Search This Blog

Oppositional Defiant Behavior in Children on the Autism Spectrum

"My 8 y.o. has been diagnosed with autism (high functioning) recently, and before that was diagnosed with ODD. When we have behavior problems with him, it's hard to know if the particular 'misbehavior' is driven by autism or by ODD. How do we tell the difference, and how do we approach the multitude of behavior issues we are having with him?"

It may be tough at times to recognize the difference between a strong-willed or emotional autistic youngster and one with oppositional defiant behavior. Clearly, there's a range between the usual independence-seeking behavior of kids and defiant behavior. It's normal to exhibit oppositional behaviors at certain stages of development. However, your youngster's issue may be more serious if his behaviors:
  • Are clearly disruptive to the family and home or school environment
  • Are persistent
  • Have lasted at least six months

The following are behaviors associated with oppositional defiance:
  • Academic problems
  • Acting touchy and easily annoyed
  • Aggressiveness toward peers
  • Anger and resentment
  • Argumentativeness with grown-ups
  • Blaming others for mistakes or misbehavior
  • Deliberate annoyance of other people
  • Difficulty maintaining friendships
  • Refusal to comply with adult requests or rules
  • Spiteful or vindictive behavior
  • Temper tantrums

Oppositional defiant behavior often occurs along with other behavioral or mental health problems such as:
  • Anxiety
  • Aspergers or High-Functioning Autism (HFA)
  • Attention-deficit/hyperactivity disorder
  • Depression

 
The symptoms of defiant behavior may be difficult to distinguish from those of other behavioral or mental health problems. It's important to diagnose and treat any co-occurring disorders, because they can create or worsen irritability and defiance if left untreated.

Stressful changes that disrupt an ASD youngster's sense of consistency increase the risk of disruptive behavior. However, though these changes may help explain disrespectful or oppositional behavior, they don't excuse it.

Many kids with oppositional defiant behavior have other treatable conditions, such as:
  • Learning and communication disorders
  • Developmental disorders
  • Depression
  • Attention-deficit/hyperactivity disorder
  • Anxiety

If these conditions are left untreated, managing defiant behavior can be very difficult for moms and dads – and frustrating for the affected youngster. Young people on the autism spectrum with oppositional defiant behavior may have trouble in school with teachers and other authority figures and may struggle to make and keep friends.

If your autistic youngster has signs and symptoms common to oppositional defiant behavior, make an appointment with your youngster's physician. After an initial evaluation, your physician may refer you to a mental health professional, who can help make a diagnosis and create the right treatment plan for your youngster.
 Here's some information to help you prepare for your appointment, and what to expect from your physician:

• Make a list of your youngster's key medical information, including other physical or mental health conditions with which your youngster has been diagnosed. Also write down the names of any medications, including over-the-counter medications, your youngster is taking.

• Take a trusted family member or friend along, if possible. Sometimes it can be difficult to soak up all the information provided to you during an appointment. Someone who accompanies you may remember something that you missed or forgot.

• Write down questions to ask your physician in advance so that you can make the most of your appointment.

• Write down the signs and symptoms your youngster has been experiencing, and for how long.

• Write down your family's key personal information, including factors that you suspect may have contributed to changes in your youngster's behavior. Make a list of stressors that your youngster or close family members have recently experienced and share it with the physician.

Questions to ask the physician at your youngster's initial appointment include:
  • Are there any other possible causes?
  • How will you determine the diagnosis?
  • Should my son/daughter see a mental health provider?
  • What do you believe is causing my son/daughter's symptoms?

Questions to ask if your youngster is referred to a mental health provider include:
  • Do you recommend any changes at home or school to encourage my son/daughter's recovery?
  • Do you recommend family therapy?
  • Does my son/daughter have oppositional defiant behavior?
  • Is my son/daughter at increased risk of any long-term complications from this condition?
  • Is this condition likely temporary or chronic?
  • Should I tell my son/daughter's teachers about this diagnosis?
  • Should my son/daughter be screened for any other mental health problems?
  • What else can I and my family do to help my son/daughter?
  • What factors do you think might be contributing to my son/daughter's problem?
  • What treatment approach do you recommend?

 
What to expect from your physician:

Being ready to answer your physician's questions may reserve time to go over any points you want to talk about in-depth. You should be prepared to answer the following questions from your physician:
  • Do any particular situations seem to trigger negative or defiant behavior in your youngster?
  • Has your youngster been diagnosed with any other medical conditions, including mental health conditions?
  • Have your youngster's teachers or other caregivers reported similar symptoms in your youngster?
  • How do you typically discipline your youngster?
  • How have you been handling your youngster's disruptive behavior?
  • How often over the last six months has your youngster argued with grown-ups or defied or refused grown-ups' requests?
  • How often over the last six months has your youngster been angry or lost his or her temper?
  • How often over the last six months has your youngster been spiteful or vindictive, or blamed others for his or her own mistakes?
  • How often over the last six months has your youngster been touchy, easily annoyed or deliberately annoying to others?
  • How would you describe your youngster's home and family life?
  • What are your youngster's symptoms?
  • When did you first notice these symptoms?

Treating oppositional defiant behavior generally involves several types of psychotherapy and training for your youngster — as well as for you and your co-parent. If your youngster has co-existing conditions, medications may help significantly improve symptoms.

The cornerstones of treatment for oppositional defiance usually include:

• Cognitive problem solving training. This type of therapy is aimed at helping your youngster identify and change through patterns that are leading to behavior problems. Research shows that an approach called collaborative problem solving — in which you and your youngster work together to come up with solutions that work for both of you — is highly effective at improving oppositional-related problems.

• Individual and family therapy. Individual counseling for your youngster may help him or her learn to manage anger and express his or her feelings more healthfully. Family counseling may help improve your communication and relationships, and help members of your family learn how to work together.

• Parent training. A mental health provider with experience treating oppositional behavior may help you develop skills that will allow you to parent in a way that's more positive and less frustrating for you and your youngster. In some cases, your youngster may participate in this type of training with you, so that everyone in your family develops shared goals for how to handle problems.

• Parent-child interaction therapy (PCIT). During PCIT, therapists coach moms and dads while they interact with their kids. In one approach, the therapist sits behind a one-way mirror and, using an "ear bug" audio device, guides moms and dads through strategies that reinforce their kid's positive behavior. Research has shown that as a result of PCIT, moms and dads learn more-effective parenting techniques, the behavior problems of kids decrease, and the quality of the parent-youngster relationship improves.

• Social skills training. Your youngster also might benefit from therapy that will help him or her learn how to interact more positively and effectively with peers.
 

As part of parent training, you may learn how to:
  • Avoid power struggles.
  • Establish a schedule for the family that includes specific meals that will be eaten at home together, and specific activities one or both moms and dads will do with the youngster.
  • Give effective timeouts.
  • Limit consequences to those that can be consistently reinforced and if possible, last for a limited amount of time.
  • Offer acceptable choices to your youngster, giving him or her a certain amount of control.
  • Recognize and praise your youngster's good behaviors and positive characteristics.
  • Remain calm and unemotional in the face of opposition.

Although some parent management techniques may seem like common sense, learning to use them in the face of opposition isn't easy, especially if there are other stressors at home. Learning these skills will require consistent practice and patience. Most important in treatment is for you to show consistent, unconditional love and acceptance of your youngster — even during difficult and disruptive situations. Don't be too hard on yourself. This process can be tough for even the most patient moms and dads.

At home, you can begin chipping away at problem behaviors by practicing the following:

• Assign your youngster a household chore that's essential and that won't get done unless the youngster does it. Initially, it's important to set your youngster up for success with tasks that are relatively easy to achieve and gradually blend in more important and challenging expectations.

• Build in time together. Develop a consistent weekly schedule that involves moms and dads and youngster being together.

• Model the behavior you want your youngster to have.

• Pick your battles. Avoid power struggles. Almost everything can turn into a power struggle — if you let it.

• Recognize and praise your youngster's positive behaviors. Be as specific as possible, such as, "I really liked the way you helped pick up your toys tonight."

• Set limits and enforce consistent reasonable consequences.

• Set up a routine. Develop a consistent daily schedule for your youngster. Asking your youngster to help develop that routine may be beneficial.

• Work with your partner or others in your household to ensure consistent and appropriate discipline procedures.

At first, your youngster is not likely to be cooperative or to appreciate your changed response to his or her behavior. Expect that you'll have setbacks and relapses, and be prepared with a plan to manage those times. In fact, behavior often temporarily worsens when new limits and expectations are set. However, with perseverance and consistency, the initial hard work often pays off with improved behavior and relationships.

For yourself, counseling can provide an outlet for your own mental health concerns that could interfere with the successful treatment of your youngster's symptoms. If you're depressed or anxious, that could lead to disengagement from your youngster — and that can trigger or worsen oppositional behaviors. Here are some tips:
  • Be forgiving. Let go of things that you or your youngster did in the past. Start each day with a fresh outlook and a clean slate.
  • Learn ways to calm yourself. Keeping your own cool models the behavior you want from your youngster.
  • Take time for yourself. Develop outside interests, get some exercise and spend some time away from your youngster to restore your energy.

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

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

How to Be Supportive of a Suicidal Teenager on the Autism Spectrum

Can teenagers with high-functioning autism become so depressed that they become a risk for suicide?


==> Discipline for Defiant Aspergers & High-Functioning Autistic Teens
By

Hemp Oil for Anxious Kids on the Autism Spectrum

Here are our top 10 picks for hemp oil, which may very well reduce your child's anxiety. This, in turn, can reduce tantrums and meltdowns.


 



Hemp Oil for Pain Relief - 10000 MG - Vitamin D, E & Omega 3, 6, 9 - All Natural Pain, Anxiety & Stress Relief - Made in USA - Anti-Inflammatory, Hip & Joint Support - Provides Natural Calm Sleep



 



(2-Pack) Hemp Oil Extract for Pain, Anxiety & Stress Relief - 1000mg of Organic Hemp Extract - Grown & Made in USA - 100% Natural Hemp Drops - Helps with Sleep, Skin & Hair.





Hemp Oil 1000mg :: Hemp Oil for Pain :: Stress Relief, Mood Support, Healthy Sleep Patterns, Skin Care (1000mg, 36mg per Serving x 28 Servings) : R+R Medicinals




==> 2010 Study: Cannabidiol can reduce symptoms of social anxiety in people with social anxiety disorder.

 ==> 2011 Study: Cannabidiol can reduce social anxiety.
By

Interventions for Young Adults Diagnosed with High-Functioning Autism

Do you have an older teenager or young adult on the autism spectrum who is struggling (or drifting) in life? Then share this post with him or her:

Everyone with High-Functioning Autism (HFA) and Asperger’s is different, so interventions need to be individualized. Adults come to this awareness at different ages and stages of their lives, which can influence the approaches they choose.

It’s best to have a set of simple coping skills that you can refer to when needed. So, here are a few basic tips for young adults on the autism spectrum:

1.  Work with a Life Coach or Job Coach. He or she will work with you on multiple levels (e.g., concrete skills-building and goal direction, independent living skills, employment related skills, social skills, understanding your traits and symptoms, etc.).

2.  Utilize career one-stop centers (i.e., federally funded centers designed to help people learn new, marketable skills, identify jobs and prepare for interviewing).

3.  Treat yourself like you would a trusted/valued friend!

4.  Stop the blame. Blaming yourself or others is common and not helpful.

5.  Simplify your life.

6.  People with HFA tend to connect most comfortably around shared interests.

7.  Medication can be helpful in decreasing symptoms of depression and anxiety that often accompany HFA.

8.  Know your areas of difficulty and work on those.

9.  Join a group (online or off) where you can meet other adults with HFA.

10.  Hire people to do the things you’re not good at (e.g., money management, housework, organization and bookkeeping).

11.  Heightened sensory sensitivities may make particular environments unpleasant or intolerable. Thus, change lighting, decrease noise, wear comfortable clothing, etc. when needed.

12.  A therapist with an awareness of HFA or interest in learning about it with you is essential.

13.  Educating others in your family about HFA.

14.  Downtime is required. Sensory and social demands of daily life make more downtime essential for people with HFA. Communicate with those around you about your need for this, but do not use it as an excuse to avoid participation in family or other activities.

15.  Disclose your disorder strategically (i.e., only share the information that is required for that time and place). Consult with a trusted person to determine what to disclose if unsure.

16.  Decrease “isolation-time” (i.e., do not stay home - all day - by yourself every day).

17.  Contact the vocational rehabilitation agency in your state. With an official diagnosis of HFA, you may be entitled to service.

18.  Cognitive-Behavioral approaches to therapy are strongly indicated.

19.  Build on your strengths rather than focusing on your weaknesses.

20.  Be creative in the combination of interventions you use.

21.  Attend a group where social skills are explicitly taught.

22.  Advocate for environmental changes at work or home. If you are more comfortable, the people around you will be as well.

23.  A slower-paced environment will likely be more tolerable and allow for a greater sense of comfort and competence.

==> Launching Adult Children With Aspergers and HFA: How To Promote Self-Reliance
By

Mind-Blindness in Kids on the Autism Spectrum



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

==> Highly Effective Research-Based Parenting Strategies for Children with Asperger's and High-Functioning Autism

____________________

Do you need the advice of a professional who specializes in parenting children and teens with Autism Spectrum Disorders?  Sign-up for Online Parent Coaching today.

____________________
By

Why Females with Autism [level 1] Are Less Likely to Be Diagnosed

The vast majority of referrals for a diagnostic evaluation for ASD are boys. The ratio of males to females is roughly around 10:1; however, the epidemiological research for autism suggests that the ratio should be 4:1. Why are girls less likely to be identified as having the characteristics indicative of an autism spectrum disorder? 

Below are some possible reasons:

1. Each youngster with ASD develops his/her own techniques and strategies to learn how to acquire specific skills and develop coping mechanisms. One technique is to have practical guidance and moral support from one’s friends. Kids on the spectrum elicit from others either strong maternal or predatory behavior. If the youngster’s natural peer group is females, she is more likely to be supported and included by a greater majority of her friends.

Thus, females on the autism spectrum are often mothered by "normal" or neurotypical (NT) females, who may prompt the ASD youngster when she is unsure what to do or say in social situations - and comfort her when she is distressed. In contrast, “normal” males are notorious for their intolerance of kids who are different and are more prone to be predatory. 
 
This can have an unfortunate effect on the behavior of a boy with the disorder - and many complain of being teased, ignored and bullied by other males. In fact, some males with ASD actually prefer to play with females who are often kinder and more tolerant than their male friends.

2. Females are more likely to be enrolled in speech and drama lessons, and this provides a socially acceptable opportunity for coaching in body language. Many kids with autism have a prodigious memory, and this can include reciting the dialogue for all characters in a play and memorizing the dialogue or script of real life conversations. Knowing the script also means the youngster does not have to worry about what to say. Acting can subsequently become a successful career option (although there can be some confusion when grown-ups with the disorder act another persona in real life as this can be misconstrued as Multiple Personality Disorder rather than a constructive means of coping with an autism spectrum disorder).

3. Females are more motivated to learn - and quicker to understand key concepts - in comparison to males with ASD of equivalent intellectual ability. Thus, they may have a better long-term prognosis in terms of becoming more fluent in their social skills. This may explain why females with the disorder are often less conspicuous than males with the disorder and less likely to be referred for a diagnostic assessment. Moms with an autism spectrum disorder appear to have more maternal and empathic abilities with their own kids than dads with the disorder, who can have great difficulty understanding and relating to their kids.

4. It appears that many females on the spectrum have the same profile of abilities as males, but a subtler or less severe expression of the traits. Moms and dads may be reluctant to seek a diagnostic assessment if the youngster appears to be coping reasonably well, and therapists may be hesitant to commit themselves to a diagnosis unless the signs are conspicuously different to the normal range of behavior and abilities.

5. One must always consider the personality of the youngster with the disorder and how he/she copes with the difficulties he/she experiences in social reasoning, empathy and cognition. Some youngsters are overtly active participants in social situations. Their unusual profile of abilities in social situations is quite obvious. However, some are reluctant to socialize with others, and their personality can be described as passive. They can become quite adept at camouflaging their difficulties and clinical experience suggests that the passive personality is more common in females.

6. Some young people on the spectrum can be quite ingenious in using imitation and modeling to camouflage their difficulties in social situations. One strategy that has been used by many females is to observe individuals who are socially skilled and to copy their mannerisms, voice and persona. This is a form of “social echolalia” or mirroring where the person acquires a superficial social competence by acting the part of another person.

7. We have a stereotype of typical female and male behavior. Females are more able to verbalize their emotions and less likely to use physically violent acts in response to negative emotions (e.g., confusion, frustration and anger). We do not know whether this is a cultural or constitutional trait, but we recognize that kids who are violent are more likely to be referred for a diagnostic assessment to determine whether the behavior is due to a specific developmental disorder and for advice on behavior management.

Thus, males with the disorder are more often referred to a psychologists or psychiatrist because their violence has become a concern for their mom and dad, or teacher. A consequence of this referral bias is that not only are more males referred, therapists and academics can have a false impression of the incidence of violence in this population.

8. When a youngster would like more friends but clearly has little success in this area, one option is to create imaginary friends. This often occurs with young females who visualize friends in their solitary play or use dolls as a substitute for real individuals. Females with ASD can create imaginary friends and elaborate doll play, which superficially resembles the play of other females.

We need more studies to establish the true incidence of autism in females. In the meantime, these girls are likely to continue to be overlooked and not to receive the degree of understanding and resources they need.



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

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

---------------------------------------------------------------

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...

--------------------------------------------------------------

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…

------------------------------------------------------------

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…

------------------------------------------------------------

Two traits often found in kids with High-Functioning Autism are “mind-blindness” (i.e., the inability to predict the beliefs and intentions of others) and “alexithymia” (i.e., the inability to identify and interpret emotional signals in others). These two traits reduce the youngster’s ability to empathize with peers. As a result, he or she may be perceived by adults and other children as selfish, insensitive and uncaring.

Click here to read the full article...

------------------------------------------------------------

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...
 
------------------------------------------------------------
 
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...
By

Why Your Adult Child with HFA or Asperger's Refuses to "Leave the Nest"

By
Subscribe to: Posts (Atom)

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...