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COMMENTS & QUESTIONS [for June, 2018]



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 name is Heather. I have a 6.5 year old child on the high functioning end of the spectrum. I wanted to send you a message over Facebook as that is where I found your content, but, there wasn’t an option. I found your email through your website. I wanted to personally send you a quick message to say thank you for disseminating such important and vital information specifically targeting children who are have Aspergers. Because my son is so high functioning, we have been questioned, ridiculed, and at times been laughed at when trying to explain his struggles. My son is very verbal and friendly and is often labeled as a bad child or an awkward weird child but never autistic. Luckily , his school has recognized the autism and we are getting a lot of help through them. However, we have family members that we cannot be around anymore because of their inability to keep quiet with their unfounded and ignorant opinions on how my son does or doesn't behave. I have had to cut friends out of our lives and find people that share in the same struggles and understanding of what my son struggles with and have real and positive advice to offer. Of course, the public can be very brutal with sneers, looks and whispers. My son sees and notices a lot of it. I have longed for more information so that I can be more equipped to help him navigate his way around people and the world in general. Seeing your articles and constant information about the very same issues we deal with is very encouraging to me and my husband. I have chosen to use my Facebook page to educate people on high functioning autism and what it looks like, how to handle it, maybe recognize it in their own children or in themselves. Thank you for helping and understanding. Please keep posting this content. I rely on it everyday. Thank you.

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Dear Mark,

I purchased your excellent book: "Living with Asperger's (AS) Partner".

Very valuable advice! Helped me improve dealing with my husband of 44 years.

These were challenging years. There is so much that brings us together, yet our different emotional build up caused us a lot of serious, hurtful disagreements and suffering throughout the years.

I stopped reacting to his inconsiderate behaviors in an emotional way, forcing myself to walk away, think through when and how to respond in an effor to avoid such hurtful behaviors on his part in the future.

Yet, although we have been closer...and things were calm, warm and mutually respectful for a while...

Yesterday, we had a couple of old friends visiting.

He starting rushing me to immediately start the (already prepared) dinner although we were not done with appetizers (about half an hour into the visit). Then, when I reached for a small piece of sweetened pineapple treat, he moved the ball away from me, in front of our friends (I am very slightly overweight and have been watching a very healthy diet and lifestyle for the past 4 months, which includes some minor "treats" from time to time, in agreement with my doctor - and it IS working beautifully).

I let it go, and mentioned it only next day: said "it made me feel embarrassed, controlled, afraid to reach for food the rest of the evening, second-guessing his reaction". Asked that "he never does it again", to trust me, "that I am a intelligent 62-year-old woman, and know what I am doing".

His reaction was furious: name calling; that I should be grateful he prevented me from eating more bad food; that all these doctors I am listening too (excellent experts in an online series of newest research on pre-diabetes) are stupid, "why I am even listening and then not (100%, I guess) following their advise etc.

Again, I pointed out I trust myself and don't need him to CONTROL me. He continued to interrupt me, yell at me, even threatening divorce (which he has done 1,000 times before).

What else can I do to make him trust my judgement and not be demeaned like that in front of my friends (and in general) in the future?

My husband, a retired engineer spending most of his time either on his engineering "projects" or watching or playing tennis; prone to angry, often abusive outbursts if under stress; with strong tendency to control and criticise others'  behavior, and an underdeveloped empathy, fits 90% of characteristics of a person with Asperger's. My luck;)....

Any other suggestion how I could have handled the situation more effectively?

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Thank you so much!!  I have read all of the material and will be joining my fiance after 6 weeks of separation not due to the struggles we have had in our relationship but maintaining our individual homes in different states.  I will see him next week and he has asked for a list of things that he needs to correct or do in order for us to get along better.  I haven't told him that I believe he has AS and am hesitant to do so, but I want to gear our conversation toward those traits and need help in developing some guidelines for my list.  Any suggestions?  Also, last year we had a complete breakdown in our relationship and from Jan until July was seeing someone else while we were still together.  He has shown a lot of remorse and is confused as to why he did what he did.  I have tried to move past his lies, cheating etc and it's strange but in his mind, he doesn't remember much about his affair or acts as if it never happened.  I need some pointers should the subject come up, how to handle it .

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There is  a lot of info out there about children, but not very much about adults.  Sometime I wish I could tell parents what to expect for their children in the future, but hopefully their child will be Bill Gates, not my husband.

For people not diagnosed until adulthood, family and teachers just assume this is a problem kid.  My husband set fires in his locker at school, burned down his grandmother’s house, blew up all his toys like the bad kid on Toy Story,  later got into drugs and alcohol, dropped out of school, stole cars, went to jail and tried suicide three times.

After we got married (his first marriage at age 37, my second at age 40), he could never hold a job for more than a few days or weeks.  He would always end up getting fired for saying the wrong thing at work.  I tried so hard to teach him how to act at work, but he would always get angry about something and say something inappropriate.

Intimacy never really worked out with us either.  Most of the time he had ED, plus he doesn’t really like anyone too close, especially not leaning on him, or on top of him, or touching his face.  He says he “can’t breathe”, or he says it “freaks him out”.  So that part of our marriage is basically dead. 

He can do a lot but always says he can’t do anything.  He knows a lot but claims he doesn’t know anything.  There is a lot he can do, but he can’t tell the different between doing something useful and doing something just for the heck of it.   Some things he does well, other things he can’t do at all, or says he can’t. 

He got diagnosed a few years ago and now collects disability, which is not enough to live on, so we always struggle financially.  This is our life now, with no hope for retirement, or having any money to do anything fun.

Maybe his life would have been better if he had  been diagnosed in childhood.  If we had never met, I suspect he would have ended up homeless.

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Dear Mr. Hutten,

Thank you for your text yesterday evening. I have a few questions that possibly you could please help me with. My questions are not only about my son, who is 15 and has Aspergers, but about myself and how I deal with him. He is a very sweet boy and he always means well. He is very polite but very timid.

Every school morning, he takes a long time to get ready. I don't know if waking him up earlier would help or if he would just fill up the time. I find myself getting upset with him then getting upset with myself for getting upset with him. I don't really want to spend the time to keep on top of him. But, should I?

He really struggles with homework. He is especially bad at Math. Generally speaking, he takes a long time to do all of his homework. He then gets upset that he does not have free time to see his friends, etc. Should I just get him a tutor?

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Dr Hutten: Thank you for your expertise in this field of working with couples  who are dealing with Asperger’s within their relationship.
After reading and listing to your book and audio I feel I fall somewhere in the Asperger’s Spectron.

My wife  for years has tried to figure out my  quirky behaver and emotional lack of interaction with herself and others.
At this point in our relationship she is ready to call our marriage quits.
She recently  found your web site and said, I might what to take a look at your material.
What I found did help me understand what I have felt for years. But was not able to articulate until reading your book.

My background Iam a white male 56 years old marred for 18 years two children 10 and 15.
I own a printing company  here in San Diego with 5 full time employees for the last 20 years.
To the world I seem to be fully  functional  normal person who can run a business be married and be a parent.
My wife who I have know for 30 years knows differently and has spent years working with me on trying to get me to connect
Emotionally with herself. I know she deserves 100% myself but  I can’t seem to find the strategy’s needed to truly connect with her.

My question is do you take on new clients  into your practice who are out of state.
I like the fact that you already have a great understanding on what married couples are going though when one person falls within the Asperger’s spectrum.
I  would like to tap your  knowledge and expertise in this field to, find strategy’s to help mediate my inability to emotional connect with my wife
and let her know I do care and want to find a path going forward where I can Communicate with her in a meaningful way.
Any help you could give would be greatly appreciated
Thank you.

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My son who is almost 20 was aggressive towards me, his mother, through all of his teen years, due to anxiety - not because he is bad ! He is very kind, clever and was a happy little boy! But due to not having a diagnosis, despite so many attempts where we live to get one - he was not understood at school, or by others generally. We finally had one last year but it was handled so badly he felt totally dejected and it led to more outbursts and blame on me for having given birth to him! It resulted in him being removed from the home last year. With little information on how he is faring due to being classed chronologically as an adult - I am bereft but know that I couldn't cope with his outbursts or unreasonable demands for us to buy him expensive cars etc. We are reliant on social Services to support him and help him to learn about life - after all of my efforts over the years I feel a total failure. Not sure anyone can help when services say they are dealing with an adult although they have no plan as to what to do to support his needs.

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Thank you so much. I am currently fighting for my marriage and have the added struggle of an unsupportive step-daughter and son-in-law.

I am currently living in Indiana for the summer but going home to Alabama once a month. Last time I was home there was a big blowup because I wanted that one weekend home with my husband but he ended up bringing his grandsons (as happens every weekend) home instead. The parents have the kids ask and my husband does not want to say no. They are his life. I am not.

Now he is preparing sermons for my next visit home. I love my Bible but he becomes fixated on his and finds verses to prove that I AM THE PROBLEM and he is just suffering through dealing with me. He is the perfect picture of a husband and the fact that he works, provides, and doesn’t drink, makes him perfect and the fact that I desire emotional support is ridiculous.

His latest revelation to me was when I told him time with him was just as important to me as sex was important to him and would he feel unloved if I didn’t want to have sex.

His response to me was to read 2 Samuel 16: 9-12 and followed up with this:

Well, forgive me but I’d rather accept the things that I don’t like or that are of discomfort as to the fear of God and judgement against my own foolish acts of unrighteousness for why should I be a fool in thinking that I do no wrong or justify that my wrongs are actually right. Why should I deceive myself but yet I am my worst enemy.

What in the world is he trying to say to me? I’m so confused, as usual, and our minds just do not work together well at all.

Crying, crying, crying

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Hello Mr. Hutten,

My husband and I adopted three children as toddlers who are now in their teens.   Two are biologically related to each other.  The eldest, Kino, has never really bonded with us.  He endured at least seven different placements before entering our home at age 2 1/2.   Both biological parents had poly drug addiction and were arrested for various crimes, so we can only imagine what he was exposed to.   As literature on treatment of attachment disorders suggests, conventional discipline and parenting approaches have not proven effective.

Kino is now 17 1/2.   He does not have full blown RAD, but he does show definite tendencies across many of the diagnostic criterion.   Low empathy, can be quite cruel and hurtful.   There is no apology or repair following instances when he has violated or harmed others, and he shows no respect for our parental authority when we assert limits/boundaries and consequences for his misbehavior.

 On the other hand, Kino has never been in trouble with the law.   He generally observes rules of society, though he shows no deference toward those in authority (coaches, teachers, other adults).    Kino is naturally athletic (basketball star at his high school), and endowed with a bright mind but could care less about grades, seems determined to under-achieve, resents being asked to make an effort academically or in other areas.

In general he shows strong narcissistic traits.  People in his life serve primarily a utilitarian purpose.      His cruelty is often insidious...controlled, not outwardly emotionally reactive but rather calculated, controlled, he’s very adept at manipulating situations and people to ensure he’s in control.   Uses his younger sister as a wedge, and often as his surrogate to carry out his bullying, shunning, etc. of others.  She is just beginning to understand how he uses her in this manner and we’re trying to help her learn to set boundaries with him when he does this.

Our third child is just four months younger than Kino.   Marco suffered TBI and other serious injuries as a baby which have left him compromised in many ways.   Kino has targeted Marco, and often if angry with my husband or me, Kino will retaliate by being unkind to Marco.   We think Kino is threatened  in that Marco is very empathic and although he struggles with emotional regulation due to brain injuries, Marco is very self aware, communicative and able to connect easily with others, in ways that are difficult for Kino.

I’m writing way too much, but essentially interested in knowing how effective your approaches have been with youth with attachment challenges.  We are weary and on verge of losing hope.  Have considered separating our family, sending him away, etc. but we fear that will only reinforce his belief that he is unworthy of being loved.

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Hi Mark - my name is Jen and am about all the way through your course. Thank you for all the detail and I appreciate your experience.

My son was diagnosed RAD several years ago. Long story. He is now 13. He is emotionally immature. Very frequently doing overly childish behavior.

Many of your suggestions are familiar to me going through therapy but such good reminders, as I get overwhelmed with the day to day and often let things going.

Self-reliant strategies and making sure to praise regularly to give my energy are two main things I am implementing right away.

I am feeling a bit uncertain about implementing the discipline/grounding ideas. Our main therapist who has helped us the most was trained in Beyond Consequences with Heather Forbes. She is now retired. So as you can image, connection as been our main priority but discipline hasn't. He was sooo fantastic for about a year and a half, then 13 hit. 7th grade hit. And we have had a big regression.

He has times where he is so rational, but others that I fear that he is incapable of making choices on how he is acting. Which brings me to my question. If there is a disconnect/lid flip tendency of a RAD kiddo, do you still feel confident that your methods will be effective?

He is a good kid when his brain is working well! His anxiety and fear override and make him so disregulated that it can get scary.

Thanks Mark! I am sure you get so many of these questions. My husband and I have tried so many things over the years that I just want to confirm that if we commit to something that there is a high probability it will be effective.

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Should I allow (with supervision) my just- turned 16-year-old daughter to date an 18-year-old?  She has snuck boyfriends in the past, but she told us that if we would allow it, the relationship could be out on the open.  The young man could go to church with us, work out with us, hang out with us.  I havent been able to trust her in the past.  She seems to have ADHD, struggles severely with academics.  It seems like she uses her body as one of her greatest assets for acknowledgement.  ... like dressing in tight clothing, short shorts.  I have fought her on attire for a couple of year now.  I have just chosen not to make that issue the deal-breaker. 

I also homeschool, but I want her going to a regular school,  it am concerned she will wind up pregnant.  Any counsel?

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Good afternoon!
Although not formally diagnosed, my 60 year old husband of 30+ years has many characteristics of having Asperger's. We are both educators so it's been manageable for the most part. Life changes have come our way. We have been retired two years and work part time. Our two children are grown.

All these years I have planned, prompted, and steered- foolishly thinking that his awkwardness, rudeness could be covered by my sense of humor and southern charm. However, in the last couple of months I have been unable to "cover". Our social circle is shrinking rapidly. He's offended people from young children to elderly. It seems to be escalating.

Although I have addressed his issues with him, he truly doesn't see that there is a problem.

I'm struggling.... is it due to life's circumstances or our aging?
 How do I get him out of his current negative thought pattern?
Do we remove ourselves from situations that bring out the rudeness to spare the feelings of others?

Any feedback would be greatly appreciated.

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Aloha from Hawaii!

I am reaching out desperate and very interested in what I have been reading about your work in trying to seek out some assistance for my 15 year old son.

After seeing a local psychologist for the past year, we both feel that my son may be "on the spectrum" exhibiting a lot of Asperger's Syndrome characteristics with possible video gaming addiction. So PsyD feels my son may need/benefit from more of a psychiatric protocol of treatment with possible mood stabilizers to assist with self regulation.

Although my son was evaluated in 2012 with a resulting axis-I diagnosis of Dyslexia/Dysgraphia (more of the latter is prominent), he has always been a very emotional and rigid learner with poor expression/communication skills that has often impeded the joys of what should've been happier times in his childhood that I often feel guilty about thinking much was my fault as a poorly skilled mother.

With this dysgraphia diagnosis he matriculated successfully to a private special school setting (Assets School) through middle school up until when he felt he was not being helped and wanted to try another private campus for his high school years (an all boys school).

Up until recently, my son has always sought out opportunities to be with friends/others as he is an only child with a limited social network. However, although we've tried to engage him in a number of activities- boy scouts, martial arts, sports, music etc.- he would often lose interest and protest to the point that we allowed him to drop out of these groups.

In lieu of this he unfortunately has found much comfort in devices that has resulted in what we feel is a dependency that tends to drive his moods and isolates him from much else to the point where nothing else exists/matters.

Although there are some good moments, he demonstrates signs of depression and anxiety rarely seeming happy about much and becoming argumentative as well as easily frustrated/angered with himself and others which often results in very destructive meltdowns particularly if he is not allowed unlimited device time. He no longer has much friends that he interacts with and often shares how he doesn't fit in anywhere and is worthless even though he has had much academic success when he wants to extend the efforts and/or is monitored.

With the above being just a general overview of what has become very concerning I am writing to inquire about whether we should have my son further evaluated for an official ASD diagnosis in order to seek our your program/services. If so might there be anyone you could suggest/refer us to in Hawaii, as I have not been too successful in trying to locate a reputable provider who is accepting new patients with adolescent psychiatric expertise with Asperger's or even device addictions- the ones I've been in contact with are not able to take on new cases or have wait lists.

Apologies for this lengthy correspondence as I am hoping this can provide some insights into my situation to discern what to pursue next in trying to reach my son and hoping it is not too late.

I sincerely appreciate your time and any considerations that you can offer particularly if you think your expertise could make a difference.

I will look forward to hearing what could be possible to explore with much indebted gratitude.

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Greetings
My name is Hadeel Sabti Hmeidan. I adopted my son when he was 1 month old.  He is 8 now. When he was six he was diagnosed as ADHD with asperger.  He is on concerta medication to help control his hyper activity. He is good in school specially math and reading.  I was advised not to put him in international schools. I have the following issues which I need help with
- some times he is aggressive. If some one hit him not intentionally while passing by he his hard and attack as if he was hit hard
- he attacks older kids with no fear.  Usually he does not attack but he hits instead of saying I don’t want you to do this.  I tried teaching him other methods of communicating but not as successful as I want to be
- I am scared at times when he is angry he says things like if I have a knife I would kill him . He is not in an aggressive environment but he uses aggressive language.

Please assist.  I feel overwhelmed

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I have a 13 year old child finally diagnosed with HFA (Aspergers) last year after many fights with school since she was in second grade.   We have an IEP that is no where near robust enough to help her generalize the little social skills that they are putting in place for her.  About 40 minutes a week 20 group and 20 one-on-one with speech therapist plus 20 minutes of counseling a week.  I think the biggest problem for the school is that she is a straight A student in mainstream classes. 

We see a child that is so used to rejection nd bullying from her peers that she is beyond sad, depressed and angry.  We supplement school based speech and counseling out of school, but she is so smart that the therapists aren’t sure what to do with her.  She can answer every social question appropriately but cannot generalize.  I have bought several Michelle Garcia Winner books to read with her and am really trying to help, but she hates thinking that she has a problem. 

I’m wondering how your program will differ and how we can start to connect with our daughter.  She fights me tooth and nail all the time and I’m exhausted.  BTW – she has Dravet Syndrome, a genetic based disease that caused epilepsy and may be the root cause of her aspergers diagnosis as well.
 

Top 10 Sensory Tools for Children on the Autism Spectrum

Here are the most popular "sensory tools" to help special needs children with sensory sensitivities, self-soothing sensory stimulation, and anxiety reduction. These items would be great for your child's sensory room!


1. Fidget Toys:


2. Liquid Light Projector:


3. Dynamic Movement Sensory Sox:


4. Indoor Sensory Hammock:


5. Toothbrush for Sensitive Kids:

6. Calming Sensory LED Light Projector:


7. Chewy Sensory Oral Aide:

8. Sensory OT Brushes:


9. Crash Pad - Jumbo Foam Mat:

15 Pound Weighted Blanket:
 



The 10 Best Essential Oils for Anxious Kids on the Autism Spectrum


Parents would do well to give a few of these essential oils a try as they relate to calming children who experience more than their fair share of anxiety and lack of focus:

1. Bergamot Oil: Often used to reduce pain caused by headaches and muscle tension. Known as an excellent mood enhancer, it's considered a great essential oil for kids on the autism spectrum. It's a relaxant and has a calming effect and can reduce feelings of stress in the "special needs" child.

2. Cedarwood Oil: This essential oil can help young people on the autism spectrum who also have ADHD. It has calming and relaxing properties that promote the release of serotonin, which is then converted into melatonin in the brain. This can help kids on the spectrum to enjoy restorative and peaceful sleep.

3. Chamomile Oil: It's one of the best oils when it comes to coping with anxiety. According to a study published on Alternative Therapies in Health and Medicine and Pharmacognosy Review, inhaling chamomile vapors has a calming effect and promotes relaxation. 

4. Frankincense Oil: For kids on the autism spectrum who also have ADHD, frankincense oil helps them stay focused. It's also known to help reduce anxiety and other negative emotions.

5. Lavender Oil: Has a calming effect on kids, improves sleep quality, and reduces  emotional stress.

6. Mandarin Oil: Useful for reducing insomnia and managing gut issues (e.g., leaky gut syndrome). It's particularly appealing because of its sweet, citrusy scent. It can also help reduce stress levels.

7. Peppermint Oil: Aside from lavender, peppermint is possibly one of the most versatile of all oils on the planet. It's perfect for kids with autism and ADHD because it gives a cooling sensation and produces a calming effect. It's also known to help improve mental focus.

8. Sandalwood Oil: One of the major benefits is that it promotes mental clarity -- especially when used with a diffuser. It also has a calming effect that can be helpful for "special needs" kids. 

9. Vetiver Oil: A study conducted by Dr. Terry Friedman revealed that Vetiver oil benefits kids with ADHD. The oil’s relaxing properties are said to help combat the symptoms of ADHD and ADD (e.g., difficulty concentrating, easily distracted, etc.).

10. Ylang Ylang Oil: This oil has effective sedative and anti-depressant properties.

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Effective Behavior-Management Techniques for Kids on the Spectrum

"What do you do differently when disciplining a child with ASD relative to how you handle a 'typical' child?"

From the moment you heard about your child’s diagnosis of Asperger’s (AS) or High-Functioning Autism (HFA), you knew life would be more challenging for him or her than for “typical” children. So when you ask your “special needs” child to do something and it's not done, you let it go. Maybe you fear that what you would like your child to do, or not do, is impossible for him or her to achieve?

But the truth is this: If you feel that your child doesn't deserve discipline, it's like telling him or her, "I don't believe you can learn." And if YOU don't believe it, how will your youngster come to believe it?

What professionals call "behavior management" is not about punishing or demoralizing an AS or HFA youngster. Rather, it's a way to set boundaries and communicate expectations in a nurturing, loving way. Correcting your child’s actions, showing him or her what's right and wrong, what's acceptable and what's not, are the most important ways you can show your “special needs” child that you love and care.

Here are some special techniques to help moms and dads discipline a “special needs” youngster with Asperger’s or High-Functioning Autism:

1. Active ignoring is a good consequence for misbehavior meant to get your attention. This means not rewarding “bad behavior” with your attention – even if it's negative attention (e.g., scolding or yelling).

2. Due to developmental delays, kids with AS and HFA may require more exposure to discipline before they begin to understand expectations. You must follow through and apply discipline each time there is an incident in order to effectively send your message. The benefits of discipline are the same whether children have a developmental disorder like AS and HFA or not. In fact, children who have trouble learning respond very well to discipline and structure. But for this to work, moms and dads have to make discipline a priority and be consistent. Disciplining children is about establishing standards — whether that's setting a morning routine or dinnertime manners — and then teaching them how to meet those expectations.

3. Have faith in your youngster. If, after taking her first few steps, your toddler kept falling down, would you get her some crutches or a wheelchair? Of course not. So don't do the same with an AS or HFA youngster. Maybe your youngster can't put on his shoes the first time, or 20th time, but keeps trying. Encourage that! When you believe your youngster can do something, you empower him to reach that goal. The same is true for behavior.

4. Beware of the “over-protective parenting-style.” It’s easy for your whole life to revolve around parenting your “special needs” child. This is a lose-lose situation. You lose the joy of parenting, and your overly-protected child loses the ability to grow and learn.

5. Change (not “lower”) your standards. With an AS or HFA youngster, parents need to learn to live in the present. The milestones of your youngster’s life are less defined, and the future less predictable (though your youngster may surprise you). In the meantime, set the standards for your youngster at an appropriate level.

6. Choose a method of discipline appropriate to the level of the tantrum. Planned ignoring, giving a time-out, and removing privileges or activities important to the youngster are all potential options. AS and HFA kids often require a shorter time-out period and consequences given in smaller doses, especially where their attention spans are affected by their disorder.

7. Before you enter a store, transition from one activity to another, or approach a situation where behavior may deteriorate, discuss with your AS or HFA youngster what will happen, review the family rules, and remind your youngster of the consequences (both good and bad) of misbehavior. For young people on the autism spectrum, this information may need to be broken down into a few very simple instructions and repeated often.

8. Keep your behavior plan simple, and work on one challenge at a time. As your youngster meets one behavioral goal, she can strive for the next one.

==> How to Prevent Meltdowns and Tantrums in Aspergers and HFA Children

9. Develop a plan of action before a behavioral incident occurs. Consider possible settings where you may face a tantrum or meltdown, your reaction, your youngster's needs and response, and the consequences you may use to stop or alter the behavior. AS and HFA kids may have unusual behavioral triggers, so it is important to really know your youngster when developing a plan.

10. Different doesn’t mean delicate. While it is true you have to change your expectations of your AS or HFA youngster, you don’t have to lower your standards of discipline. It’s tempting to get lax and let a “special needs” boy or girl get by with behaviors you wouldn’t tolerate in your other kids. He or she needs to know, early on, what behavior you expect. Many moms and dads wait too long to start behavior training. It’s much harder to redirect a 120 pound youngster than a 45 pounder. Like all kids, your AS or HFA youngster must be taught to adjust to family routines, to obey, and to manage himself or herself.

11. Different doesn’t mean substandard. In a “typical” kid’s logic, being different equates with being second-rate. This feeling may be more of a problem for siblings than for their developmentally-delayed brother or sister. Most kids measure their self-worth by how they believe others perceive them. Be sure your AS or HFA youngster’s siblings don’t fall into this “different equals bad” trap.

12. Don’t compare. Your AS or HFA youngster is special. Comparing him to “typical” children of the same age is not fair.

13. Stick to the same routine every day. For instance, if your youngster tends to have a meltdown in the afternoon after school, set a schedule for free time. Maybe he needs a snack first, and then do homework before playtime.

14. Give as much attention to positive, expected outcomes as you give to negative behaviors. This will help your youngster recognize what to do – as well as what not to do. For AS and HFA kids, it is even more important that the consequence or reward immediately follow the behavior to have the greatest effect and opportunity to teach.

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15. Give your AS or HFA youngster choices, and be sure you like all the alternatives. Initially, you may have to guide her into making a choice, but just the ability to make a choice helps any child feel important. Also, be sure to present the choices in your youngster’s language (e.g., using pictures, pointing, reinforcing verbal instructions, etc.). The more you use this approach, the more you will learn about your youngster’s abilities, preferences, and receptive language skills at each stage of development.

16. Be confident about your parenting skills. Discipline is an exhausting responsibility. There will be great days when you're amazed by your youngster's progress, terrible days when it seems like all your hard work was wasted, and plateaus where it seems like further progress is unlikely. But always remember, behavior management is a challenge for all moms and dads, even those of children who are typically developing. So don't allow yourself to get discouraged! If you set an expectation in line with your youngster's abilities, and you believe she can accomplish it, odds are it will happen.

17. Be sure to praise and reward your youngster for EFFORT as well as “success” (e.g., if he refuses to poop in the toilet, he could be rewarded for using a potty chair near the toilet).

18. Help your youngster build a sense of responsibility. There is a natural tendency to want to rush in and do things for a developmentally-delayed youngster. For these kids, the principle of “teach them how to fish rather than give them a fish” applies doubly. The sense of accomplishment that accompanies being given responsibility raises the youngster’s self-esteem.

19. To understand your AS or HFA youngster's behavior, it helps to become an expert in autism spectrum disorders. So try to learn as much about the unique medical, behavioral, and psychological factors that affect your child’s development. Read up on the disorder and ask the doctor about anything you don't understand. Also talk to members of your youngster's care team and other moms and dads (especially those with children who have similar issues) to help determine if your youngster's challenging behavior is typical or related to his individual challenges.

20. Encourage accomplishment by reminding your youngster about what she can earn for meeting the goals you've set (e.g., getting stickers, screen time, etc.).

==> Discipline for Defiant Aspergers and HFA Teens

21. When you catch your youngster doing something right, praise her for it. All children naturally want to please their moms and dads. So, by getting credit for doing something right, they will likely want to do it again.

22. After correcting your youngster for doing something wrong, offer a “substitute behavior.” For example, if he is hitting you to get your attention, work on replacing that with an appropriate behavior such as getting your attention by tapping your shoulder.

23. Provide lots and lots of structure. AS and HFA kids need developmentally- appropriate structure, but it requires sensitivity on your part to figure out what is needed when. Watch your youngster, not the calendar. Try to get inside her head.

24. Always communicate your expectations in a concrete, simple way. For children with AS and HFA, this may require more than just telling them. You may need to use pictures, role playing, or gestures to be sure your youngster knows what he is working toward. Explain as simply as possible what behaviors you want to see. Since consistency is key, make sure babysitters, siblings, other family members, and educators are all on board with your messages.

25. Not every AS or HFA kid responds to natural consequences, so you might have to match the consequence to your youngster's values (e.g., a youngster who may like to be alone might consider a traditional "time-out" rewarding; instead, take away a favorite toy or video game for a period of time).

26. Value your youngster rather than focusing on the disorder. Practice attachment parenting to the highest degree that you can without shortchanging other members of the family. Feeling loved and valued from attachment parenting helps an AS or HFA youngster cope with the lack of a particular ability.

27. View all problematic behaviors as “signals of needs.” Everything an AS or HFA youngster does tells you something about what he or she needs.

28. If your youngster is too aggressive when playing with other children, don't stop the play altogether. Instead, work with your youngster to limit the physicality of the play. Use discipline where necessary (e.g., time-outs, enforced turn-taking, rules like "no touching"), and provide rewards when your expectations are met.

29. Reset your anger buttons. Your AS or HFA youngster will inevitably do some things that will frustrate the hell out of you, but getting angry with him or her will only throw gas on the fire. So, when you catch yourself starting to get angry – YOU take a tie-out. If you’re still angry after the time-out – don’t show it! Put on a “poker face.”

30. Can another mom or dad relate to the trouble you are having with your AS or HFA child? Sharing experiences will give you a yardstick by which to measure your expectations and determine which behaviors are related to your youngster's diagnosis, and which are purely developmental. If you're having trouble finding moms and dads of children with similar difficulties, consider joining an online support or advocacy group. Once you know what behaviors are representative of your youngster's age and disorder, you can set realistic behavioral expectations.


How to Figure-out Why Your Aspergers or HFA Child Behaves the Way She Does 




AS and HFA children need discipline, limits and structure. When they can predict what will happen next in their day, they feel confident and safe. Sure, they will test these boundaries, but it's up to parents to affirm that these standards are important and let their “special needs” youngster know that they believe he or she can meet them.

Young people on the autism spectrum require the same firm structure and guidance as their siblings and peers. While the form and degree of the discipline may differ, the basic rules still apply. Behavior must be addressed as it happens. Consequences must be meaningful and effective. And parents must follow through each time. This requires planning and communication between both parents and kids before an incident occurs. Consistent application of methods over time will produce improved behavior with less effort.

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

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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...

Helping Asperger's and High-Functioning Autistic Teens To Cope With Life

 "I need some tips on how to deal with my HFA teenager. We're dealing with so many issues at the moment - depression, social isolation, backtalk, failing grades, and the list could go on and on here..."

Parenting adolescents brings many challenges – hormonal changes, self-identity, and the pressure of being socially acceptable, just to name a few. When you add Asperger’s or High Functioning Autism (HFA) to the equation, the element of difficulty increases significantly.

Parents can help their “special needs” adolescents, but this begins with becoming knowledgeable about what they face. Parents should learn as much about the disorder as possible and how they can support and help these young people face their challenges.

The “typical” teenager is really into his or her friends. The tools for developing social skills as an adolescent are shared experiences and conversation with peers. But, for the teenager who has poor social skills or struggles to communicate, the idea of conversation and interaction with peers is not appealing. For many teens with Asperger’s and HFA, they literally can’t think of anything they would enjoy less than “having” to be social. And who blames them? Nobody enjoys doing things they are not naturally good at.

Teens with Asperger’s and HFA are easily misunderstood. For example, one teenager might be unfiltered, blurting out the first thought that pops into his head, while another may struggle to form and express complete sentences. Both scenarios create tension for the teen with Asperger’s or HFA – as well as his peers, who may be attempting to interact. Typically developing teens sometimes react harshly in these awkward moments.

In general, adolescents don’t exactly have the market cornered on emotional maturity. They’re still developing. So, odds are high that a young person on the autism spectrum has already had a number of uncomfortable peer-encounters by the time he reaches adolescence (e.g., teasing, bullying, peer-rejection, etc.). You can see why the critically important skill (i.e., the ability to engage in age-appropriate social interaction) needed in adolescence may be the one thing that a teen with Asperger’s or HFA associates with failure.


Parenting Out-of-Control Teens with Asperger's and High-Functioning Autism 




 ==> Discipline for Defiant Aspergers and HFA Teens


15 crucial strategies that parents and teachers can employ in an effort to assist teens with Asperger's and HFA:

1. Adolescents with Asperger’s and HFA are challenged with self-esteem issues. Thus, it is important to help them feel important in matters that involve them. Get them to participate by giving them the choices available, as well as understanding of the consequences behind those choices.

2. Alternate preferred activities (e.g., computer games, TV viewing) and less-preferred activities (e.g., homework, chores). Teens on the spectrum are likely to put more intense – and more sustained – effort into challenging/non-preferred tasks when they know that they can take part in a fun or interesting activity at the end of it.

3. As the mother or father facing the often overwhelming task of parenting and disciplining an adolescent with Asperger’s or HFA, it may seem that you don’t have the time or patience for allowing her to have input into decisions that concern her. And it may even seem downright scary to consider allowing her to make her own decisions. Doing so would take more time and would definitely involve some risk. But, it becomes a significant issue when adolescents feel they are disregarded in matters that directly affect them. Adolescents with Asperger’s and HFA are no different in this regard. It’s a big deal when they are made to feel important despite their disorder. An important proactive step is letting the “special needs” adolescent know that, although her needs may be a challenge, there is nothing that can’t be overcome or managed more effectively.

4. Challenged by a particular developmental disorder or not, teens want to know they are loved, supported and have encouragement when needed. This is even more important for young people on the autism spectrum. When the disorder is allowed to overshadow the significance of a teenager, it hinders him or her greatly.

5. Check to be sure that you have your teen’s attention before giving directions. However, understand that young people on the spectrum may not always make eye contact, even when they are paying attention to you. Be on the lookout for other signs of attending (e.g., alert posture, orientation toward you, stopping other activities, verbalizations, etc.). Also, include essential information in your directions that will answer these four questions for your teen: When do I do the work? What is my payoff for doing the work? What exactly am I supposed to do? How much work is there to do in this task?

6. Create a plan to help your teen to generalize his learned social skills across settings and situations. Teens on the autism spectrum are likely to need explicit programming to generalize skills that they have learned in a particular setting to other settings or situations. Teach only a small number of “key” skills (e.g., how to start a conversation, how to ask for help) at one time so that you will have enough time to work with your child on generalizing each mastered skill. After he has mastered a skill in one setting, list other settings or situations in which you would like him to show the skill. Then create a training plan to help your teen to use the skill in these novel settings. If he has mastered the task of delivering appropriate social greetings at school, for example, you might take him to a church youth group, prompt him to greet his peers, and provide praise or rewards for his successful performance. This is an example of “hands-on” social skills training, which is greatly needed with these young people. Parents and teachers should “go the extra mile” like this.

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7. Create structured opportunities for your teen to participate in social interactions (e.g., allow him to invite a friend or two over for a movie or pizza party). Asperger’s and HFA teens are often excluded from social interactions with their typical peers at school, so parents can make up for this by providing social opportunities at home.

8. Help build your “special needs” teen’s self-esteem. List-making can be an effective method for accomplishing this goal. To begin, your adolescent can make a list of at least 5 things he admires or appreciates about himself. This list can include simple things (e.g., has a nice smile), or more significant things (e.g., earning good grades in school). Each day thereafter, he continues to make a new list. These lists can include his 5 greatest strengths, 5 greatest life achievements, 5 people who love and care about him, and his 5 favorite memories. Your adolescent can keep these lists in a special place and refer to them any time negative thoughts enter his mind.

9. Helping your Asperger’s of HFA adolescent will be challenging at times, because with mood swings, meltdowns and hyperactivity, it seems you have no control – but neither does she! However, take a moment to realize that you can help her by controlling yourself. You really do your teen a great service by maintaining control, and by not allowing difficult situations to overwhelm you. Stress is contagious, so don’t spread it to your teenager.

==> Discipline for Defiant Aspergers and HFA Teens

10. Minimizing the disorder is NOT the point. Helping your adolescent to understand that he can accomplish things in spite of his disorder IS the point. Not only does this encourage self-esteem, it also provides motivation and hope.

11. Offer meaningful choices that give your teen some autonomy and control. For example, you may encourage her to select a few chores, and then allow her to decide what chore she will work on first. Also, you could allow her to choose when and where she will do her homework. Make an effort to build choices into home activities whenever possible.

12. Post a clear and predictable daily schedule. Children and teens with Asperger’s and HFA crave structure and predictability. But know that young people on the spectrum can sometimes react more strongly than their “typical” peers when faced with any unexpected change in their daily schedule. Thus, be as consistent as possible with the schedule.

13. Provide your teenager with simple strategies to engage others in social interactions. Demonstrate and model these strategies. Then give her an opportunity to try them out, and give her feedback and encouragement (e.g., role play how to approach a group and ask to join a game or other activity).

14. Use verbal prompts (i.e., pre-correction) before your teen engages in a task to promote success. Phrase your prompt to reflect what you would like to see your teen do (e.g., “Michael, please do your homework before dinner”), rather than what you would like him to stop doing (“Michael, you need to stop playing video games and get busy with your homework, because we are going to eat dinner soon”).

15. When a problem arises and you must confront your teen, keep your tone of voice calm and relaxed in spite of how you may be feeling. This “gentle” approach can diffuse a lot of situations that may otherwise be lost to conflict and anger. While every situation may not be diffused, disciplining in a gentle fashion is something that should be practice diligently with children and teens who are prone to meltdowns and feelings of frustration or anxiety.

Your adolescent with Asperger's or HFA will want friends, but may feel shy or intimidated when approaching his peers. He probably feels "different" from others. Although most “typical” adolescents place emphasis on being and looking "cool," young people on the autism spectrum may find it frustrating and emotionally draining to try to “fit in.” They may be immature for their age, and they may be naive and too trusting, which can lead to teasing and bullying.

All of these difficulties can cause these adolescents to become withdrawn and socially isolated – and to have depression or anxiety. However, with a little assistance from parents and other caring adults, even an Asperger’s or HFA teen can thrive and live a productive, happy life.


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

Dealing with Autistic Kids Who Hate Change

"Any advice for a child (high functioning) who absolutely hates change and will meltdown at the drop of a hat?! Help!!!"

Research suggests that the brains of kids on the autism spectrum are quite inflexible at switching from rest to task, and this inflexibility is correlated with behaviors characteristic of spectrum disorders. This behavioral inflexibility can manifest as restricted interests (e.g., preoccupation with particular activities, objects or sounds). These behaviors impact how a youngster attends to the external world.

Compared to “typical” kids, young people on the autism spectrum show reduced differentiation between brain connectivity during rest and task (called “brain inflexibility”). Also, there is a correlation between the degree of brain inflexibility shown in the fMRI scans and the severity of restrictive and repetitive behaviors in this population.

Symptoms of inflexibility or behavioral rigidity are often difficult to quantify, and yet often introduce some of the most disruptive chronic behaviors (e.g., tantrums, meltdowns) exhibited by children with ASD level 1, or High-Functioning Autism (HFA). These can be manifest by (a) changes to plans that have been previously laid out, (b) difficulties tolerating changes in routine, or (c) minor differences in the environment (e.g., changes in location for certain activities). For some HFA kids, this inflexibility can lead to aggression, or to extremes of frustration and anxiety that impede certain activities.

Parents – and even teachers – may find themselves “walking on eggshells” in an effort to circumvent any extreme reaction from the HFA child. Also, the children themselves may articulate their anxiety over fears that things will not go according to plan, or that they will be forced to make changes that they can’t handle. Sometimes these behaviors are identified as “obsessive-compulsive” because of the child's need for ritualized order or nonfunctional routine. The idea that OCD and these “needs for sameness” could share some biologic features is a popular notion among professionals.


Have your child watch this video -- Moving From One Activity To Another:




Some of the causes of inflexibility or behavioral rigidity in HFA include the following:
  • Behavioral problems: Some HFA children are just naturally more “set in their ways” and prone to tantrums. Also, some have a very low tolerance for frustration.
  • Neurological catalysts: Underlying neurological issues may explain inflexibility.
  • Parenting issues: Inflexibility can also be influenced by well-meaning parents (e.g., parents may be too busy with other things to take time to teach their child how to deal with frustration or agitation). Some parents find it easier to just let some things go, thus allowing their child to have his/her way time and time again (i.e., over-indulgent parenting). Also, some parents simply do not know how to redirect inappropriate behavior or to systematically teach flexibility. 
  • Security-seeking: Children on the autism spectrum often thrive on routine – sometimes to the extreme. Routines help these children feel secure, and they often have meltdowns if they encounter unwanted changes in their routine (e.g., changes in schedules, activities, food, clothing, music, pillows, the arrangement of knick-knacks, etc.). Over-reactions may look like tantrums, or they can mimic panic attacks. 
  • Sensory sensitivities: Finely tuned taste/smell/sound/touch may cause the child to develop an extraordinary attachment to certain things (e.g., food, a particular song, a favorite pair of shoes, etc.). Sensory sensitivities paired with obsessive interest often cause problems when things change unexpectedly.

Some of the signs of inflexibility or behavioral rigidity include the following:
  • repeats same movement constantly (e.g., clapping hands, facial tics, etc.), which is a self-soothing technique
  • is highly obsessed with narrow topics of interest (e.g., numbers, symbols, phone numbers, sports related statistics, train schedules, etc.)
  • has great difficulty in adapting to changes in school (e.g., shifting from the classroom to the playground)
  • experiences meltdowns or tantrums when unwanted changes are introduced at home (e.g., an earlier bedtime)
  • reacts strongly when thinking or seeing that something has changed from its usual pattern or setting (e.g., his or her display of toy dinosaurs on the dresser)
  • has a very strong attachment to certain items (e.g., toys, keys, switches, hair bands, etc.)
  • likes watching objects that are moving (e.g., ceiling fan, wheels of a toy car, etc.) 
  • lines up items in a certain pattern or order (e.g., all the blue crayons must be grouped together)
  • difficulty multitasking due to adhering rigidly to tasks in the order they are given

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So what can parents do to help their HFA child learn flexibility? 

Below are some simple ideas that will get you started on this journey (hopefully, you will be able to generalize from these ideas, and then create your own based on your child’s unique needs):

1. Alter routines slightly. This helps your HFA child to learn to accept variation in his or her schedule (e.g., you can have your youngster work on his homework BEFORE dinner one day, then AFTER dinner the next day).

2. Give your youngster the “freedom of expression” (e.g., give her the ability to wear the clothes and items of her liking). Allow your child to express herself in the unique being that she is.

3. Illustrate that categories can change. Young people on the spectrum often put something in only one group, and are not be aware that it can also belong with another group (e.g., a yellow plastic bowl can be used for eating cereal in the kitchen, but it can also be put on the dining room table and used to hold candy, or it can be used as a container filled with soil to grow a small plant).

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism
 
4. Incorporate role playing and storytelling in everyday activities (e.g., while you are eating animal crackers, have your child pick a particular animal cracker, name that animal, eat the cracker, and then imitate that animal).

5. Maintain a variety of activities in a variety of environments (e.g., go to different public parks, at different times, on different days).

6. Offer a variety of creative avenues. For example, theatre activities (whether in-school or out-of-school) can be encouraged. Many local organizations for the arts can help parents find a place for their youngster in their programs. Even if the child is shy and does not feel comfortable acting in a play, the organization can always provide other services for the stage play (e.g., lighting, decorating, sound, costume, narrating, etc.).

7. Offer your child the ability to help provide the rules and regulations of the household, but also teach that there will be occasions when a particular “rule” can be disregarded temporarily (e.g., “no eating in the family room” may be an ongoing house rule – except when the family gets together to watch a movie and eat popcorn).

8. Prepare an indoor play area in a way that encourages diversity (e.g., play dough, small inexpensive musical instruments, books, blocks, crayons and paper, etc.).

9. Provide multiple opportunities for an assortment of activities outside as well (e.g., sand box, teeter totter, swing set, a fort, tree house, trampoline, etc.). The more “total-body movement” experiences your youngster can have – the better!

10. Teach your child how to review alternative ways of problem-solving by evaluating the problem, thinking of a variety of solutions, and then figuring out which is the best way to execute the solution (e.g., if your child’s friend refuses to share a particular toy, then give 3 or 4 alternative methods to solve this problem and have your youngster execute the one that appears to be the best choice).

While teaching kids the alphabet or how to count may be fairly straightforward, teaching them how to be more flexible in matters is often not as clear-cut. Fostering flexibility in HFA kids often involves a lot of creativity – and even some unconventional tactics – on the parent’s part.

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 


BEST COMMENT: This is my daughter but her meltdowns are associated with getting new things and discarding old things. The smaller issues are with hoarding. She keeps kleenex boxes, Pringles can and cake icing containers. She puts them in totes with lids and organizes them in her bedroom. The large stuff she melts down over would be buying a new car, getting new furniture, rearranging or painting a room. Those types of changes will be hours long meltdowns. I would love to know how to teach her that life changes every day with and without her knowledge.

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...