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Parents Who Suspect Their Teen is On the Spectrum: How Important is a Diagnosis?

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How to Help Kids on the Autism Spectrum to Eliminate Thinking Errors



Resources for parents of children and teens with High-Functioning Autism and Asperger's:
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The Difference Between a "Disorder" and the Normal Range of Abilities


“They talk about high functioning autism as being a ‘disorder’, which I don’t like that term. In any event, what is the difference between a ‘disorder’ and the normal range of abilities and personality?”

All behaviors fall along a continuum or spectrum. At one end of the spectrum is “normal” behavior, abilities, individual characteristics that are considered appropriate (or typical) on the basis of an individual’s culture, age, gender, etc.

At the other end of the spectrum are groups of behaviors that, when exhibited regularly by an individual, create problems for that person in terms of his or her functioning socially, emotionally, or occupationally.

Most people have certain idiosyncrasies (e.g., unusual hobbies, anxiety, awkwardness in social situations, clumsiness, obsessions, etc.). This is considered well within the range of normal behavior.

However, when these behaviors overlap, form a pattern across time, and negatively impact a person’s ability to function, then they are viewed as “clinically significant,” and as requiring diagnosis and treatment.

There is a lot of controversy about the diagnosis of High-Functioning Autism (HFA) and Asperger’s. Some people view this as simply a different way of thinking and viewing the world.

Added to the mix is concern that people with poor social skills are being “pathologized.” In other words, the “loners” are now qualifying for a diagnosis.

Our society expects people to be social. When they are not, should we view them as sociopathic or disabled? Simon Baron-Cohen explored this argument and looked at both sides. He suggested that many of the behaviors associated with the “disorder” represent a focus on things rather than on people. They spend most of their time completing tasks rather than socializing.

If placed in a different environment, Baron-Cohen believed that Asperger’s would not be seen as a “disorder.” He also pointed out that kids on the high functioning end of the autism spectrum tend to meet the majority of developmental milestones on time – and emphasized the typical or “normal” aspect of their development.

In contrast, he also discussed two reasons for continuing to consider Asperger’s a “disability”:
  1. so that individuals with this diagnosis could have access to support at school (e.g., through special education services) and within the community (e.g., some insurance companies will pay for the affected individual to get treatment in outpatient therapy)
  2. because lack of empathy (i.e., theory of mind) can create significant problems emotionally for people with Asperger’s and HFA

In summary, a “disorder” is a behavioral or mental pattern that causes significant distress or impairment in a person’s ability to function effectively and consistently in day-to-day living (e.g., physically, mentally, emotionally, socially, financially, vocationally - and even spiritually).

This is where some controversy enters the picture, because many (if not most) people on the higher end of the autism spectrum would say they "function" just fine in most areas of life (although most would admit to certain areas of struggle as well).


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Helping Kids on the Autism Spectrum Deal with Sensory Sensitivities

Here are our top picks for items to help children with Asperger's and High-Functioning Autism cope with their numerous sensory issues:



Calming Clipper, The Silent Haircutting Kit for Children with Autism and Sensory Sensitivity, Right-Handed



Noise Reduction Headphones for Kids with Autism, Auditory Processing Disorder or Sound Sensitivity – Blue – Ages 5+



bA1 Health - 3-Sided Surround Specialty Toothbrush (Complete Coverage) - Autism, ASD, Special Needs, Sensory, Perio Brush for All Kids/Adults - Best for Sensitive Gums and Teeth! Choose From 4 Colors



Indoor Therapy Swing for Kids with Special Needs by Sensory4u (Hardware Included) Snuggle Swing | Cuddle Hammock for Children with Autism, ADHD, Aspergers | Great for Sensory Integration (Aqua Color)



SANHO Yopo Dynamic Movement Sensory Sox, Medium,6-9 Years Old, 47''LX27''W Blue



SmartKnitKIDS Seamless Sensitivity Socks 3 Pack (Black/Charcoal/White, Medium)



CozyPhones Kids Headphones Volume Limited with Ultra-Thin Speakers Soft Fleece Headband - Perfect Children's Earphones for School, Home and Travel - Mystic Unicorn



Senseez Calming Cushion for Kids - Blue Square



SmartKnitKIDS Compresso-T Deep Pressure Sensory Compression Undershirt (White, Large)



Sensory Sack (Medium), Body Sock, Calming Therapy Blanket, Sensory for Stress Relief, Anxiety, Autism, ADHD, ADD, Tactile Items for Therapeutic Play, Kids Fidget Toy, Body Pod in Green - Sensory4U



 

Children's Factory Small Sensory Table & Lid Set Classroom Furniture (1132)




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How to Teach Kids on the Autism Spectrum Crucial Social Skills






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My Asperger's Teenager Should Try To Be "Normal"?

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Helping Kids on the Autism Spectrum to Develop Nonverbal Communication Skills

Question

My son doesn’t seem to understand others’ nonverbal messages, and he isn’t very good at sending clear nonverbal messages either. Are there ways to teach nonverbal communication?

Answer

Children with High-Functioning Autism (HFA) and Asperger's appear to experience a lack of reciprocity in social interactions. This means the child does not fully understand nonverbal communication (e.g., gestures, facial expressions, etc.) and may continue a conversation even though the person he is talking to is confused about - or disinterested in - the subject matter.

In addition, the child may not use nonverbal communication himself, and as a result, may appear expressionless in most conversations or interactions with others.

There are lots of ways you can help your son improve his nonverbal communication skills by playing simple games.

Here are some ideas to help him improve his understanding of nonverbal messages:

1. Find some old magazines and ask your son to cut out pictures of people. After you have a selection of pictures, ask him to identify what the people in each picture are feeling. You may also talk with your son about how he made those choices. A similar exercise may be done with pictures of faces.

2. Look through magazines and cut out pictures of people wearing different types of clothing. Discuss with your son where each of these people is probably going, and what type of activity they might do when they get there. Also discuss where each type of outfit might be inappropriate and how people would react if someone showed up wearing it.

3. Tell or “hum” a story without using words. Let changes in your voice convey excitement, fear, happiness, and so forth. Ask your son to describe what the story was about and discuss differences between your son’s interpretations and your intended meanings.

4. Watch television together and ask your son to observe the ways that actors use their eyes to convey meaning. Talk with your son about what differences in eye contact mean (e.g., long and intense eye contact usually signals that something important is being said; prolonged looking away while talking may indicate dishonesty or disinterest).

Here is how you can help your son improve his nonverbal “sending” abilities:

1. Ask your son to “make faces at you” (e.g., have him express happiness, anger, sadness, disgust, fear, and surprise by using facial expressions - but not body movements).

2. Ask your son to tell you a story without words, either by “humming” the story as described above or by acting out the story.

3. Try having your son repeat a phrase (e.g., “I didn’t say you could go outside”) so that the phrase has different meanings (e.g., place the emphasis on “I” so that the phrase means that someone else said it -- or place the emphasis on “you” so that the phrase means someone else was allowed to go outside).

Remember to praise your son when he correctly identifies or conveys emotions, and coach him when mistakes are made.

These are just a few of the ways you can work with children on the autism spectrum while also improving their nonverbal communication abilities. Let your imagination run wild! You’ll think of many others, and you and your son will have fun while developing an important life-skill.  

==> Videos for Parents of Children and Teens with ASD

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