obsessions. If everything is done a certain way, if there is a definite and unbreakable rule for every event, and if everyone does as he wishes, everything will be fine. Anxiety is then diminished or reduced, and no upset, tantrums, or meltdowns occur.

Unfortunately, it is virtually impossible to do this in the real world. Nevertheless, anxiety needs to be dealt with in some manner. This is the first order of business in planning for many interventions. If you move ahead before this has been settled, it will continue to be a significant interfering factor.

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

Behavioral Manifestations of Anxiety—
  • Wanting things to go their way, when they want them to, no matter what anyone else may want. They may argue, throw a tantrum, ignore you, growl, refuse to yield, etc.
  • Tending to conserve energy and put forth the least effort they can, except with highly preferred activities.
  • Remaining in a fantasy world a good deal of the time and appearing unaware of events around them.
  • Reacting poorly to new events, transitions, or changes.
  • Preferring to do the same things over and over.
  • Lecturing others or engaging in a monologue rather than having a reciprocal conversation.
  • Intensely disliking loud noises and crowds.
  • Insisting on having things and/or events occur in a certain way.
  • Having trouble playing and socializing well with peers or avoiding socializing altogether. They prefer to be alone because others do not do things exactly as they do.
  • Having a narrow range of interests, and becoming fixated on certain topics and/or routines.
  • Eating a narrow range of foods.
  • Displaying a good deal of silly behaviors because they are anxious or do not know what to do in a situation.
  • Demonstrating unusual fears, anxiety, tantrums, and showing resistance to directions from others.
  • Demanding unrealistic perfection in their handwriting, or wanting to avoid doing any writing.
  • Creating their own set of rules for doing something.
  • Becoming easily overwhelmed and having difficulty calming down.

Black-and-White Thinking and Mindblindness—

The obsessive-compulsive approach to life results in the narrow range of interests and insistence on set routines typical of a high-functioning autistic youngster. However, it usually starts as a cognitive (thinking) issue before it becomes a behavioral one. Cognitive issues, such as the inability to take someone else's perspective (mindblindness) and the lack of cognitive flexibility (black-and-white thinking), cause many of the behaviors we see. We know there is a cognitive element by looking at the youngster's behaviors. There is always some distress, anxiety, or obsession manifested in every inappropriate behavior.

Your grandson's cognitive difficulties may lead to inaccurate interpretations and understanding of the world. How someone interprets a situation determines how he will respond to it. Many times the interpretation of an event is either not an accurate one or not one that leads to positive or prosocial actions. If the event can be reinterpreted for him, it might lead to a more productive outcome. In doing this, you must first try to understand how the child interprets a situation. All of the child's behaviors are filtered through his perception of the way the world works.

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…  Behavior Modification, counseling, and this may require inpatient therapy. It will be short term. It helped with my 17 year old. We started at age 3.5 years old. The behavior will change for the better or will continue to decline.
•    Anonymous said… bdoes this sound familiar? This is a very interesting read, especially the bit about OCD. x
•    Anonymous said… dreadful behavior is from the adults- he's 11 and sounds like being at the house with people who "won't give in" is stressful.If he had a physical aliment, you would adjust so why, when he is 11 are you just beginning to ask questions about how to help. My kids will not go to people's homes (including their grandfather) because of the lack of empathy of medical issues (physical as well). Although it is not clear what the parents are doing, it's clear you are blaming a child for the family wrongs. What have you done to make him feel welcome, calm, and to be interested in him ? What can you do? Stop judging. Read. Learn. Empathize. Help.
•    Anonymous said… feel like the author has been spying on my son!!  😁 Very good article.
•    Anonymous said… Get a trampoline. We used to put our son on it before and after school to burn up excess energy.
•    Anonymous said… I feel you, things eventually settled down with my son, but I think it's such a strange age and everything is changing all around, some of his peers may be going into puberty, there's the transition to big school, and possibly even hormonal changes in him. I used to battle with my son, but then I realised a lot of his behaviour was due to anxiety, hence the need to control, and the massive meltdowns. Try to be patient, and if possible try to allocate time to spend alone with your daughter, and spoil her a little, my nt child acted up a lot because of her brother having all the attention for what she saw as bad behaviour. Also, try to get in on his special interest, it will help you to have a better relationship with him so you can discuss other things, I know it's tedious hearing every tiny minute detail of something which you have no interest in (good god help me, I don't even care about the lore of the elder scrolls, but I gotta try so he knows I actually care about what's important to him) Also, communicate with him on a more adult level, my son hated being spoken to like a child, even though he was one, he sensed people spoke to him differently to how they speak to their equals. It really helps him to be treated like an adult, and I think it was around 11 when I decided to treat him more like an equal, he's 13 and quite self-responsible now, a thing I thought I'd never see
•    Anonymous said… I would recommend social thinking counseling -- probably individual and group. Also check out the books from Michelle Garcia Winner, the social thinking expert for kids on the spectrum. She has books for kids and teens that are great.
•    Anonymous said… I'm probably not telling you anything that you don't already know...he acts this way with you and your family because he's had to hold it together ALL day at school. Keep setting boundaries, get connected in your area with families that are going through a similar journey...be kind to yourself.
•    Anonymous said… Intense behavior modification. Tools to help them calm triggers, recognizing triggers, group therapy, counseling, environment has a strict structure, family therapy, social skills, empathy, and assessment of current diagnosis. Also, the child will continue to attend school. It can be two weeks to 6 months. It depends on insurance and program.
•    Anonymous said… Is there a Spanish versión of this article!! Live in Spain and would love my sons School to read this as it sums him up! Too much for me to translate..
•    Anonymous said… Please tell others when referring to a child on the Spectrum that "____is an 11 year old child with ASD" The child first please!  I am a 30+ year Special Education teacher with Masters in Special Education. I teach in a self-contained classroom with some amazing students who happen to live and learn with Autism. The most effective programs and the most functional and long term learning that I have used and individualized education around is based on social-emotional learning. The most effective strategy is consistency across all of the child's environments and an at-home positive behavioural support team that consults across school and home.
•    Anonymous said… Poor kid has to behave at school and can't hold it together 24/7. You have to have lots and lots of positive parenting, rules... and stick to them ( which can be v hard and tiring ) but it is possible for things to improve. If you as the parent are in a relationship then be kind to each other ( when you probably don't want to always) and talk to each other. Remember why you're together in the first place and when things seem bad stick together Children like this can cause immense strain on a family unit.
•    Anonymous said… Sounds just like my 8 year old.
•    Anonymous said… This all sounds very similar to my experience (except that I am likely to hear more about "game theory" than "Lore of the elder scrolls" :) ). My younger not son also acts out because of his brothers behaviour.
•    Anonymous said… This article described my 10 yr old daughter exactly. I related to almost everything in it.
•    Anonymous said… We can't figure out what triggers my six year old son. He wakes up, and has the immediate desire to wake everyone, even if it means hurting others to do so. He instantly goes after his three year old brother every time he's near, and separating them doesn't work, because my six year old is terrified to be alone. He's seen three different councilors, a psychiatrist and 2 neurologists all in the last two years. We've tried 9 different meds to try to help calm his hyperactivity, and nothing works for him. He's an angel at school and during his extra curricular activities, but with us, he's a monster. We don't know what to do anymore.
•    Anonymous said… We have two trampolines. Nothing affects his behavior, no matter what we do. He's like this on weekends, all through the summer, and during every break from school. It's literally unbearable. He laughs in your face as he's going after his siblings. He has no fear of consequences, and there's never been an effective form of punishment for him. I completely understand why parents of these children get divorced. They need a break.
•    Anonymous said… What do theu do at inpatient therapy
•    Anonymous said… You have to be really strong...as do all adults who have some childcare responsibilities for this boy....there are no days off as far as rules go... firm but fair and eventually you will get there....I've beeen through it... sending you positive vibes...
•    Anonymous said… your leading with child first, label second is much appreciated. As my own parenting journey progresses I prefer to say "my son is on the Autism Spectrum", or "my son has an Autism Spectrum condition"... I have found I dislike applying the term "disorder" at all, although there is certainly that aspect to it, but i don't want it to be the only thing that defines him...
*   Anonymous said... great read, wish I had known all this when my daughter was much younger. absolutely frustrating to know that she was 'different' by the time she was about 2 but had to wait til she was 12 for the correct diagnosis, the benefit of early intervention is lost for most girls as they mask so much socially..... puberty and autism is a winning combination.... challenging behaviours and the 'undiagnosed' co morbidity of a mental illness makes every day an adventure thats for sure.

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