Treatment for Asperger's syndrome includes - 1. Behavioral therapy 2. Sensory integration therapy 3. Social skills training

Asperger's syndrome is a neurological disorder and is a form of autism spectrum disorder. Learn more about Asperger's syndrome in teenagers in this post.

Asperger Syndrome was a diagnosis that described someone on the autism spectrum that needed limited supports (high functioning autism).

Autism Spectrum Disorder persists into adulthood; this is a medical fact, yet few doctors know how to recognize and diagnose autistic symptoms in adults. Here are some of the condition’s most common warning signs, and the other conditions they are mistakenly attributed to.

If you're looking for information about PDD-NOS (pervasive developmental disorder-not otherwise specified), this post is a great resource.

If you need more help navigting the Mitochondrial and Autism maze of diagnosis or treatment for your child, please contact us, we are happy to help. 1.) Video- The Way Energy is Made 2.) Mitochondrial Dysfunction and Autism Spectrum Disorders: A Simplified Approach By Dr. Rossignol and Dr. Frye, Autism Science Digest Issue 2 3.) Mitochondrial … Continue reading "Mito Resources"

A collection of lessons that teach us to be mindful of what we say and to discard the assumptions based on what we have heard about autism.

Pathological demand avoidance is part of the autism spectrum.Parents must learn the right strategies for reducing avoidance behaviors and anxiety in PDA ...

If you're looking for information about PDD-NOS (pervasive developmental disorder-not otherwise specified), this post is a great resource.

An article which takes a neuroscientific view of how autism affects the brain and asks if autism spectrum disorder can be diagnosed with a brain scan.

A team of researchers from Massachusetts General Hospital is working to boost awareness of how the symptoms of autism differ in female patients.

Autism In Women Symptoms...There’s a misconceptions that autism is predominantly a male condition.In this post, you’re going to learn symptoms of autism in girls and women to look out for.

Autism and school anxiety got you down? We're sharing 13 tips and coping skills to help kids with Asperger syndrome, autism, and sensory processing disorder handle feelings of anxiety and overwhelm in the classroom (and beyond).

{:en}Autism in girls. Differences between autistic girls and autistic boys. Autism Mom Blog - Written by an autistic mom of an autistic child. {:}

SIGNS of ANGER (Free PDF): Anger worksheets for kids + Anger warning signs checklist / Learning to recognize our emotions

What are the symptoms of autism? Girls and boys with autism play differently. Spot signs of autism in girls, learn warning signs of autism spectrum disorder in girls, & how autism presents differently in girls. #autism #autismawareness #neurodiversity #parenting

Many individuals with autism spectrum disorder face challenges that can lead to frustration and anger, but is there a link between high functioning autism and anger or aggression?

A collection of lessons that teach us to be mindful of what we say and to discard the assumptions based on what we have heard about autism.

This review focuses on suicide in patients with Autism Spectrum Disorders (ASD) as well as risk factors and comorbidities of persons with ASD who have attempted suicide. Research was conducted by s...

The signs of high functioning autism are more subtle than classic autism and may go unnoticed until your child is older and there are more social demands.

Asperger's was once considered different from autism. But a diagnosis of Asperger's no longer exists. The signs that were once part of an Asperger's diagnosis now fall under autism spectrum disorder (ASD). Learn more about these two conditions.

Visit the post for more.

Asperger’s (high functioning autism) is a lifelong developmental disorder, but ironically, most research studies on the disorder have been cross-sectional (i.e., they only provide a snapshot of what it looks like at a single point in time). Why? Because following people with Asperger’s and HFA over long periods of time is expensive and requires a lot effort on the part of families and researchers, which is unfortunate since long-term studies are the only way to understand what early-life factors help some kids with the disorder do better than others over the long haul (something that can’t be assessed in cross-sectional studies). Thanks to new statistical techniques, researchers can now group their study participants based on shared characteristics that unfold over time. A handful of long-term studies, each including up to several hundred participants, have now followed individuals on the autism spectrum for nearly 20 years. As the young people in these studies come of age, researchers are piecing together how the disorder progresses through the life span. Let’s look at a few of these studies (in no particular order): Study #1: The researcher assessed cognitive skills in 37 kids on the autism spectrum and average IQ. She found that kids between 4 and 7 years of age who have the strongest “executive function skills” (i.e., skills required for planning and carrying out complex tasks) also have the strongest “theory of mind” (i.e., the ability to understand others’ thoughts and beliefs) 3 years later. The study suggests that improving executive function skills in kids with Asperger’s (HFA) may also yield benefits for “theory of mind.” Study #2 showed that kids whose moms and dads are more engaged in their treatment early on have better verbal and daily living skills as teenagers. Unpublished data showed that the kids with the best outcomes (e.g., able to attend college with no extra support) all had moms and dads who had been involved in their treatment beginning at age 2 (this should not be interpreted as assigning blame to parents if their kids do poorly though). Study #3 revealed that adolescence is a time of behavioral and symptomatic improvement for some Asperger’s and HFA teens; however, this improvement slows down around the time the teens leave high school. This may be in part because (a) the structure and routine of school is beneficial for these teenagers, and (b) these young people frequently lose access to services around the time they finish school. Study #4 followed about 300 participants from age 2 to 21, and found that about 10% improved dramatically by their mid-teens. It should be noted that these young people tended to (a) start out with a high verbal intelligence quotient and (b) improve their verbal skills early on. This is supportive of other studies suggesting that language skills and IQ are the strongest predictors of a youngster’s outcome. Study #5 was a longitudinal study that tracked 39 kids on the spectrum from about age 4 to age 19. Analysis of the data suggests that building “theory of mind” skills may help kids who start out with poor language skills overcome their deficits. These findings are typical of the way researchers are using longitudinal studies to analyze how changes in one area of development influence another. Study #6: According to yet another study, most teenagers and grown-ups with Asperger’s have less severe symptoms and behaviors as they get older. It has long been the hope of moms and dads with Asperger’s and HFA kids that the right care and support can reduce - or even reverse - some of the developmental problems associated with the disorder. But, while studies find that behavioral intervention programs are linked with improved social skills, the question of whether kids can technically “outgrow” the disorder remains difficult to answer. Studies to date that have hinted at this possibility are fraught with questions about whether the kids who apparently shed their autistic traits were properly diagnosed in the first place. Who better to poll than the people who grew up on the autism spectrum? So, we asked a few young adults with Asperger’s to address the following question: “Was there a reduction in Asperger’s-related symptoms as you got older, or did things tend to get worse?” Here are their responses: “Although the condition remains a constant certainly, the expression can change over time. At times, I might seem quite neurotypical (albeit shy) and at other times....well, the opposite. From my own personal observation, I have days when I really seem to "read" others better and other days are not. Certainly I've had really rough periods, but inside I am still the same.” “Asperger's is actually supposed to get easier to manage as the person gets older. This isn't to say, however, that big set-backs can't happen. The truth is that they WILL happen. I have improved overall since my teenage years, but this 'improvement' has brought with it two suicide attempts and many really low moments too.” “For me, when under stress I'm just not able to put in the effort to initiate my coping mechanisms. Some of them are automatic (e.g., blocking out too much sensory input) and fail when I'm under stress. The net effect is my autistic nature affects me worse - it's not that I'm any more autistic, it's that my coping strategies aren't working.” “From my experience I have gotten more aspergery every year since 16 years old, however I got less every year from 11-16, which was high school. So the high school environment must have made me much more NT, almost certainly because I was in a group of NT guys the whole time. Now as I get older the differences become increasingly apparent and it's increasingly harder to relate to people and to tolerate society. A lot of things changed around, for example when I was young I used to collect rocks and I was much more verbose for my age, now I find it harder to relate to people though and I have more social anxiety. I'm sure AS traits will continue to switch around as I grow. I think a part of it is the people you have in your life and the way you see yourself.” ==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance “I don't necessarily think your Aspergers gets worse as you get older, or better for that matter. The things you're doing and the skills you've learned can either help you manage your condition, or make things go out of control. Stress fluctuates, and stress/anxiety makes our coping mechanisms less effective. So, sometimes, it looks like we're getting worse as we get older because there are life changes that are very stressful... spouse, kids, home, job, etc. The longer you work, the more "upper level" you are generally expected to become, so you get promoted into a job that has more social interaction.” “I don't think it is a matter of AS getting worse (at least in my case), so much as comorbidities and just plain life making it harder to compensate for. It's tough to do anything when you also have to deal with depression or anxiety. I know that during the very stressful times in my life, it was extremely hard to deal with the negative effects of AS on top of it all. Changing jobs, graduating, recuperating after a bad relationship, etc. I found that my ability to compensate and adapt could at times drastically decrease.” “I think I have improved some things over the years what are related to my disability, for example I am better at handling my special interests at a ''safer'' level. By that I mean when I was aged 13-15, I got obsessed with some local people who lived next door to my cousin. I started this obsession, and got to a point where I tried getting really involved in their lives (in other words, stalking), and it got too ''freaky'' for them (plus they had a baby), so they went to the police station and reported me. The obsession got so out of hand, and I went on about this couple to people at school - who got so fed up with me that I did lose a lot of friends because of it. Now I am obsessed with some people who I didn't know before (these are bus-drivers), but they don't know it. So I have learnt to keep my obsessions under control more - which is one improvement. I'm proud of myself there.” “I would have to say it is up to the individual. Though technically Aspie symptoms are supposed to get better with age, your will to constantly struggle with it can weaken. Some Aspies choose to give up and seclude themselves and with no social interaction to keep your symptoms in check. And some Aspies are perfectly content like this… it's all about what makes you happy.” “In some ways it seems like I’m getting more autistic as I get older, and in other ways less. My autistic traits have mostly just moved around, and in some cases just show up differently. As a kid I didn't stim much, at least not noticeably. Now I stim A LOT. But I’m more tolerant of certain sensory things... My social abilities have improved a little as I’ve gotten older and learned things, and I’ve gotten more outgoing around people. So, I talk more sometimes, but that means that I'm more likely to make mistakes in socializing and that my special interests are more obvious to other people. When you're an adult there's more stuff expected of you than when you're little, so my problems with life skills are more apparent now.” “It doesn't get worse, but it may seem like it does because there is the anxiety and the depression. Depression makes your AS symptoms worse. It's just an illusion.” “I've found myself becoming more isolated as time goes on. I think in school you have friends (often with similar traits) but once you leave, your true nature slowly takes control. If you are stressed or don't like being around people much, then you will inevitably find solitude. I'm not sure if things have gotten worse regarding my aspie traits or if I'm just more aware of what they are.” “I've had some 'worsening,' but it's not been like a path back to where I was when I was younger. It's just different. Even though I have cognitive losses, I still have what I learned when pushing myself hard to interact with people. As a teen, I found interacting even with store clerks to be terrifying, but I eventually learned how to deal with it, and it remains not-a-very-big-deal, today. And, I can still even manage short bursts of small talk (though it is still exhausting).” “Periods of high stress definitely regress my symptoms, my obsessions become more intense and impulsive behaviour harder to control. You lose those management skills developed over many years. I would say yes, your AS can appear to deteriorate (get worst) during periods of high stress throughout life.’ “Stress is my culprit. All of the coping strategies I've learned over the years shut down systematically as stress increases. Verbal communication is the first to go... I do not desire it, I shy away from it to the point I finally don't bother to speak at all. Meltdowns start to increase. Auditory problems seem to get more sensitive. One by one, it seems to be getting worse. But, if I can eliminate the stress, my ability to cope increases. I don't think there is any literal change in my challenges, only my ability to deal with them.” In working with clients on the autism spectrum over the years, it has been my experience that many of these individuals do not get worse over time. In fact, it often gets somewhat better with time as they learn some coping skills that they lacked earlier in life. Most people with Asperger’s and HFA tend to gain these skills by default as they age (the concept of “the longer you live, the more you learn”). Having said this, there does seem to be a period of time (lasting about 5 – 10 years) post high school where there is an increase in symptoms (e.g., anxiety, depression, isolation, etc.). As suggested in the information above, this may be due to (a) the loss of structure provided by regularly attending school, and/or (b) the absence of frequent association with “typical” peers. But, by the time these young adults reach their mid-to-late 20s, many find that the accumulation of life experiences has helped lessen some their (unwanted) Asperger’s-related symptoms. However, the exception to this (again, based on my practice) seems to be those who are unemployed, not attending college or some other form of continuing education, and still living with their parents. This suggests that being insulated from the community (i.e., isolation) exacerbates the symptoms - and possibly stunts emotional growth due to the lack of ongoing, multifaceted life experiences. 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 References: • Anderson D.K. et al. Am. J. Intellect. Dev. Disabil. 116, 381-397 (2011) • Bennett T.A. et al. J. Can. Acad. Child Adolesc. Psychiatry 22, 13-19 (2013) • Georgiades S. et al. J. Child Psychol. Psychiatry 54, 206-215 (2013) • Gotham K. et al. Pediatrics 130, e1278-e1284 (2012) • Green S.A. et al. J. Autism Dev. Disord. 42, 1112-1119 (2012) • Pellicano E. Autism Res. Epub ahead of print (2013) • Smith L.E. et al. J. Amer. Acad. Child Adolesc. Psychiatry 51, 622-631 (2012)

From 1994 to 2013, Asperger syndrome, commonly called Asperger’s, existed as a distinct category in the Diagnostic and Statistical Manual of Mental Disorders (DSM) and was considered one of five pervasive developmental disorders. In 2013, due to inconsistencies in the diagnostic criteria, Asperger’s was folded into one general category for autism spectrum disorder (ASD).

These ABA therapy activities for kids with autism spectrum disorder will give you heaps of ideas you can use at school, in therapy, and at home!

How to Know An Autism Meltdown Vs. A Tantrum: 9 Tips That Help Calm A Sensory Overloaded Child-Word to Your Mother Blog Understanding the

When talking about Autism Spectrum Disorder (ASD), it features various levels starting from mild to severe symptoms. People diagnosed with the disorder are further diagnosed into the level of symptoms they have. The levels pave the way for more clarity for a person's diagnosis of where they fit in on the spectrum. To

Is my boyfriend autistic? Autism spectrum disorder in adults can often go undiagnosed. If you suspect you or someone you know may be autistic, here are the signs to look for.

This list includes a variety of books about neurodiversity: fiction, nonfiction, memoir, parenting, and more. It contains books for all ages.

Below you will find the majority of symptoms associated with High-Functioning Autism (HFA), also referred to as Asperger’s. The HFA child will not usually have all of these traits. We will look at the following categories: sensory sensitivities, cognitive issues, motor clumsiness, narrow range of interests, insistence on set routines, impairments in language, and difficulty with reciprocal social interactions. Sensory Sensitivity Checklist— 1. Difficulty in visual areas: Avoids eye contact Displays discomfort/anxiety when looking at certain pictures (e.g., the child feels as if the visual experience is closing in on him) Engages in intense staring Stands too close to objects or people 2. Difficulty in auditory areas: Covers ears when certain sounds are made Displays an inability to focus when surrounded by multiple sounds (e.g., shopping mall, airport, party) Displays extreme fear when unexpected noises occur Fearful of the sounds particular objects make (e.g., vacuum, blender) Purposely withdraws to avoid noises 3. Difficulty in olfactory areas: Can recognize smells before others Displays a strong olfactory memory Finds some smells so overpowering or unpleasant that he becomes nauseated Needs to smell foods before eating them Needs to smell materials before using them 4. Difficulty in tactile areas: Complains of a small amount of wetness (e.g., from the water fountain, a small spill) Complains of clothing feeling like sandpaper Displays anxiety when touched unexpectedly Does not respond to temperature appropriately Difficulty accepting new clothing (including for change of seasons) Difficulty using particular materials (e.g., glue, paint, clay) Difficulty when touched by others, even lightly (especially shoulders and head) Difficulty with clothing seams or tags Overreacts to pain Under-reacts to pain 5. Difficulty in gustatory areas: Can’t allow foods to touch each other on the plate Displays unusual chewing and swallowing behaviors Easily activated gag/vomit reflex Rigidity issues tied in with limited food preferences (e.g., this is the food he always has, it is always this brand, and it is always prepared and presented in this way) Makes limited food choices Must eat each individual food in its entirety before the next Needs to touch foods before eating them Will only tolerate foods of a particular texture or color 6. Engages in self-stimulatory behaviors (e.g., rocking, hand movements, facial grimaces) 7. Is oversensitive to environmental stimulation (e.g., changes in light, sound, smell, location of objects) 8. Is under-sensitive to environmental stimulation (e.g., changes in light, sound, smell, location of objects) ==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's Cognitive Issues Checklist— 1. Mind-blindness: Displays a lack of empathy for others and their emotions (e.g., takes another person’s belongings) Displays difficulty with inferential thinking and problem solving (e.g., completing a multi-step task that is novel) Impaired reading comprehension; word recognition is more advanced (e.g., difficulty understanding characters in stories, why they do or do not do something) Is unaware he can say something that will hurt someone's feelings or that an apology would make the person "feel better" (e.g., tells another person their story is boring) Is unaware that others have intentions or viewpoints different from his own; when engaging in off-topic conversation, does not realize the listener is having great difficulty following the conversation Is unaware that others have thoughts, beliefs, and desires that influence their behavior Prefers factual reading materials rather than fiction Views the world in black and white (e.g., admits to breaking a rule even when there is no chance of getting caught) 2. Lack of cognitive flexibility A. Distractable and has difficulty sustaining attention: Engages in competing behaviors (e.g., vocalizations, noises, plays with an object, sits incorrectly, looks in wrong direction) Difficulty when novel material is presented without visual support Difficulty with direction following Difficulty with organizational skills (e.g., What do I need to do, and how do I go about implementing it?) Difficulty with sequencing (e.g., What is the order used to complete a particular task?) Difficulty with task completion Difficulty with task initiation B. Poor impulse control, displays difficulty monitoring own behavior, and is not aware of the consequences of his behavior: Displays a strong need for perfection, wants to complete activities/assignments perfectly (e.g., his standards are very high and noncompliance may stem from avoidance of a task he feels he can't complete perfectly) Displays rigidity in thoughts and actions Engages in repetitive/stereotypical behaviors Difficulty incorporating new information with previously acquired information (i.e., information processing, concept formation, analyzing/ synthesizing information), is unable to generalize learning from one situation to another, may behave quite differently in different settings and with different individuals Difficulty with transitions Shows a strong desire to control the environment C. Inflexible thinking, not learning from past mistakes (note: this is why consequences often appear ineffective) D. Can only focus on one way to solve a problem, though this solution may be ineffective: Continues to engage in an ineffective behavior rather than thinking of alternatives Does not ask a peer or adult for needed materials Does not ask for help with a problem Is able to name all the presidents, but not sure what a president does Is unable to focus on group goals when he is a member of the group 3. Impaired imaginative play: Attempts to control all aspects of the play activity; any attempts by others to vary the play are met with firm resistance Engages in play that, although it may seem imaginary in nature, is often a retelling of a favorite movie/TV show/book (note: this maintains rigidity in thoughts, language, and actions) Focuses on special interests such that he dominates play and activity choices Follows a predetermined script in play Uses limited play themes and/or toys Uses toys in an unusual manner 4. Visual learning strength A. Benefits from schedules, signs, cue cards: Uses visual information as a “backup” (e.g., I have something to look at when I forget), especially when new information is presented Uses visual information as a prompt Uses visual information to help focus attention (e.g., I know what to look at) Uses visual information to make concepts more concrete Uses visual information to provide external organization and structure, replacing the child’s lack of internal structure (e.g., I know how it is done, I know the sequence) B. Has specific strengths in cognitive areas: Displays average or above average intellectual ability Displays average or above average receptive and expressive language skills Displays high moral standard (e.g., does not know how to lie) Displays strong letter recognition skills Displays strong number recognition skills Displays strong oral reading skills, though expression and comprehension are limited Displays strong spelling skills Displays strong word recognition skills Excellent rote memory Has an extensive fund of factual information ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism Motor Clumsiness Checklist— A. Difficulties with gross motor skills An awkward gait when walking or running Difficulty coordinating different extremities, motor planning (shoe tying, bike riding) Difficulty when throwing or catching a ball (appears afraid of the ball) Difficulty with motor imitation skills Difficulty with rhythm copying Difficulty with skipping Poor balance B. Difficulties with fine motor skills Has an unusual pencil/pen grasp Difficulty applying sufficient pressure when writing, drawing, or coloring Difficulty with handwriting/cutting/coloring skills Difficulty with independently seeing sequential steps to complete finished product Frustration if writing samples are not perfectly identical to the presented model Rushes through fine motor tasks Narrow Range of Interests/Insistence on Set Routines Checklist— A. Rules are very important as the world is seen as black or white Has a set routine for how activities are to be done Difficulty with any changes in the established routine Has rules for most activities, which must be followed (this can be extended to all involved) Takes perfectionism to an extreme — one wrong answer is not tolerable, and the child must do things perfectly B. Few interests, but those present are unusual and treated as obsessions Has developed narrow and specific interests; the interests tend to be atypical (note: this gives a feeling of competence and order; involvement with the area of special interest becomes all-consuming) Patterns, routines, and rituals are evident and interfere with daily functioning (note: this is driven by the child’s anxiety; the world is confusing for her; she is unsure what to do and how to do it; if she can impose structure, she begins to have a feeling of control) Displays rigid behavior: Arranges toys/objects/furniture in a specific way Can't extend the allotted time for an activity; activities must start and end at the times specified Carries a specific object Colors with so much pressure the crayons break (e.g., in order to cover all the white) Erases over and over to make the letters just right Feels need to complete projects in one sitting, has difficulty with projects completed over time Narrow clothing preferences Narrow food preferences Has unusual fears Insists on the parent driving a specific route Is unable to accept environmental changes (e.g., must always go to the same restaurant, same vacation spot) Is unable to change the way she has been taught to complete a task Needs to be first in line, first selected, etc. Only sits in one specific chair or one specific location Plays games or completes activities in a repetitive manner or makes own rules for them Selects play choices/interests not commonly shared by others (e.g., electricity, weather, advanced computer skills, scores of various sporting events) but not interested in the actual play (note: this could also be true for music, movies, and books) C. Failure to follow rules and routines results in behavioral difficulties, which can include: Anxiety Emotional responses out of proportion to the situation, emotional responses that are more intense and tend to be negative (e.g., glass half-empty) Inability to prevent or lessen extreme behavioral reactions, inability to use coping or calming techniques Increase in perseverative/obsessive/rigid/ritualistic behaviors or preoccupation with area of special interest, engaging in nonsense talk Non-compliant behaviors Tantrums/meltdowns (e.g., crying, aggression, property destruction, screaming) Impairments in Language Checklist— A. Impairment in the pragmatic use of language Uses conversation to convey facts and information about special interests, rather than to convey thoughts, emotions, or feelings Uses language scripts or verbal rituals in conversation, often described as “nonsense talk” by others (scripts may be made up or taken from movies/books/TV). At times, the scripts are subtle and may be difficult to detect Difficulty initiating, maintaining, and ending conversations with others: Does not inquire about others when conversing Does not make conversations reciprocal (i.e., has great difficulty with the back-and-forth aspect), attempts to control the language exchange, may leave a conversation before it is concluded Focuses conversations on one narrow topic, with too many details given, or moves from one seemingly unrelated topic to the next Knows how to make a greeting, but has no idea how to continue the conversation; the next comment may be one that is totally irrelevant Once a discussion begins, it is as if there is no “stop” button; must complete a predetermined dialogue 4. Unsure how to ask for help, make requests, or make comments: Engages in obsessive questioning or talking in one area, lacks interest in the topics of others Fails to inquire regarding others Difficulty maintaining the conversation topic Interrupts others Makes comments that may embarrass others B. Impairment in the semantic use of language Displays difficulty understanding not only individual words, but conversations Displays difficulty with problem solving Displays difficulty analyzing and synthesizing information presented: Creates jokes that make no sense Creates own words, using them with great pleasure in social situations Does not ask for the meaning of an unknown word Has a large vocabulary consisting mainly of nouns and verbs Difficulty discriminating between fact and fantasy Interprets known words on a literal level (i.e., concrete thinking) Is unable to make or understand jokes/teasing Uses words in a peculiar manner C. Impairment in prosody Rarely varies the pitch, stress, rhythm, or melody of his speech. Does not realize this can convey meaning Has a voice pattern that is often described as robotic or as the “little professor”; in children, the rhythm of speech is more adult-like than child-like Displays difficulty with volume control (i.e., too loud or too soft) Uses the voice of a movie or cartoon character conversationally and is unaware that this is inappropriate Difficulty understanding the meaning conveyed by others when they vary their pitch, rhythm, or tone D. Impairment in the processing of language When processing language (which requires multiple channels working together), has difficulty regulating just one channel, difficulty discriminating between relevant and irrelevant information Has difficulty shifting from one channel to another; processing is slow and easily interrupted by any environmental stimulation (i.e., seen as difficulty with topic maintenance). This will appear as distractibility or inattentiveness. (Note: When looking at focusing issues, it is very difficult to determine the motivator. It could be attributed to one or a few of the following reasons: lack of interest, fantasy involvement, anxiety, or processing difficulty.) Displays a delay when answering questions Displays difficulty sustaining attention and is easily distracted (e.g., one might be discussing plants and the HFA child will ask a question about another country; something said may have triggered this connection or the individual may still be in an earlier conversation) Displays difficulty as language moves from a literal to a more abstract level (generalization difficulties found in the HFA population are, in part, due to these processing difficulties) ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism Difficulty with Reciprocal Social Interactions Checklist— A. Inability and/or a lack of desire to interact with peers Displays an inability to interact because she does not know how to interact. She wants to interact with others, but does not know what to do: Compromises interactions by rigidity, inability to shift attention or “go with the flow,” being rule bound, needs to control the play/activity (play may “look” imaginative but is most likely repetitive — e.g., action figures are always used in the same way, songs are played in the same order, Lego pieces are always put together in the same way) Displays a limited awareness of current fashion, slang, topics, activities, and accessories (does not seem interested in what peers view as popular or the most current craze, unless it happens to match a special interest) Displays a limited awareness of the emotions of others and/or how to respond to them (does not ask for help from others, does not know how to respond when help is given, does not know how to respond to compliments, does not realize the importance of apologizing, does not realize something she says or does can hurt the feelings of another, does not differentiate internal thoughts from external thoughts, does not respond to the emotions another is displaying) Displays narrow play and activity choices (best observed during unstructured play/leisure activities: look for rigidity/patterns/repetitive choices, inability to accept novelty) Engages in unusual behaviors or activities (selects play or activity choices of a younger child, seems unaware of the unwritten social rules among peers, acts like an imaginary character, uses an unusual voice — any behaviors that call attention to the child or are viewed as unusual by peers) Initiates play interaction by taking a toy or starting to engage in an ongoing activity without gaining verbal agreement from the other players, will ignore a negative response from others when asking to join in, will abruptly leave a play interaction Is unable to select activities that are of interest to others (unaware or unconcerned that others do not share the same interest or level of interest, unable to compromise) Lacks an understanding of game playing — unable to share, unable to follow the rules of turn taking, unable to follow game-playing rules (even those that may appear quite obvious), is rigid in game playing (may want to control the game or those playing and/or create her own set of rules), always needs to be first, unable to make appropriate comments while playing, and has difficulty with winning/losing Lacks conversational language for a social purpose, does not know what to say — this could be no conversation, monopolizing the conversation, lack of ability to initiate conversation, obsessive conversation in one area, conversation not on topic or conversation that is not of interest to others Lacks the ability to understand, attend to, maintain, or repair a conversational flow or exchange — this causes miscommunication and inappropriate responses (unable to use the back-and-forth aspect of communication) Observes or stays on the periphery of a group rather than joining in 2. Prefers structured over non-structured activities 3. Displays a lack of desire to interact: Does not care about her inability to interact with others because she has no interest in doing so. She prefers solitary activities and does not have the need to interact with others, or she is socially indifferent and can take it or leave it with regard to interacting with others Is rule bound/rigid and spends all free time completely consumed by areas of special interest. Her activities are so rule bound, it would be almost impossible for a peer to join in correctly. When asked about preferred friends, the child is unable to name any or names those who are really not friends (family members, teachers) Sits apart from others, avoids situations where involvement with others is expected (playgrounds, birthday parties, being outside in general), and selects activities that are best completed alone (e.g., computer games, Game Boy, books, viewing TV/videos, collecting, keeping lists) B. Lack of appreciation of social cues Lacks awareness if someone appears bored, upset, angry, scared, and so forth. Therefore, she does not comment in a socially appropriate manner or respond by modifying the interaction Lacks awareness of the facial expressions and body language of others, so these conversational cues are missed. He is also unable to use gestures or facial expressions to convey meaning when conversing. You will see fleeting, averted, or a lack of eye contact. He will fail to gain another person's attention before conversing with her. He may stand too far away from or too close to the person he is conversing with. His body posture may appear unusual When questioned regarding what could be learned from another person's facial expression, says, “Nothing.” Faces do not provide him with information. Unable to read these “messages,” he is unable to respond to them Has difficulty with feelings of empathy for others. Interactions with others remain on one level, with one message: Fails to assist someone with an obvious need for help (not holding a door for someone carrying many items or assisting someone who falls or drops their belongings) Ignores an individual’s appearance of sadness, anger, boredom, etc. Talks on and on about a special interest while unaware that the other person is no longer paying attention, talks to someone who is obviously engaged in another activity, talks to someone who isn’t even there C. Socially and emotionally inappropriate behaviors Laughs at something that is sad, asks questions that are too personal Makes rude comments (tells someone they are fat, bald, old, have yellow teeth) Engages in self-stimulatory or odd behaviors (rocking, tics, finger posturing, eye blinking, noises — humming/clicking/talking to self) Is unaware of unspoken or “hidden” rules — may “tell” on peers, breaking the “code of silence” that exists. He will then be unaware why others are angry with him Responds with anger when he feels others are not following the rules, will discipline others or reprimand them for their actions (acts like the teacher or parent with peers) Touches, hugs, or kisses others without realizing that it is inappropriate D. Limited or abnormal use of nonverbal communication Averts eye contact, or keeps it fleeting or limited Stares intensely at people or objects Does not observe personal space (is too close or too far) Does not use gestures/body language when communicating Uses gestures/body language, but in an unusual manner Does not appear to comprehend the gestures/body language of others Uses facial expressions that do not match the emotion being expressed Lacks facial expressions when communicating Does not appear to comprehend the facial expressions of others Displays abnormal gestures/facial expressions/body posture when communicating: Confronts another person without changing her face or voice Does not turn to face the person she is talking to Has tics or facial grimaces Looks to the left or right of the person she is talking to Smiles when someone shares sad news Stands too close or too far away from another person More information can be found here: Parenting Children and Teens with High-Functioning Autism 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

Autism can be genetic, but which parent carries the autism gene? We've scoured scientific research to bring you the answers you seek.

Here’s a free printable for teachers and parents. I drew this because I have a hard time forgiving myself when I make mistakes and I’d like children to be easier on themselves. Parents, teachers, educators, you can download and print this for your […]

What is the difference between Autism and Asperger’s Syndrome? Autistic children have severe symptoms & signs compared to children with Asperger's syndrome.

Autism in adults has entered the public lexicon only in recent years, which reflects both an increase in diagnoses and understanding that, even late in life, understanding your ASD can offer major benefits and relief. Learn more about common signs of autism in adults here.

Explore the intricacies of autism tests for teens, understanding their importance and how they pave the way for early intervention.

My experience as an autistic mother of a child with severe autism. Autism mom blog.

Both narcissism and autism are on a spectrum, but there are more differences than similarities between the two conditions. Learn how to tell the difference.