Q & A on High-Functioning Autism: What Parents and Teachers Should Know

Why is this disorder referred to as “high functioning”?

High Functioning Autism (HFA), previously referred to as Asperger’s, is a term applied to children on the autism spectrum who are deemed to be functioning at a higher cognitive level (IQ>70) than other children on the spectrum.

Is there a difference between High Functioning Autism and Asperger’s?

The amount of overlap between HFA and Asperger’s is disputed. While some researchers agree that the two are distinct diagnoses, others argue that they are identical. On the other hand, the term HFA may be used by some researchers to refer to all autism spectrum disorders deemed to be cognitively higher functioning, including Asperger’s, especially in light of the removal of Asperger’s as a separate diagnostic from the DSM-5.

HFA is characterized by traits very similar to those of Asperger’s. The defining characteristic most widely recognized by professionals is a significant delay in the development of early speech and language skills before the age of 3. The diagnostic criteria of Asperger’s exclude a general language delay. Additional differences in traits between children with HFA and those with Asperger’s may include the following…



In contrast to those with Asperger’s, HFA children:

• are less empathic
• have a lower verbal intelligence quotient
• have better visual/spatial skills (higher Performance IQ) 
• have less deviating locomotion (i.e., clumsiness)
• have more curiosity and interest for many different things
• have more problems functioning independently

Also, the male to female ratio of 4:1 for HFA is much smaller than that of Asperger’s.

What are some of the other conditions that may coexist with HFA?

There are several comorbidities (i.e., the presence of one or more disorders in addition to the primary disorder) associated with HFA. Several of these comorbid symptoms are internalized within the child affected by HFA. Some of these include anxiety, depression, bipolar disorder, and obsessive compulsive disorder (OCD). In particular, the link between HFA and OCD has been studied. When observing the connection between HFA and OCD, both have abnormalities associated with serotonin.

Several other comorbidities associated with HFA are external. These external symptoms include ADHD, Tourette Syndrome, and criminal behavior. While the association between HFA and criminal behavior is not completely discerned, several studies have shown that the traits associated with HFA may increase the possibility of engaging in criminal behavior. While more research is needed, recent studies on the correlation between HFA and criminal actions suggest that there is a need to understand the attributes of HFA that may lead to violent behavior. There have been several case studies that link the lack of empathy and social naïveté associated with HFA to criminal actions.

Do we know what causes High Functioning Autism?

Although little is known concerning the biological basis of HFA, there have been many studies revealing structural abnormalities in specific brain regions of children with HFA when compared to typically developing children. Regions identified in the social brain include the amygdala, superior temporal sulcus, fusiform gyrus area, and orbitofrontal cortex. Additional abnormalities have been observed in the caudate nucleus, believed to be involved in restrictive behaviors, as well as in a significant increase in amount of cortical grey matter and atypical connectivity between brain regions.

What are some of the telltale signs that a child has HFA?

The main signs of HFA include the following:

• Insistence on routine: HFA children have an attachment to certain routines or rituals and demonstrate frustration when these can’t be accomplished.
• Language problems: HFA kids have difficulty understanding how others use language. For example, they have trouble comprehending metaphors, figures of speech, irony, humor and sarcasm. Also, the language spoken by others is taken in its literal form.
• Mind-blindness: HFA children have a lack of awareness of the emotions of others.
• Social awkwardness: Unlike other forms of autism, most children with HFA have the desire to interact with others, but do not have the ability to do so appropriately. A significant sign of the presence of HFA is the attempt to interact with peers, but in offensive or abnormal ways. These young people lack the ability to learn from the interactions of others or change their behaviors based on social cues given by others.
• In addition, HFA children have difficulty reading body language and other non-verbal information given off by others, and they may have inappropriate displays of emotion.

Why is HFA hard to diagnose in some children?

HFA is much harder to spot than regular forms of autism because the child can pass with limited problems due to his or her normal - or higher than normal - intelligence levels. However, there are certain things that can be looked for if the presence of this high functioning form of autism is suspected: Look for the child to have an intense passion about a couple specific topics, determine if he or she has the ability to engage in small talk, and watch for how he or she handles conflict – because if autism is present, the child will not handle conflict well.

How is a child diagnosed with this disorder?

A diagnosis is based on the physician's assessment of the youngster's symptoms in three areas:

1. Interests in activities, objects, or specialized information (e.g., playing with only a part of a toy or being obsessed with a particular topic)
2. Social interactions (e.g., lack of eye contact or an inability to understand another person's feelings)
3. Verbal and non-verbal communication (e.g., not speaking or repeating a phrase over and over again)

The physician may gather information about these areas by:

• Seeking a speech and language assessment
• Requesting physical, neurological, developmental, or genetic testing
• Observing the youngster's behavior
• Interviewing moms and dads and others who have frequent contact with the youngster
• Establishing the history of the youngster's development
• Conducting psychological testing

In addition, the physician may request tests to rule out other causes of the behavior (e.g., hearing problems).

Cases of HFA are typically diagnosed by 35 months of age (much earlier than those of Asperger’s). This may be due to the early delay in speech and language. While there is no standard diagnostic measure for HFA, one of the most commonly used tools for early detection is the Social Communication Questionnaire. If the results of the test indicate an autism spectrum disorder, a comprehensive evaluation follows and leads to the diagnosis of HFA. Some traits used to diagnose a child on the autism spectrum include a lack of eye contact, pointing, and severe deficits in social interactions. The Autism Diagnostic Interview-Revised and Autism Diagnostic Observation Schedule are two evaluations utilized in the standard diagnosis process.

Do all children with HFA have similar social-interaction styles?

There are two classifications of different social interaction styles associated with HFA. The first social interaction type is a “passive” style. This aloof style is characterized by the lack of social initiations and could possibly be caused by social anxiety. The second is an “active-but-odd” social interaction style classified by ADHD symptoms, poor executive functioning, and psychosocial problems. The difficulty controlling impulses may cause the active-but-odd social behaviors present in some kids with HFA.

How is High-Functioning Autism Treated?

HFA can be treated with a variety of therapies. Behavioral training is the primary method used to help HFA children overcome problems with social interaction. Here are therapies that are often used:

• Applied Behavior Analysis (ABA): This is a method of rewarding appropriate social behavior and communication skills. This method is based on the theory that rewarding behavior encourages it to continue.
• Cognitive Behavior Therapy (CBT): Treatment for HFA often involves addressing the individual symptoms. For example, to treat anxiety, the main treatment is cognitive behavior therapy. While this is the approved treatment for anxiety in general, it may not meet all the needs specifically associated with the symptoms of HFA, because there is little attention given to the parent's role in anxiety intervention and prevention. A revised version of cognitive behavior therapy has moms and dads and educators acting in a role as social coaches to help HFA kids and teens to cope with the issues they are facing. The involvement of the parent in the life of the youngster affected by anxiety associated with HFA is extremely valuable.
• Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH): This is a structured way of teaching communication and coping skills. The system uses the youngster's strengths in memorization and visual skills.
• Other treatments may be recommended based on the youngster's needs. These include: (a) speech and language therapy to help with communication and language development; (b) social skills therapy to work on language and social issues in the context of a typical group interaction; (c) physical or occupational therapy for assistance with motor skills; and (d) medications to treat obsessive behaviors, anxiety, inattention, hyperactivity, and depression.

Are there any techniques to help alleviate some of the symptoms associated with HFA?

While no single effective intervention exists for children with HFA, there are some proactive strategies (e.g., self-management) designed to maintain or change the child’s behavior to make living with HFA easier. Self-management techniques provide the child with the skills necessary to self-regulate his or her own behavior, leading to greater levels of independence. Improving self-management skills allows the child to be more self-reliant rather than having to rely on external sources for supervision or control. Self-monitoring is a framework, not a rigid structure, designed to encourage independence and self-control. A framework for self-monitoring may include:

• Setting goals and keeping them
• Identifying positive target behaviors 
• Establishing alternative behaviors that are constructive
• Establishing a self-recording sheet

The goal of self-monitoring is to have the child obtain the self-monitoring skills independently without prompting.

Online Parent Coaching: Help for Parents with Children on the Autism Spectrum

Is 'high functioning' autism simply a different way of perceiving and relating to people?

That remains to be seen, is the short answer here (and it's certainly an interesting idea). Some people do believe that High-Functioning Autism (HFA) is indeed nothing more than a “different way of thinking” (i.e., a variation of "normal"). This notion is quite believable due to the fact that everyone has some characteristics of the "disorder." All the traits that typify HFA - and Asperger's - can be found in varying degrees in the “typical” population.

For example, collecting objects (rocks, stamps, old glass bottles, etc.) are socially accepted hobbies; individuals differ in their levels of skill in social interaction and in their ability to read nonverbal social cues; people who are capable and independent as grown-ups have special interests that they pursue with marked enthusiasm; and, there is an equally wide distribution in motor skills.

As with any disorder identifiable only from a pattern of “abnormal” behavior (with each trait varying in degrees of severity), it is possible to find numerous individuals on the borderlines of Asperger’s and HFA whose diagnosis is particularly difficult. While the usual case can be recognized with ease by professionals with experience in the field of Autism Spectrum Disorders, in practice, the disorder blends into eccentric normality and into certain other clinical pictures. Until more is known about the underlying mechanism at play, it should be accepted that no precise cut-off points can be defined. 

As an experiment, take a moment to scan through the following traits associated with Asperger’s and HFA (count the number of traits that apply to you)...

Social traits of Asperger’s and HFA include:

1. Abrupt and strong expression of likes and dislikes
2. Apparent absence of relaxation, recreational, or “time out” activities
3. Bizarre sense of humor (often stemming from a “private” internal thread of humor being inserted in public conversation without preparation or warming others up to the reason for the “punchline”)
4. Bluntness in emotional expression
5. Constant anxiety about performance and acceptance, despite recognition and commendation
6. Difficulty in accepting criticism or correction
7. Difficulty in distinguishing between acquaintance and friendship
8. Difficulty in forming friendships and intimate relationships
9. Difficulty in offering correction or criticism without appearing harsh, pedantic or insensitive
10. Difficulty in perceiving and applying unwritten social rules or protocols
11. Difficulty judging others’ personal space
12. Difficulty with adopting a social mask to obscure real feelings, moods, reactions
13. Difficulty with reciprocal displays of pleasantries and greetings
14. Discomfort manipulating or “playing games” with others
15. Excessive talk
16. Failure to distinguish between private and public personal care habits (e.g., brushing, public attention to skin problems, nose picking, teeth picking, ear canal cleaning, clothing arrangement)
17. Flash temper
18. Flat affect
19. Immature manners
20. Known for single-mindedness
21. Lack of trust in others
22. Limited by intensely pursued interests
23. Limited clothing preference (e.g., discomfort with formal attire or uniforms)
24. Low or no conversational participation in group meetings or conferences
25. Low to medium level of paranoia
26. Low to no apparent sense of humor
27. Often perceived as “being in their own world”
28. Pouting frequently
29. Preference for bland or bare environments in living arrangements
30. Problems expressing empathy or comfort to/with others (e.g., sadness, condolence, congratulations)
31. Rigid adherence to rules and social conventions where flexibility is desirable
32. Ruminating (i.e., fixating on bad experiences with people or events for an inordinate length of time)
33. Scrupulous honesty, often expressed in an apparently disarming or inappropriate manner or setting
34. Serious all the time
35. Shyness
36. Social isolation and intense concern for privacy
37. Tantrums
38. Unmodulated reaction in being manipulated, patronized, or “handled” by others

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

Physical  traits of Asperger’s and HFA include: 

1. Anxiety
2. Bad or unusual personal hygiene
3. Balance difficulties
4. Clumsiness
5. Depression
6. Difficulty expressing anger (i.e., either excessive or “bottled up”)
7. Difficulty in judging distances, height, depth
8. Difficulty in recognizing others’ faces (i.e., prosopagnosia)
9. Difficulty with initiating or maintaining eye contact
10. Elevated voice volume during periods of stress and frustration
11. Flat or monotone vocal expression (i.e., limited range of inflection)
12. Gross or fine motor coordination problems
13. Low apparent sexual interest
14. Nail-biting
15. Self-injurious or disfiguring behaviors
16. Sleep difficulties
17. Stims (i.e., self-stimulatory behavior serving to reduce anxiety, stress, or to express pleasure)
18. Strong food preferences and aversions
19. Strong sensory sensitivities (e.g., touch and tactile sensations, sounds, lighting and colors, odors, taste
20. Unusual and rigidly adhered to eating behaviors
21. Unusual gait, stance, posture
22. Verbosity

Cognitive traits of Asperger’s and HFA include:

1. An apparent lack of “common sense”
2. Compelling need to finish one task completely before starting another
3. Concrete thinking
4. Dependence on step-by-step learning procedures (note: disorientation occurs when a step is assumed, deleted, or otherwise overlooked in instruction)
5. Difficulty in assessing cause and effect relationships (e.g., behaviors and consequences)
6. Difficulty in assessing relative importance of details (an aspect of the trees/forest problem)
7. Difficulty in drawing relationships between an activity or event and ideas
8. Difficulty in estimating time to complete tasks
9. Difficulty in expressing emotions
10. Difficulty in generalizing
11. Difficulty in imagining others’ thoughts in a similar or identical event or circumstance that are different from one’s own (“theory of mind” issues)
12. Difficulty in interpreting meaning to others’ activities
13. Difficulty in learning self-monitoring techniques
14. Difficulty in understanding rules for games of social entertainment
15. Difficulty with organizing and sequencing (i.e., planning and execution; successful performance of tasks in a logical order)
16. Disinclination to produce expected results in an orthodox manner
17. Distractibility due to focus on external or internal sensations, thoughts, and/or sensory input (e.g., appearing to be in a world of one’s own or day-dreaming)
18. Exquisite attention to detail, principally visual, or details which can be visualized (“thinking in pictures”) or cognitive details (often those learned by rote)
19. Extreme reaction to changes in routine, surroundings, people
20. Generalized confusion during periods of stress
21. Impulsiveness
22. Insensitivity to the non-verbal cues of others (e.g., stance, posture, facial expressions)
23. Interpreting words and phrases literally (e.g., problem with colloquialisms, clichés, neologism, turns of phrase, common humorous expressions)
24. Literal interpretation of instructions (e.g., failure to read between the lines)
25. Low understanding of the reciprocal rules of conversation (e.g., interrupting, dominating, minimum participation, difficult in shifting topics, problem with initiating or terminating conversation, subject perseveration)
26. Mental shutdown response to conflicting demands and multi-tasking
27. Missing or misconstruing others’ agendas, priorities, preferences
28. Perseveration best characterized by the term “bulldog tenacity”
29. Poor judgment of when a task is finished (often attributable to perfectionism or an apparent unwillingness to follow differential standards for quality)
30. Preference for repetitive, often simple routines
31. Preference for visually oriented instruction and training
32. Psychometric testing shows great deviance between verbal and performance results
33. Rage, tantrum, shutdown, self-isolating reactions appearing “out of nowhere”
34. Relaxation techniques and developing recreational “release” interest may require formal instruction
35. Resistance to or failure to respond to talk therapy
36. Rigid adherence to rules and routines
37. Stilted, pedantic conversational style (“the little professor” concept)
38. Substantial hidden self-anger, anger towards others, and resentment
39. Susceptibility to distraction

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

Work-related traits of Asperger’s and HFA include:

1. Avoids socializing or small talk, on and off the job
2. Deliberate withholding of peak performance due to belief that one’s best efforts may remain unrecognized, unrewarded, or appropriated by others
3. Difficult in starting project
4. Difficult with unstructured time
5. Difficulty in accepting compliments, often responding with quizzical or self-deprecatory language
6. Difficulty in handling relationships with authority figures
7. Difficulty in negotiating either in conflict situations or as a self-advocate
8. Difficulty with “teamwork”
9. Difficulty with writing and reports
10. Discomfort with competition
11. Excessive questions
12. Great concern about order and appearance of personal work area
13. Intense pride in expertise or performance, often perceived by others as “flouting behavior”
14. Low motivation to perform tasks of no immediate personal interest
15. Low sensitivity to risks in the environment to self and/or others
16. Often viewed as vulnerable or less able to resist harassment and badgering by others
17. Out-of-scale reactions to losing
18. Oversight or forgetting of tasks without formal reminders (e.g., lists or schedules)
19. Perfectionism
20. Punctual and conscientious
21. Reliance on internal speech process to “talk” oneself through a task or procedure
22. Reluctance to accept positions of authority or supervision
23. Reluctance to ask for help or seek comfort
24. Sarcasm, negativism, criticism
25. Slow performance
26. Stress, frustration and anger reaction to interruptions
27. Strong desire to coach or mentor newcomers
28. Tendency to “lose it” during sensory overload, multitask demands, or when contradictory and confusing priorities have been set
29. Very low level of assertiveness

If you were honest with yourself, you found that many of the traits listed above directly apply to you. Does that mean you are technically located somewhere on the autism spectrum? Some will argue that the answer to that question is a profound “yes.” Also, many professionals are now noticing that the younger population (approximately ages 5 – 25) is becoming more “autistic-like” due to their significant obsession with digital devices (e.g., iPhones, iPads, computers, etc.).

These young people are literally (a) living in an altered reality (i.e., digital rather than real life experience), (b) spending inordinate amounts of time with their “special interest,” and (c) engaging in far fewer face-to-face social interactions – all of which are considered autistic traits. So, is autism on the rise, or are there simply more “normal” people engaging in “autistic-like” behavior (in the higher-functioning form)?

To complicate the matter of coming to an accurate diagnosis even further, there is the issue of “differential diagnosis.” For example, the lack of empathy, single-mindedness, odd communication, social isolation and over-sensitivity of individuals with Asperger’s and HFA are features that are also included in the definitions of Schizoid Personality Disorder (SPD).

To demonstrate this point, I had a client (19 year-old male) diagnosed with SPD who had no friends at college, he was odd and awkward in social interaction, always had difficulty with speech, never took part in rough games, was oversensitive, and very unhappy being away from home. He thought-out incredible digital inventions and, together with his younger brother, invented a detailed imaginary world. Sounds like Asperger’s – doesn’t it?

There is no question that HFA and Asperger’s can be viewed as a form of Schizoid Personality; however, the question is whether this grouping is of any value. The capacity to withdraw into an inner world of one's own special interests is available in a greater or lesser measure to everyone. This skill MUST be present in those who are highly creative (e.g., inventors, artists, scientists, etc.).

However, the difference between an individual with Asperger’s or HFA and the “typical” individual who has a complex inner world is that the latter DOES take part appropriately in two-way social interaction at times, while the former does NOT. Also, the “typical” individual, no matter how elaborate her inner world, is influenced by her social experiences, while the individual with Asperger’s or HFA seems cut-off from the effects of outside contacts.

Many “typical” grown-ups have excellent rote memories – and even retain eidetic imagery into adult life. Pedantic speech and a tendency to take things literally can also be found in “typical” individuals. Some individuals could be classified as having Asperger’s or HFA because they are at the extreme end of the normal continuum on all these traits. In other people, one particular characteristic may be so marked that it affects the whole of their functioning.

Even though Asperger’s and HFA do appear to merge into the normal continuum, there are many cases where the difficulties are so striking that the suggestion of a distinct disorder seems to be a more credible explanation than a “variant of normality.”

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

The Traits of High-Functioning Autism: Fact Sheet

Is there a detailed list of traits associated with high functioning autism that we can use as a gauge to see whether or not to have our child assessed?


A child with High-Functioning Autism (HFA) or Asperger's often has many of the following traits:

1. Has a different form of introspection and self-consciousness
2. Has a fascination with a topic that is unusual in intensity or focus
3. Takes longer to process social information due to using intelligence rather than intuition
4. Needs assistance with some self-help and organizational skills
5. Enjoys a very brief and low intensity expression of affection, and becomes confused or overwhelmed when greater levels of expression are experienced or expected
6. Collects facts and figures about a specific topic
7. Has a tendency to be considered disrespectful and rude by others
8. Has a tendency to make a literal interpretation of what someone says
9. Has an unusual profile of learning abilities
10. Teachers often identify problems with organizational abilities, especially with homework assignments and essays
11. Teachers soon recognize that the child has a distinctive learning style, being talented in understanding the logical and physical world, noticing details, and remembering and arranging facts in a systematic fashion
12. Often has levels of anxiety, depression or anger that indicate a secondary mood disorder
13. Can be easily distracted, especially in the classroom
14. When problem solving, the child appears to have a one-track mind and a fear of failure
15. Has a different, but not defective, way of thinking
16. Is clumsy in terms of gait and coordination
17. Has a delay in the development of the art of persuasion, compromise and conflict resolution
18. Has delayed social maturity and social reasoning
19. Has difficulty reading the messages in someone’s eyes
20. Has difficulty making friends
21. Is often teased by peers due to his/her “odd” mannerisms
22. Has difficulty with the communication and control of emotions
23. If the child with HFA is not successful socially at school, then academic success becomes more important as the primary motivation to attend school and for the development of self-esteem
24. In adolescence, the interests can evolve to include electronics and computers, fantasy literature, science fiction, and a fascination with a particular person
25. Much of the knowledge associated with the child's special interest is self-directed and self-taught
26. Is vulnerable to feeling depressed, with about 1 in 3 HFA children having clinical depression
27. Experiences physical and emotional exhaustion from socializing
28. Has problems knowing when something may cause embarrassment to others
29. Is remarkably honesty
30. Has sensitivities to specific sounds, aromas, sights, tastes and touch 
31. Can be immature in the development of the ability to catch, throw or kick a ball
32. HFA girls often develop a special interest in fiction rather than facts 
33. Often has academic abilities above his/her grade level
34. Sometimes the special interest is a particular animal, and can be so intense that the child acts like the animal
35. Has difficulties with handwriting
36. Becomes hypervigilant, tense and distractible in sensory stimulating environments (e.g., in the classroom), unsure when the next painful sensory experience will occur
37. The emotion management can be conceptualized as a problem with "energy management," specifically an excessive amount of emotional energy, and difficulty controlling and releasing the energy constructively
38. Emotional maturity is usually at least three years behind that of his/her peers
39. The special interest can be a source of enjoyment, knowledge, self-identity and self-esteem that can be constructively used by parents, teachers and therapists
40. The most common sensory sensitivity is to very specific sounds
41. There can be an under- or over- reaction to the experience of pain and discomfort
42. The sense of balance, movement perception, and body orientation can be unusual
43. May have a fixation on something neither human nor toy, or a fascination with a specific category of objects and the acquisition of as many examples as possible
44. The child’s overriding priority may be to solve a problem rather than satisfy the social or emotional needs of others
45. The child is usually renowned for being direct, speaking his/her mind and being determined and having a strong sense of social justice
46. The child may actively seek and enjoy solitude, be a loyal friend, and have a distinct sense of humor
47. The child usually has a strong desire to seek knowledge, truth and perfection with a different set of priorities than would be expected with "typical" children 
48. The child values being creative rather than co-operative
49. Can have difficulty with the management and expression of emotions
50. May perceive errors that are not apparent to others, giving considerable attention to detail rather than noticing the “big picture”
51. The child's special interest has several functions: to (a) create a sense of identity, (b) create an alternative world, (c) ensure greater predictability and certainty in life, (d) facilitate conversation and indicate intellectual ability, (e) help understand the physical world, (f) overcome anxiety, (g) provide pleasure, and (h) provide relaxation
52. There seems to be two main categories of special interest: collections, and the acquisition of knowledge on a specific topic or concept
53. Has a limited vocabulary to describe emotions, and a lack of subtlety and variety in emotional expression
54. Tends to have a different perception of situations and sensory experiences
55. May have problems expressing the degree of love and affection expected by others
56. Unusual language abilities that include advanced vocabulary and syntax, but delayed conversation skills, unusual prosody, and a tendency to be pedantic
57. Unusual or special interests can develop as early as age 2 to 3 years and may commence with a preoccupation with parts of objects (e.g., spinning the wheels of toy cars) or manipulating electrical switches
58. HFA traits are more conspicuous in early childhood and gradually diminish during adolescence, but some traits remain throughout adulthood
59. When one considers the attributes associated with the special interests, it is important to consider not only the benefits to the HFA child, but also the benefits to society
60. The child’s coordination can be immature. and he/she may have a strange, sometimes idiosyncratic gait that lacks fluency and efficiency

 

If most of the traits above characterize your child, then an assessment by a qualified professional would be in order.

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

I Think My Child May Have High-Functioning Autism

“I think my child is on the autism spectrum. I would like to know some traits to help clarify what high functioning autism is and how I can recognize it.”

Here are the main characteristics of children with High-Functioning Autism (HFA):

The Need for Routine—

Perservation is a common characteristic of the youngster with HFA. Perservation involves repetition in language and/or behavior. For example, with language a perservative tendency is to repeat certain phrases over and over. 

 

In terms of action or behavior, the Asperger youngster may line objects up and insist the objects not be disturbed. Completing a certain set of rituals in a specific order also demonstrates perservation.

Sensory Sensitivity—

The youngster with HFA may be underactive to a sensation, or s/he may be intensely reactive to a sensation. The sensitivity could involve one or involve many of the senses. For example, before my son was diagnosed, as a parent I was appalled when he wanted to run outside in the middle of winter with no shoes or boots. I was so afraid he would sneak out of the house and get severe frostbite. 

 

I also remember he was fascinated by lights. Some moms and dads of Asperger kids detail how their youngster may scream when the vacuum is turned on or how their youngster refuses to brush their teeth due to the sensation caused by the tooth brush.

 

==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder

Motor Clumsiness—

Sometimes, but not always, kids with HFA display poor coordination because they experience difficulties with either or both fine and gross motor skills. This problem is due to difficulties with motor planning in completing the task. For example, the youngster may experience difficulty in riding a bike because of planning the different steps to successfully complete the task.

Difficulty with Social Interaction—

Although the HFA youngster may want to interact with others, s/he lacks the skills. The Asperger youngster fails to understand both verbal and nonverbal cues, and communication with others breaks down. The Asperger youngster may lecture others, fail to ask questions to continue a discussion, or simply not even acknowledge the other person by looking at them. 

 

The desire to communicate may be there, but the language abilities others seem to develop naturally just don't develop easily for the HFA youngster. But HFA kids develop these skills with early interventions and teaching.

Development of a Narrow Range of Interests—

If a youngster seems stuck on a certain topic and seems a bit obsessed about always talking about that topic, s/he demonstrates narrow interests -- this a characteristic of HFA. Often the youngster learns everything s/he can about this special interest and then feels compelled to share information about the topic with everybody around them. Usually focusing on narrow interests affects social interactions negatively.

Delayed or Impaired Language Skills—

If your youngster starts talking late and exhibits lagging language skills, this may be a sign of HFA. My son, who has HFA, talked late, but when he did, he began with full phrases and sentences. He also mixed up pronouns. 

 

The HFA youngster also fails to understand the "give and take" of communication; in other words, the youngster may want to monopolize a conversation and fail to acknowledge the comments of others. The youngster with HFA understands communication as a way to share information but fails to recognize communication as a way to share thoughts, feelings and emotions.

Cognitive Difficulties—

Frequently the HFA youngster experiences difficulty with empathizing with others and says inappropriate things because the youngster fails to consider others' feelings. A significant problem for the HFA youngster, mindblindness occurs when the Asperger youngster is unable to make inferences about what others are thinking. Mindblindness hinders communication with others.

Although some of these traits are common to other disabilities, the whole bunch together certainly suggests further investigation into an HFA diagnosis. A professional, like a psychologist or a psychiatrist, should be consulted because early intervention is very important. 

More resources for parents of children and teens on the autism spectrum:
 

==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder

==> Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder

==> Launching Adult Children with Autism Spectrum Disorder: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social-Skills and Emotion-Management to Children with Autism Spectrum Disorder

==> Parenting Children and Teens with High-Functioning Autism: Parents' Comprehensive Handbook

==> Unraveling the Mystery Behind High-Functioning Autism: Audio Book

==> Crucial Research-Based Parenting Strategies for Children and Teens with High-Functioning Autism

Does My Student Have High-Functioning Autism?

“I’m a teacher and I think one of my students may have high functioning autism. What things should I look for in determining whether or not this child may have the disorder? Also, is it too early to approach the parents about my concern?”

If you have a basic knowledge of the symptoms associated with high-functioning autism (HFA), and based on that knowledge, you suspect the disorder in one of your students, advise the parents of your concern now. It’s better to know than not to know, and the sooner treatment can begin - the better!

If the student in question is having a greater degree of language difficulties than other peers his/her age or has diminished communication skills, and also exhibits a restrictive pattern of thought and behavior, he/she may have HFA. 

 

One peculiar symptom of the disorder is the youngster’s obsessive interest in a single object or topic to the exclusion of any other. The youngster living with HFA wants to know all about this one topic.

Here are a few more traits to look for:

• Although kids on the autism spectrum can manage themselves with their disorder, the personal relationships and social situations are challenging for them. 
• These young people have some traits of Autism, especially weak social skills and a preference for sameness and routine. 
• Kids with HFA typically develop a good to excellent vocabulary, although they usually lack the social instincts and practical skills needed when relating to others. 
• They may not recognize verbal and non-verbal cues or understand social norms (e.g., taking turns talking or grasping the concept of personal space). 
• They typically make efforts to establish friendships, but may have difficulty making friends because of their social awkwardness. 
• Developmental delays in motor skills (e.g., catching a ball, climbing outdoor play equipment, pedaling a bike, etc.) may also appear in the youngster.

 ==> A comprehensive list of traits associated with HFA can be found here.

The main difference between Autism and HFA is that the youngster suffering from HFA retains his early language skills. It is classified as an Autism Spectrum Disorder, one of a distinct group of neurological conditions characterized by a greater or lesser degree of impairment in language and communication skills, as well as repetitive or restrictive patterns of thought and behavior. 

 

Unlike young people with Autism, HFA kids retain their early language skills. In Autistic kids, language is often absent, lost, limited, or very slow to develop. In HFA, however, language development often falls within normal limits.

Advise your student’s parents that many moms and dads find comfort and build acceptance with help from support groups, counseling, and a network of friends, family, and community. A diagnosis is best made with input from caregivers, doctors, and educators who know or who have observed the youngster. 

 

A diagnosis is based on a careful history of the youngster’s development, psychological and psychiatric assessments, communication tests, and the parents’ and clinicians’ shared observations. When making a diagnosis, the health professional will see if the boy or girl meets the criteria published in the Diagnostic and Statistical Manual of Mental Disorders, a publication of the American Psychiatric Association.

You can best serve this student by learning about HFA and providing a supportive classroom environment (see link below). Remember, the student, just like every other youngster, has his or her own strengths and weaknesses and needs as much support, patience, and understanding as you can give. Visual supports, including schedules and other written materials that serve as organizational aids, can be very helpful for students on the autism spectrum.

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

==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder

==> Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder

==> Launching Adult Children with Autism Spectrum Disorder: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social-Skills and Emotion-Management to Children with Autism Spectrum Disorder

==> Parenting Children and Teens with High-Functioning Autism: Parents' Comprehensive Handbook

==> Unraveling the Mystery Behind High-Functioning Autism: Audio Book

==> Crucial Research-Based Parenting Strategies for Children and Teens with High-Functioning Autism

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

 

----------

 

Resources for Neurodiverse Couples:

==> Online Group Therapy for Men with ASD

==> Online Group Therapy for NT Wives

==> Living with ASD: eBook and Audio Instruction for Neurodiverse Couples 

==> One-on-One Counseling for Struggling Individuals & Couples Affected by ASD

==> Online Group Therapy for Couples Affected by Autism Spectrum Disorder

 ==> Cassandra Syndrome Recovery for NT Wives

==> ASD Men's MasterClass: Social-Skills Training and Emotional-Literacy Development

==> Pressed for time? Watch these "less-than-one-minute" videos for on the go.

 COMMENTS:

•    Anonymous said... I sure one of my son's teachers had mentioned it to me. He didn't get diagnosed until he was 11, and so missed out on early treatment and intervention. After he was diagnosed I had teachers, coaches and other parents say "I thought that might be it"...why oh why didn't they say anything? I had never even heard of it before.
•    Anonymous said... My daughter was recently diagnosed at 4. Her preschool teachers brought it to my attention. We dismissed it because we didn't see Autism. Then...when we read and did some research, it hit us like a ton of bricks that almost everything mentioned was her to a tee. Do it gently and explain to the parents that this is not a bad thing, and she/he will lead a normal life. Aspies just approach things differently. They see life differently.
•    Anonymous said... Teachers should approach this discussion with a positive attitude and lightly. As someone who was thrown this "he has autism" in kindergarten, I was angry and unconvinced. I didn't know really anything about Aspergers/high functioning autism, and I dismissed the discussion until second grade when a much more polite discussion was brought to me about my son's habits and issues. As a parent, I didn't know that a talking, caring, sensitive and smart child could be aspergers/autistic. The best thing I did to convince myself was to go over to school and observe my son at recess. I then did alot of research and started checking off symptoms...this combined is what convinced me.

Post your comment below…

Emotional Behavior Disorder in Children on the Autism Spectrum

“My son is 9 years old and he is being very aggressive at home, but mostly in school [before the coronavirus break] - especially with teachers and personnel that intervene with him. I know they don’t put in practice his IEP goals, and he expresses to me how awful the school is for him. Now they are telling me that he has EBD [emotional behavior disorder] and they have been destroying his student record. My son is a great kid and I am learning everyday about high functioning autism, but I am suspecting his school is [was] doing a lot of damage to him. Please help!”

The incidence of aggressive behavior among kids and teens with High-Functioning Autism (HFA) and Asperger’s is of great concern. This complex issue needs to be carefully understood by both parents and educators. Parents who witness this behavior are obviously concerned, but they often hope that their child will "grow out of it." However, it should not be quickly dismissed as "just a phase” the child going through. Unless some underlying issues are addressed, aggressive behavior is likely to continue – and worsen.

Faced with a world in which they find it difficult to interact socially, communicate clearly, and control their own behavior, kids on the autism spectrum sometimes respond with aggression. This behavior can include a wide range of behaviors (e.g., use of weapons, throwing objects, threats to hurt others, homicidal thoughts, spitting, pushing, kicking, hitting, explosive temper tantrums, destroying public or personal property, etc.). On the surface, these behaviors may appear to be pure oppositional defiance. But, on closer inspection, it is often discovered that they have more to do with impulsiveness, anxiety-reduction, and low-frustration tolerance – traits that coexist with the disorder.

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

To be effective, treatment approaches for violent and aggressive behavior in autistic children need to take the following factors into account:

• Due to difficulties with empathizing, many kids with HFA don't recognize the suffering of others. So, when the attack another person, they may not be able to fully comprehend the damage they inflict (i.e., imagine how the victim feels).

• After just a few years of classroom experience, many children on the spectrum think of themselves as victims due to the fact that they may have been teased, ostracized from the peer-group, bullied, and misunderstood (and perhaps unfairly treated) by teachers. As a result, they may believe that their aggressive behavior is totally justified.

• Due to certain traits associated with the disorder (e.g., mind-blindness, sensory sensitivities, literal thinking, social skills deficits, etc.), many kids with HFA view the world as a cold and hostile place. They may develop a “habit of thought” that attributes hostile intentions to others. This attitude leaves them little choice but to defend themselves (or shutdown and retreat). For example, if another student bumps up against them in the hallway, they may immediately take offense, certain that they were bullied (again). They may have a hard time imagining that perhaps the bumping was just clumsiness on the other student's part. In other words, these “special needs” kids may see the world as an unsafe place in which there are only victims and victimizers, so they may (unconsciously) choose to be one of the latter.

What can parents and teachers do to help? Here are some specific techniques to employ that may reduce or eliminate violence and aggression in the HFA child:

1. Many moms and dads are afraid to discipline an unruly autistic youngster for fear that he (a) is too “fragile,” (b) will hate them for being “unfair,” (c) will have a meltdown, or (d) is simply unable to follow instructions to behave in a certain manner. Your youngster doesn't have to like you – or even love you – but he does have to respect the parent-child relationship and realize that there will be consequences for poor choices. You don't have to be your youngster's friend, but you do have to be his parent.

2. Arrange furniture in a sensible way so that your HFA child can easily maneuver through rooms. If he often tries to escape through a certain door, change the path of the room so that he is unlikely to go near that door. Keep surfaces clear, taking special care to place breakables and dangerous or messy items out of reach. Organize and structure your youngster's living space to minimize frustration. Labels can help him understand where things belong and make him less likely to become overwhelmed or anxious. Also, restrict access to items that tend to cause power struggles.

3. Sometimes stress over not being able to verbalize frustration causes aggressive behavior. For example, if your youngster is angry that he can't button his coat, but is unable to describe how he feels about lacking that skill, he could act out inappropriately. Examining the root problem and addressing it may help to curb angry behavior. Calm reactions on the part of the parent or teacher are important here.

4. Many times, mothers and fathers are quick to make evaluations of their HFA youngster’s unruly behavior (e.g., viewing aggression as nothing more than a childish tantrum). Parents need to revisit their evaluations, because an HFA youngster's violence may be stemming from other issues (e.g., anxiety and/or depression). Don't make judgments until you get to the root of the problem.

5. Sometimes an aggressive youngster knows that if she engages in "divide and conquer" tactics with her parents, she will be able to get her way. However, if mom and dad maintain a united front, then there's strength in numbers, therefore disallowing the child to play one parent against the other.

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

6. Sometimes violent outbursts are predictable. For example, due to sensory sensitivities, the child may become upset when wearing a warm winter sweater. Maybe the fabric feels uncomfortable against his skin, or the smell of the drier sheet is offensive to him. Examine every component of a situation that seems to trigger aggressive actions and make the necessary adjustments.

7. Be sure to learn the difference between tantrums and meltdowns. A tantrum is very straightforward and has several qualities that distinguishes it from a meltdown. Unlike a meltdown, when the troubling situation is resolved, a tantrum will end as suddenly as it began. A tantrum is thrown to achieve a specific goal, and once the goal is met, things return to normal, whereas a meltdown will usually continue as though it is moving under its own power and wind down very slowly.

8. There's not a youngster born that doesn't have currency, whether it's toys, clothes, games, or television. Access to this "currency" needs to be contingent upon proper behavior (e.g., if your youngster throws a tantrum in a crowded store, he should not be rewarded with a toy or a coloring book). She needs to (a) understand the consequences of his behavior, (b) be able to predict the consequences of his actions with 100% accuracy.

9. If aggressive behavior has developed suddenly or has gotten worse over time, then investigate to see if your youngster has an allergy. Seasonal or food allergies can cause discomfort that the youngster can't describe, leading to extreme behavior. Other factors to consider are environmental conditions, change in medication, or a change in the home or school setting. In addition, some drugs cause aggression.

10. Be sure that your child’s Individual Education Plan (IEP) has all the proper stipulations. Not all IEPs are created equally; they need to be tailored to the child’s specific needs. There is probably no process as frustrating for parents and teachers alike as the IEP process. If you feel that your child’s IEP is fairly worthless and that school staff is mostly ignoring it, then some significant changes need to be made immediately. There are several common mistakes parents and teachers make when creating an IEP (or going through the IEP process), for example:

• The IEP contains goals that can’t be measured. This is the most common mistake made when creating IEPs. It is easy to make - and accept - overly generalized goals and achievement objectives and believe they are acceptable. Many IEPs contain goals and objectives like, "...will improve letter recognition." This is a vague goal which can be claimed as "achieved" with very little progress actually having been made. A better goal would be something like, "...will recognize 9 out of 10 random letters shown, 4 out of 5 times." This is specific and measureable.
• The parent signs the IEP when she doesn't totally agree with it. Never sign an IEP at the meeting, especially if you don't agree with it. A verbal commitment that "we will work out the fine details later" is not binding, but your signature is. Remember that you have three days to review the IEP before signing it. It is always a good idea to take the IEP home and review it one more time, even if you think that everything is fine.  Never feel pressured into signing an IEP! All schools have a due process procedure you can follow that will progressively escalate any complaints you have through the appeals process. If you can’t agree on your IEP, the school should provide you the information and steps you need to begin the due process procedure.
• The short-term goals will not meet long-term goals. If a specific long-term goal is agreed upon, make sure that the short-term goals adequately support progress towards the long-term goal.
• The parent fails to review a preliminary IEP. Without a preliminary look at what is being proposed for your HFA youngster, your first opportunity to see the IEP is in the IEP meeting where you are expected to agree to - and sign - the IEP. This puts you in an unfavorable position, because you can feel pressured to agree to items without having time to really think through their implications. Always ask for a preliminary copy prior to the IEP meeting, and never feel like you have to sign at the meeting.

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

11. When the youngster with a “disorder” is acting out, the family may blame him for the family's dysfunction. Sometimes, parents will bring their disruptive autistic youngster in for treatment. This is the sacrificial lamb for the family's toxicity. Parents need to examine their own behavior, and if need be, the entire family should seek counseling. One child – even one with “special needs” – can’t be responsible for all the problems in the household.

12. Lastly, medication may be needed – especially if the youngster's behavior is hazardous to him or those around him. Medications are frequently used in the management of aggression, and current psychopharmacologic treatment strategies involve treating aggression as part of each particular syndrome. Before prescribing medication for aggression, the clinician should ensure that the child has a medical evaluation to rule out contraindications to treatment and to determine whether the aggressive symptoms might improve without the use of drugs (e.g., cognitive-behavioral therapy).

Here are a few suggestions specifically for teachers of students with HFA and Asperger’s:

1. Work from the HFA student’s strengths and interests. Find out how he feels about the subject matter, and what his expectations are. Then try to devise examples, case studies, or assignments that relate the subject matter to his interests and experiences.

2. When possible, let the HFA student have some say in choosing what will be studied. Give her options on term papers or other assignments (but not on tests). Let her select which topics to explore in greater depth.

3. Try to promote appropriate social interactions and help the youngster “fit-in” better. Formal, didactic social-skills training can take place both in the classroom and in more individualized settings. Approaches that have been most successful utilize direct modeling and role playing at a concrete level. By rehearsing and practicing how to handle various social situations, the HFA youngster can learn to generalize the skills to naturalistic settings.

4. Try to insure that school staff outside of the classroom (e.g., physical education teacher, bus driver, school nurse, cafeteria monitor, librarian, etc.) are (a) familiar with the HFA youngster's style and needs and (b) have been given adequate training in management approaches. Those less structured settings where the routines and expectations are less clear tend to be difficult for the HFA youngster.

5. There will be specific situations where medication can occasionally be useful. Educators should be alert to the potential for mood problems (e.g., anxiety or depression), significant compulsive symptoms or ritualistic behaviors, and problems with inattention. Occasionally, medication may be needed to address more severe behavior problems that have not responded to non-medical, behavioral interventions.

6. The use of a "buddy system" can be very useful since HFA students relate best 1-1. Careful selection of a peer-buddy for the HFA youngster can be a tool to help build social skills, encourage friendships, and reduce stigmatization.

7. The school counselor or social worker can provide direct social skills training, as well as general emotional support.

8. Realize that the HFA youngster has an inherent developmental disorder which causes her to behave and respond in a different way compared to other students. Oftentimes, behaviors in the HFA student are interpreted as "manipulative" or some other term that misses the point that she responds differently to environmental stimuli. Thus, school staff must carefully individualize their approach for this “special needs” child. It will likely be counterproductive to treat her just the same as her peers.

9. Put as many details as possible into an Individual Educational Plan so that progress can be monitored and carried over from year to year. It can sometimes be helpful to enlist the aid of outside consultants familiar with the management of young people on the autism spectrum (e.g., psychologists, psychiatrists, etc.).

10. Most students with HFA respond well to the use of visuals (e.g., schedules, charts, lists, pictures, etc.).

11. Know that the HFA student usually shows a surprising sensitivity to the personality of the educator. He can be taught, but only by those who give him true understanding and affection. The educator’s underlying emotional attitude influences (involuntarily and unconsciously) the mood and behavior of this “special needs” youngster.

12. Keep teaching fairly concrete. Avoid language that may be misunderstood by the HFA youngster (e.g., sarcasm, confusing figurative speech, idioms, etc.) Try to simplify more abstract language and concepts.

13.  It is very helpful if the HFA youngster can be given opportunities to help other students at times.

14. It is often helpful for the educator and parent to work closely together, because the parent is most familiar with what has worked in the past for the HFA youngster.

15. If motor clumsiness is significant, the school Occupational Therapist can provide helpful input.

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

16. If learning problems are present, resource room or tutoring can be helpful to provide individualized explanation and review.

17. Hold high – but realistic – expectations for the HFA child. Research has shown that a teacher's expectations have a powerful effect on a student's performance. If you act as though you expect your “special needs” student to be motivated, hardworking, and interested in the subject matter, he is more likely to be so. Set realistic expectations when you make assignments, give presentations, conduct discussions, and grade examinations. "Realistic" in this context means that your standards are high enough to motivate the HFA child to do his best work, but not so high that he will inevitably be frustrated in trying to meet those expectations. To develop the drive to achieve, the child needs to believe that achievement is possible.

18. HFA students with very high-management needs may benefit from assistance from a classroom aide assigned to them.

19. HFA students can be fairly rigid about following "rules" quite literally. While clearly expressed rules and guidelines (preferably written down) are helpful, they should be applied with some flexibility. The rules don’t automatically have to be exactly the same for the HFA youngster as for the other students, because their needs and abilities are different.

20. Help the HFA student set achievable goals for himself. Failure to attain unrealistic goals can disappoint and frustrate him. Encourage him to focus on his continued improvement, not just on his grade on any one test or assignment. Also, help the child evaluate his progress by encouraging him to critique his own work, analyze his strengths, and work on his weaknesses.

21. Give the HFA student feedback as quickly as possible. Return tests and papers promptly, and reward success publicly and immediately. Give her some indication of how well she has done and how to improve. Rewards can be as simple as saying her response was good, with an indication of why it was good.

22. Efforts should be made to help classmates arrive at a better understanding of the HFA youngster in a way that will promote tolerance and acceptance.

23. Educators should take full advantage of the HFA youngster's areas of special interest when teaching. The youngster will learn best when an area of high personal interest is on the agenda. Educators can also use access to the special interests as a reward to the youngster for successful completion of other tasks, adherence to rules, and meeting behavioral expectations.

24. Educators can take advantage of the strong academic skills that many HFA students have in order to help them gain acceptance with their classmates.

25. Direct speech services may not be needed, but the speech and language clinician at school can be useful as a consultant to the other staff regarding ways to address problems in areas such as pragmatic language.

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

26. Classroom routines should be kept as consistent, structured and predictable as possible. Students with HFA usually don't like surprises. They should be prepared in advance for changes and transitions (e.g., schedule breaks, vacation days, etc.).

27. Care should be taken to protect the HFA youngster from teasing and bullying – both in and out of the classroom.

28. Be specific when giving negative feedback. Negative feedback is very powerful and can lead to a negative class atmosphere. Whenever you identify your “special need” student's weakness, make it clear that your comments relate to a particular task or performance, not to the student as a person. Try to cushion negative comments with a compliment about aspects of the task in which the student succeeded.

29. Avoid escalating power struggles. HFA students often don’t understand rigid displays of authority – and will themselves become more rigid and stubborn if forcefully confronted. Their behavior can then get rapidly out of control, and at that point, it is often better for the educator to back-off and let things cool down. When possible, anticipate such situations and take preventative measures to avoid the confrontation through presentation of choices, negotiation, and diversion of attention elsewhere.

30. If you have tried numerous strategies to address aggression in your HFA student to no avail, ask the parent to consider taking the child to a professional for a psychiatric evaluation to determine whether depression, anxiety, or other problems are present. Treatment of these conditions often result in reduced symptoms of aggression.

It is inevitable that you will have the opportunity of working with students on the autism spectrum in your classroom. You will need to make accommodations for some, and modifications for others. Providing for the needs of these young people will certainly be one of your greatest challenges as a teacher. Consider the tips listed above to make the learning process run as smoothly as possible.

 

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

==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder

==> Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder

==> Launching Adult Children with Autism Spectrum Disorder: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social-Skills and Emotion-Management to Children with Autism Spectrum Disorder

==> Parenting Children and Teens with High-Functioning Autism: Parents' Comprehensive Handbook

==> Unraveling the Mystery Behind High-Functioning Autism: Audio Book

==> Crucial Research-Based Parenting Strategies for Children and Teens with High-Functioning Autism

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

 

----------

 

Resources for Neurodiverse Couples:

==> Online Group Therapy for Men with ASD

==> Online Group Therapy for NT Wives

==> Living with ASD: eBook and Audio Instruction for Neurodiverse Couples 

==> One-on-One Counseling for Struggling Individuals & Couples Affected by ASD

==> Online Group Therapy for Couples Affected by Autism Spectrum Disorder

 ==> Cassandra Syndrome Recovery for NT Wives

==> ASD Men's MasterClass: Social-Skills Training and Emotional-Literacy Development

==> Pressed for time? Watch these "less-than-one-minute" videos for on the go.

COMMENTS:

•    Anonymous said… After years of struggling, took my daughter out in grade 8, home schooled her for the year. Grade 9&10 she did online. She decided to go to high school grade 11&12. She is now in her final year of University graduating with a bachelor of science in Environmental science. I came to realize that school just wasn't as important as her mental well being.
•    Anonymous said… Ask the schools special education department to have him tested. The behavioral specialist is the one who usually does the testing n it should take at least 2 weeks BC the person observes the child as well. I'd call adminstration BC that specialist is the only one that can suggest a diagnosis n it has to be put in their report.
•    Anonymous said… Do you know why he is acting out? What are the triggers? Knowing these will help his behaviour as you can then implement things to help him cope or do some social stories etc. However I agree with everyone else I'd swap schools. Xx
•    Anonymous said… Encourging you to try another school. Did miracle-level wonders for my Aspergers teen & wish we'd done so sooner for him. Mine had an IEP from 2nd to 4th grade, had a good 4th grade year because older male teacher really appreciated his outside the box thinking & encouraged him while setting strict expectations and structure. The kind of teacher we all wish they all were, but unfortunately not. Even with my involvement and guidance, including written materials to enhance their knowledge of his needs, we had ignorant teachers unwilling to accomodate and absolute asshole bully peers & parents. Kids that know they can get away with rottenness toward him because they've been doing it for years. New environment with clean slate did wonders. Wish the same for you..best luck. Hang in there Momma
•    Anonymous said… get all of his records under freedom of information, keep your copies of all IEP's and gete to the head of education, sounds like he needs a change of education setting
•    Anonymous said… He has triggers, u need to watch for them. My sons 9 also n he's violent as well. A lot of times the generic word used is emotional behavior disorder BC not u til they have been seen for a long time
•    Anonymous said… Hire an advocate and force your County public school system to pay for your son to go to an ASD school. That's exactly what I did. A good advocate is well worth it. Believe me!! Best $2000 I could have ever spent on my son's future. My son will NEVER again have to deal with the uneducated and unskilled people within the public school system. YOU are the parent, don't ever let them forget it and try to back you in a corner.
•    Anonymous said… I know this journey all to well. Sometimes, we pray and hope for a better result as the child get older. You may have to seek behavior modification therapy. The teacher can become very exhausted as well. The school has to protect other student's from the violent behavior. You can discuss options with professional services. Perhaps, a smaller setting classroom.
•    Anonymous said… My son 13 has aspergers his school not doing well with his ehcp i feel like i am letting him down he doesnt want to move school and to be honest 8t would only make things worse for him change is not good when he in yr 8 nearly 9 but thats just my son . He is well behaved at school and home mostly just doesnt like to leave his xbox hates shopping lol
•    Anonymous said… Putting a child with special needs in the hands of those who do not understand or accommodate those needs is like sending a person who has a broken leg to an eye doctor.
•    Anonymous said… Same thing happened to me and my kid, I got involved really involved, got to do a meeting with the teachers, and talked to them about what he has , and what he needs, also got to set a plan with the teachers and all of this of course with my kid's Psychiatric psychologists and neurologist advice on paper. Now is not perfect but you can tell they are working on it.... Hard.
•    Anonymous said… They need to do a Functional Behavior Assessment (to find out what causes the behavior)then a Behavior Intervention Plan (to change the behavior). These are both added to the IEP. Ask questions like: What was happening before the behavior started? What did your son see? Was he trying to communicate? What would YOU do differently?
•    Anonymous said… Unfortunatly this is all too common. Not only did the schools insist my son had a behavior problem, one incident when a teacher bent down over him during a meltdown, he swung at her trying to defend himself after a different teacher sat on him. In doing so, he hit her breasts which was the closest thing to him and they tried to claim it was sexual assult..he was 8.
I've since taken him out of school, did one year of "unschooling". He now does online school and the "behavior" has all but gone away.
•    Anonymous said… We changed schools and the phone calls to pick our son up stopped. Only calls I have had in the past 2 years was if he was hurt or sick.
•    Anonymous said… We ended up homeschooling and my only regret was not doing it sooner. Of course we are in a remote area with no other viable options. The school would not acknowledge psychiatric orders.
•    Anonymous said… We moved schools from a well meaning but hugely overcrowded and busy school to a very small rural school and he is doing a lot better. My son soaks up others stress and if he feels overwhelmed then the fight or flight instincts kick in.
•    Anonymous said… Yes, absolutely look around for a school that understand ASD, including knowing how to not let him use it to get out of school. That may sound harsh, but my co-parent and I have been through that. For a couple of years we got called easily two to three times a week to take our son home. He'd learned to use his outbursts to get sent home if he was bored or frustrated. Once we found a school that didn't always call us, he leaned really quickly he could no longer use it as a tool. This was in conjunction with some other improvements as well (imo, it's never just one thing, but multiple factors) that have him doing next, much better. He's now 10, so close in age to your little guy. I don't want anyone to think I believe ALL his outbursts were contrived, far from it. But in addition to real sensory overloads, he'd learned to manufacture them as well. High functioning is a different set of battles.

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