My ASD Child

It’s important to educate students with High-Functioning Autism (HFA) and Asperger’s (AS) in a way that addresses their individual differences and needs (no two of these “special needs” children are alike). Preferably, the educational process involves the individually-planned and systematically-monitored arrangement of teaching methods, adapted equipment and materials, and accessible settings. Protection from Bullies— Most kids with HFA and AS are very bright, and may even excel academically in one or more subjects. However, they often need protection from other students who bully or take advantage of them. Kids on the autism spectrum may not know which students to avoid (e.g., if an HFA youngster makes a friend, that "friend" may make him do assignments for him, break rules, take the blame, and otherwise put the HFA youngster in jeopardy). Training in Social and Emotional Competency— Young people on the autism spectrum usually don’t understand the "hid...

Perhaps one of the best techniques we as parents of kids with ASD level 1, or High-Functioning Autism, can employ is the creation of an “emotional toolbox” designed to help the child to “repair” his or her feelings. Most kids know that a toolbox usually includes a variety of tools to repair a machine, for example. So, parents can begin discussion and activities that are used to identify different types of “tools” for specific problems associated with feelings. For example: One type of “emotional repair tool” can be a paintbrush, which can be used to represent relaxation tools that lower the heart rate (e.g., drawing, reading, listening to calming music, etc.). A picture of a manual can be used to represent thinking tools that are designed to improve cognitive processes (e.g., phrases that encourage reflection before reaction). James, a young man with ASD, developed his “antidote to toxic thoughts” through the use of this tool. He developed a “stop and think first” techni...

Young people with High-Functioning Autism (HFA) and Asperger’s are prone to greater anxiety in their daily lives than their “typical” peers.  Social interaction, especially with more than one person, inevitably increases anxiety to a point where the child’s coping mechanisms may deteriorate. Situations in which he or she has to identify, translate, and respond to social and emotional cues – and cope with unexpected noise levels – often result in a meltdown.  Parents can – and should – teach their “special needs” child traditional relaxation methods using activities to encourage muscle relaxation and breathing exercises as a counter-conditioning technique. But, parents must also consider the circumstances in which their child is particularly prone to anxiety. Environmental modification can significantly reduce anxiety in kids on the autism spectrum (e.g., having a safe area for periods of solitude to relax or concentrate on schoolwork, minimizing distractions, reducin...

CLICK TO ENLARGE One common effect of misinterpretation for children with High-Functioning Autism (HFA) is the development of distrust in others (perhaps even mild paranoia). This is largely due to impaired Theory of Mind skills in the cognitive profile of these young people. A “theory of mind” is the ability that we all have in order to make sense of the world we live in. Every person’s thoughts, knowledge, beliefs and desires make up his or her own unique theory of mind. Kids on the autism spectrum have some difficulties conceptualizing and appreciating the thoughts and feelings of others. It’s this “mind-blindness” that makes it difficult for these young people to be able to relate to - and understand - the behaviors of others. By failing to account for other’s perspectives, kids on the autism spectrum tend to misinterpret their messages.   ==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder Mind-blindness also means the HFA child has d...

CLICK TO ENLARGE Children with ASD level 1, or High-Functioning Autism, are known to misinterpret other people’s feelings, motives, behaviors, etc. “Cognitive restructuring” is a fancy term that simply means helping these young people to correct their distorted conceptualizations and dysfunctional beliefs. The process, which parents can implement, involves challenging their current thinking with logical evidence and ensuring the rationalization and cognitive control of their emotions. The first stage is to establish the evidence for a particular belief. Kids on the autism spectrum can make false assumptions of their circumstances and the intentions of others. They have a tendency to make a literal interpretation (e.g., a casual comment may be taken out of context or may be taken to the extreme). For instance, a teenage male with ASD was once told his voice was “breaking.” He became extremely anxious that his voice was becoming faulty and decided to consciously alter the...

Does your child have difficulty expressing troubling emotions using his or her words rather than acting-out? Does your child seem to lack an understanding about the emotions of other people? If so, here are some ways to educate your child on the subject: The main goal of Affective Education is to teach children with ASD level 1, or High-Functioning Autism (HFA), why they have emotions, their use and misuse, and the identification of different levels of expression. A basic principle is to explore one emotion at a time as a theme for a project. The choice of which emotion to start with is decided by the parent (or teacher), but a useful starting point is happiness or pleasure. A scrapbook can be created that illustrates the emotion. This can include pictures of people expressing the different degrees of happiness, but can be extended to pictures of objects and situations that have a personal association with the feeling (e.g., a photograph of a rare lizard for a child with a sp...

To make interventions that will decrease anxiety and increase compliance in children with High-Functioning Autism (HFA) and Asperger’s, parents need to create an environment in which their youngster feels comfortable and has an understanding of the events taking place around him or her.  The environment needs to provide: Structure Routine Predictability Organization Consistency Logically explained rules Clear rewards and consequences in response to these rules When this is in place, the “special needs” youngster will begin to feel competent. Here are the 4 steps to creating an optimal environment for young people on the autism spectrum: 1. Reinforcers (i.e., things that increase desired behavior) will need to be very individualized, because kids and teens with HFA and Asperger’s often don’t respond to typical reinforcers. Parents must be well aware of what their youngster views as a reward. Points to consider: Reinforcers can cause difficulties if they are used t...