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 is a group of developmental brain disorders collectively called autism spectrum disorders, or ASD. Dr. Craig Erickson, a psychiatrist and assistant…
What is Asperger’s? Definition of Asperger’s: Asperger’s is a type of autistic disorder in which there are problems in social interaction. There are also repetitive behaviors such as hand flapping and children may have motor
What is the difference between Autism and Asperger’s Syndrome? Autistic children have severe symptoms & signs compared to children with Asperger's syndrome.
Discover the power of a balanced diet for asperger's syndrome, and a personal narrative of how a mother improved her son's perception of food, and mealtime habits.
What are some of the characteristics of students with Asperger's? Check out from this infographic on how student's with Asperger's behave in class or generally in their surroundings
"Is there a list of symptoms or traits associated with high functioning autism in children? We currently have suspicions that our 6 y.o. son may be on the autism spectrum and are wondering if we should take the next step and have him assessed." Below is a list of common traits among children and teens with High-Functioning Autism and Asperger's. However, no child will exhibit all of these traits. Also, the degree (i.e., mild to severe) to which any particular trait is experienced will vary from child to child. Emotions and Sensitivities: An emotional incident can determine the mood for the day. Becomes overwhelmed with too much verbal direction. Calmed by external stimulation (e.g., soothing sound, brushing, rotating object, constant pressure). Desires comfort items (e.g., blankets, teddy, rock, string). Difficulty with loud or sudden sounds. Emotions can pass very suddenly or are drawn out for a long period of time. Inappropriate touching of self in public situations. Intolerance to certain food textures, colors or the way they are presented on the plate (e.g., one food can’t touch another). Laughs, cries or throws a tantrum for no apparent reason. May need to be left alone to release tension and frustration. Resists change in the environment (e.g., people, places, objects). Sensitivity or lack of sensitivity to sounds, textures, tastes, smells or light. Tends to either tune out or break down when being reprimanded. Unusually high or low pain tolerance. ==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook School-Related Skills: Difficulty transitioning from one activity to another in school. Difficulty with fine motor activities (e.g., coloring, printing, using scissors, gluing). Difficulty with reading comprehension (e.g., can quote an answer, but unable to predict, summarize or find symbolism). Excellent rote memory in some areas. Exceptionally high skills in some areas and very low in others. Resistance or inability to follow directions. Short attention span for most lessons. Health and Movement: Allergies and food sensitivities. Apparent lack of concern for personal hygiene (e.g., hair, teeth, body odor). Appearance of hearing problems, but hearing has been checked and is fine. Constipation. Difficulty changing from one floor surface to another (e.g., carpet to wood, sidewalk to grass). Difficulty moving through a space (e.g., bumps into objects or people). Frequent gas, burping or throwing up. Incontinence of bowel and/or bladder. Irregular sleep patterns. Odd or unnatural posture (e.g., rigid or floppy). Seizure activity. Unusual gait. Walks on toes. Walks without swinging arms freely. Social Skills: Aversion to answering questions about themselves. Difficulty maintaining friendships. Difficulty reading facial expressions and body language. Difficulty understanding group interactions. Difficulty understanding jokes, figures of speech or sarcasm. Difficulty understanding the rules of conversation. Does not generally share observations or experiences with others. Finds it easier to socialize with people that are older or younger, rather than peers of their own age. Gives spontaneous comments which seem to have no connection to the current conversation. Makes honest, but inappropriate observations. Minimal acknowledgement of others. Overly trusting or unable to read the motives behinds peoples’ actions. Prefers to be alone, aloft or overly-friendly. Resistance to being held or touched. Responds to social interactions, but does not initiate them. Seems unable to understand another’s feelings. Talks excessively about one or two topics (e.g., dinosaurs, movies, etc.). Tends to get too close when speaking to someone (i.e., lack of personal space). Unaware of/disinterested in what is going on around them. Very little or no eye contact. Behaviors: Causes injury to self (e.g., biting, banging head). Difficulty attending to some tasks. Difficulty sensing time (e.g., knowing how long 5 minutes is or 3 days or a month). Difficulty transferring skills from one area to another. Difficulty waiting for their turn (e.g., standing in line). Extreme fear for no apparent reason. Fascination with rotation. Feels the need to fix or rearrange things. Fine motor skills are developmentally behind peers (e.g., hand writing, tying shoes, using scissors, etc.). Frustration is expressed in unusual ways. Gross motor skills are developmentally behind peers (e.g., riding a bike, skating, running). Inability to perceive potentially dangerous situations. Many and varied collections. Obsessions with objects, ideas or desires. Perfectionism in certain areas. Play is often repetitive. Quotes movies or video games. Ritualistic or compulsive behavior patterns (e.g., sniffing, licking, watching objects fall, flapping arms, spinning, rocking, humming, tapping, sucking, rubbing clothes). Transitioning from one activity to another is difficult. Unexpected movements (e.g., running out into the street). Unusual attachment to objects. Verbal outbursts. Linguistic and Language Development: Abnormal use of pitch, intonation, rhythm or stress while speaking Difficulty understanding directional terms (e.g., front, back, before, after). Difficulty whispering. Makes verbal sounds while listening (i.e., echolalia). May have a very high vocabulary. Often uses short, incomplete sentences. Pronouns are often inappropriately used. Repeats last words or phrases several times. Speech is abnormally loud or quiet. Speech started very early and then stopped for a period of time. Uses a person’s name excessively when speaking to them. 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 More articles for parents of children and teens on the autism spectrum: Social rejection has devastating effects in many areas of functioning. Because the ASD child tends to internalize how others treat him, rejection damages self-esteem and often causes anxiety and depression. As the child feels worse about himself and becomes more anxious and depressed – he performs worse, socially and intellectually. Click here to read the full article… --------------------------------------------------------------- Meltdowns are not a pretty sight. They are somewhat like overblown temper tantrums, but unlike tantrums, meltdowns can last anywhere from ten minutes to over an hour. When it starts, the Asperger's or HFA child is totally out-of-control. When it ends, both you and your child are totally exhausted. But... don’t breathe a sigh of relief yet. At the least provocation, for the remainder of that day -- and sometimes into the next - the meltdown can return in full force. Click here for the full article... -------------------------------------------------------------- Although Aspergers [high-functioning autism] is at the milder end of the autism spectrum, the challenges parents face when disciplining a teenager on the spectrum are more difficult than they would be with an average teen. Complicated by defiant behavior, the teen is at risk for even greater difficulties on multiple levels – unless the parents’ disciplinary techniques are tailored to their child's special needs. Click here to read the full article… ------------------------------------------------------------ Your older teenager or young “adult child” isn’t sure what to do, and he is asking you for money every few days. How do you cut the purse strings and teach him to be independent? Parents of teens with ASD face many problems that other parents do not. Time is running out for teaching their adolescent how to become an independent adult. As one mother put it, "There's so little time, yet so much left to do." Click here to read the full article… ------------------------------------------------------------ Two traits often found in kids with High-Functioning Autism are “mind-blindness” (i.e., the inability to predict the beliefs and intentions of others) and “alexithymia” (i.e., the inability to identify and interpret emotional signals in others). These two traits reduce the youngster’s ability to empathize with peers. As a result, he or she may be perceived by adults and other children as selfish, insensitive and uncaring. Click here to read the full article... ------------------------------------------------------------ Become an expert in helping your child cope with his or her “out-of-control” emotions, inability to make and keep friends, stress, anger, thinking errors, and resistance to change. Click here for the full article... ------------------------------------------------------------ A child with High-Functioning Autism (HFA) can have difficulty in school because, since he fits in so well, many adults may miss the fact that he has a diagnosis. When these children display symptoms of their disorder, they may be seen as defiant or disruptive. Click here for the full article... ____________________ Do you need the advice of a professional who specializes in parenting children and teens with Autism Spectrum Disorders? Sign-up for Online Parent Coaching today. ____________________
"How can I help my child with autism (high functioning) to make better decisions?" The ability to weigh options and make decisions are skills that all children need to possess. If we look closely to what those skills are and the building blocks that are needed for them, one crucial factor is present: the ability to self-reflect. Self-reflection is a necessary component to focus, decision-making, prioritization and action. For example: What might be the best career for me? Why should I get into a relationship with this person? What can I do to make myself happy? At the heart of all these questions is the ability to introspect and find the answers. In conventional Cognitive Behavioral Therapy (CBT) programs, clients are encouraged to self-reflect to improve insight into their thoughts and feelings, promoting a realistic and positive self-image and enhancing the ability to self-talk for greater self-control. However, the concept of self-consciousness is different for children with Asperger’s (AS) and High-Functioning Autism (HFA). There is often a qualitative impairment in the ability to engage in introspection (i.e., self-analysis). Research evidence, autobiographies, and clinical experience have confirmed that many young people with AS and HFA lack an “inner voice” and think in pictures rather than words. They also have difficulty translating their visual thoughts into words. As one teenager with AS explained in relation to how visualization improves his learning (a picture is worth a thousand words), “I have the picture in my mind, but not the thousand words to describe it.” Some of these “special needs” children have an “inner voice” but have difficulty disengaging mind and mouth, thereby vocalizing their thoughts to the confusion or annoyance of others. ==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's When parents attempt to teach self-reflection skills to their AS or HFA child, certain modifications need to be in place (e.g., a greater use of visual material and resources using drawings, role-play, and metaphor, and less reliance on spoken responses). Many young people on the autism spectrum have a greater ability to develop and explain their thoughts and emotions using other expressive media (e.g., typed communication in the form of e-mail or a diary, music, art, or a pictorial dictionary of feelings). When talking about themselves, older teens and young adults with AS and HFA do not anchor their self-attributes in social activities and relationships, or use as wide a range of emotions in their descriptions like their “typical” peers do. They are less likely to describe themselves in the context of their relationships and interactions with other people. Thus, the teaching of self-reflection skills may have to be modified to accommodate a concept of self primarily in terms of physical, intellectual, and psychological attributes. In self-reflection skills training, parents should attempt to adjust their child’s self-image to be an accurate reflection of his abilities and the neurological origins of his disorder. A bit of time needs to be allocated to explaining the nature of AS and HFA and how the characteristics account for his differences. As soon as the youngster has the diagnosis of AS or HFA, the parent needs to carefully and authoritatively explain the nature of the disorder to the family, but the affected youngster also must receive a personal explanation. This is to reduce the likelihood of inappropriate coping strategies to the child’s recognition of being different and concern as to why he has to see psychologists and psychiatrists. The AS or HFA child also may be concerned as to why she has to take medication and receive “special education” at school. Over the last few years, there have been several publications developed specifically to introduce the youngster or teenager to their diagnosis. The choice of which book to use is the parent’s decision, but it is important that the explanations are accurate and positive. The child will perceive the diagnosis as it is presented. ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism If the approach is pessimistic, the reaction can be to trigger a depression or to reject the diagnosis and treatment. The parent also can recommend the child read some of the autobiographies written by other kids and teens on the autism spectrum. The subsequent discussion is whether and how to tell other people of the diagnosis, especially extended family, neighbors, and friends. When an accurate perception of self has been achieved, it is possible to explore cognitive mechanisms to accommodate the AS or HFA child’s unusual profile of abilities and vulnerabilities, and to consider the directions for change in self-image. One approach is using the metaphor of a road map with alternative directions and destinations. Kids and teens on the autism spectrum need the tools to help them hone their self-reflection skills. Here are some examples of prompts that parents can use to start engaging their youngster in reflecting about his or her thinking (brainstorm some additional ones, too): During what activities do you become unaware of time passing? How did you feel? How do other people see you? How do you most want to contribute to others? If you were brave, what would you do? Tell me something that made you happy today (use the other emotion words like frustrated, sad, angry). What activities are you good at? What are you passionate about? What are you thinking right now? What are your best gifts? What are your dreams? What are your goals? What could this person be feeling? What could this person be thinking? What do you do right? What do you fear? What do you hesitate to admit about yourself? What do you like to play with? What do you love to do? What do you most want to create? What do you most want to give? What do you value? What do you want for your life? What has gone well? What has not gone well? What have you always wanted to try? What have you most enjoyed doing in your life? What is challenging for you? What is the next step? What is your best contribution? What made you excited today? What motivates you? What problem do you want to solve? What takes energy away from you? What was the best part of your day? What was the least that you liked about your day? When do you feel the most “natural”? When is it time to take a break? Where are you dissatisfied in your life? Where are you meeting resistance right now? Where do you get energy from? Why do you like it? (best followed by “what makes you say that?”) As much as these prompts are for the AS or HFA child, they are for parents, too. Parents should find the time to share their thoughts with their youngster and the entire family during family meetings (use some of the self-reflecting questions above as part of the meeting’s agenda). Parents need to let everyone know what they are thinking and feeling and make it visible. In this way, the AS or HFA youngster realizes that the self-talk that goes on in her head is normal – and sharing it with her family is important. It also gives family members the opportunity to talk about not just what makes them happy, but more importantly, the deep, dark and ugly thoughts that keep them awake at night and in a state of anxiety. Self-reflection is not just about building self-esteem, it is also being able to share negative thoughts. Thus, parents will do well to give their youngster the chance to reflect on his fears – and face them. 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
Kwaliteiten van Asperger Autisme bij volwassenen http://www.medicinfo.nl/%7B2E6B4DBE-1EAC-4E29-B3B0-831BB2A67D73%7D# Citaat: Veel voorkomende kenmerken / kwaliteiten van Asperger zijn: Een sterk analytisch vermogen Nauwkeurig oog voor detail Uiterst betrouwbaar Eerlijk en rechtdoorzee Perfectionistisch Einde citaat. Autisme: sterke kanten! http://www.uitgeverijpica.nl/titels/leer-en-ontwikkelingsstoornissen/poster-sterke-kanten-autisme-pica URL http://www.autismewatnu.blogspot.nl/2011/09/autisme-sterke-kanten_10.html Citaat: Je hebt je eigen logica en een originele manier van problemen oplossen Je kan je goed concentreren op een bepaald onderwerp of een bepaalde taak Je bent eerlijk Je zult mensen nooit opzettelijk kwetsen Je steelt niet Je hebt veel kennis van bepaalde onderwerpen Je hebt buitengewone organisatorische vaardigheden Je hebt een uitstekend visueel geheugen Afspraak is afspraak Je merkt veranderingen snel op Je onderzoekt de wereld heel grondig Je bent beleefd tegen anderen Je kunt veel feiten onthouden en reproduceren Je hebt oog voor detail Je bent goed in planmatig en stapsgewijs werken Je bent altijd jezelf Einde citaat (de lijst op de website is nog langer) Positieve kenmerken van * Dyslexie * ADHD * Hoogbegaafheid * Autisme Positieve eigenschappen van * Dyslexie * ADHD * Hoogbegaafdheid * Autisme Iemand met autisme lijkt minder oogcontact te maken Bekende personen met Asperger of waar hele sterke aanwijzingen voor zijn dat ze Asperger hebben (en indien ze niet meer leven hadden), zijn: Albert Einstein, Isaac Newton, Benjamin Franklin, Napoleon Bonaparte, George Washington, Abraham Lincoln, Leonardo da Vinci, Cleopatra, Ludwig van Beethoven, Elvis Presley, Bill Gates, Marilyn Monroe, Henry Ford, Susan Boyle, Dan Aykroyd, Thomas Jefferson, Tom Hanks, Virginia Woolf, Shakespeare, Charles Dickinson, Robin Williams, Julian Assange, Marie Curie, Charles Darwin, Carl Sagan, Adam Smith, Lawrence Summers, Nikola Tesla, Hans Christian Andersen, James Joyce, George Orwell, Warren Buffett, Wolfgang Amadeus Mozart, Andy Warhol, Charles de Gaulle, Stanley Kubrick, Antoni Gaudi, http://www.disabled-world.com/artman/publish/article_2086.shtml http://www.gezondheidsnet.nl/adhd-en-andere-gedragsstoornissen/syndroom-van-asperger http://incorrectpleasures.blogspot.nl/2006/09/referenced-list-of-famous-or-important.html http://webcache.googleusercontent.com/search?q=cache:KiuchJcFxakJ:www.aspergersyndroom.nl/index.php/component/content/article.html%3Fid%3D13%26itemid%3D14+&cd=3&hl=nl&ct=clnk&gl=nl Groet Gerrit Harholt werkzoekende met een arbeidshandicap te weten Asperger http://www.gerrithartholt.nl https://nl.linkedin.com/in/gerrithartholt/nl-nlInitiatiefnemer petitie 'Stop pesten op het Werk!' Ervaringsdeskundige (slachtoffer pesten op het werk en het hersteltraject) Initiatiefnemer petitie 'Pesten op het werk in het wetboek van strafrecht' Enkele voorbeelden van het analytische vermogen van Gerrit Hartholt: Het voorstel 'Hoeveel NL-Animal-Cops zijn er nodig ?': http://20110402.blogspot.nl/2011/02/resolutie-geen-500-animal-cops-nodig.html De situatie zoals die nov 2015 is komt behoorlijk overeen met wat dit voorstel bepleit. Het voorstel 'Aanpakken illegaal vuurwapenbezit': http://gerrithartholt.blogspot.nl/2010/12/aangenomen-resolutie-aanpakken-illegaal.html Dit voorstel wordt sinds 19 november 2015 door de Europese Commissie uitgevoerd. http://ec.europa.eu/netherlands/news/2015/2015-11-19-terrorismebestrijding_nl.htm Na analyse geholpen bij bespreking van het voorstel 'Orgaandonatie (ADR)': http://gerrithartholt.blogspot.nl/2012/06/cda-resolutie-orgaandonatie-adr.html Is november 2015 een actueel onderwerp. Het voorstel 'Naar een softdrugs ontmoedigingsbeleid' http://softdrugsontmoedigen.blogspot.nl/2013/09/resolutie-softdrugs-ontmoedigen.html Is november 2015 een actueel onderwerp. Checklist Zonnepanelen (longlist) http://gerrithartholt.blogspot.nl/2013/03/checklist-aanschaf-zonnepanelen.html Kenmerken van autisme http://www.jijbentuniek.com/webshop/kaarten-meer-dan-autistisch I'am not mad, I have Aspergers. Ik ben niet boos, ik heb Asperger. https://cdn-embed.wimages.net/051326a4143508259926f348a0d7484b0ae5c.jpg Autisme - krachten https://psychogoed.nl Autisme sterke kanten werknemer http://www.uitgeverijpica.nl/titels/leer-en-ontwikkelingsstoornissen/autisme/poster-autisme-sterke-kanten-werknemer-pica 'Ook met autisme kan je je dromen waarmaken' ... autisme en talent https://tistje.com/2017/03/09/ook-met-autisme-kan-je-je-dromen-waarmaken-autisme-en-talent/ Autisme krachten http://chempsbarcelona.com/nederlands/informatie/ De kracht van ongewoon ... autisme en werk https://tistje.com/2018/01/11/de-kracht-van-ongewoon-autisme-en-werk/ Autisme verschillen meisjes - jongens http://www.hulp-pddnos.nl/meisjes-met-pdd-nos ADHD Autisme Dyslexie It seems that for success in science or art a dash of autism is essential. https://iminco.nl/2015/12/06/autisme-op-de-werkvloer-het-komt-vaker-voor-dan-je-denkt/ What are some of the characteristics of students with Asperger's Autisme Sterke kanten sport trainer & coachhttps://www.uitgeverijpica.nl/titels/hulpmiddelen/posters/sportposter-autisme-pica
symptoms of Asperger’s syndrome in children - 1. Difficulties with social interaction and communication 2. Repetitive behaviours and rigid routines
Autisme en Taal. Bij autisme komen vaak ook taalproblemen voor. Soms is er ook sprake van een taalontwikkelingsstoornis. Lees meer over echolalie, intonatie, sarcasme en meer dat te maken heeft met taal !
Aspergers (now referred to as "high functioning autism") is a relatively new category of developmental disorder. Although a group of kids with this clinical picture was originally and very accurately described in the 1940's by a Viennese pediatrician, Hans Asperger, the disorder called Aspergers was "officially" recognized in the Diagnostic and Statistical Manual of Mental Disorders for the first time in the fourth edition published in l994. Because there have been few comprehensive review articles in the medical literature to date and because Aspergers is probably considerably more common than previously realized, this discussion will endeavor to describe the syndrome in some detail and to offer suggestions regarding management. Students with Aspergers are not uncommonly seen in mainstream educational settings, although often undiagnosed or misdiagnosed, so this is a topic of some importance for educational personnel, as well as for moms & dads. Aspergers is the term applied to the mildest and highest functioning end of what is known as the spectrum of pervasive developmental disorders (or the autism spectrum). Like all conditions along that spectrum it is felt to represent a neurologically-based disorder of development, most often of unknown cause, in which there are deviations or abnormalities in three broad aspects of development: social relatedness and social skills, the use of language for communicative purposes and certain behavioral and stylistic characteristics involving repetitive or perseverative features and a limited but intense range of interests. It is the presence of these three categories of dysfunction, which can range from relatively mild to severe, which clinically defines all of the pervasive developmental disorders, from Aspergers through to classic autism. Although the idea of a continuum of PDD along a single dimension is helpful for understanding the clinical similarities of conditions along the spectrum, it is not at all clear that Aspergers is just a milder form of autism or that the conditions are linked by anything more than their broad clinical similarities. Aspergers represents that portion of the PDD continuum which is characterized by higher cognitive abilities (at least normal IQ by definition and sometimes ranging up into the very superior range) and by more normal language function compared to other disorders along the spectrum. In fact, the presence of normal basic language skills is now felt to be one of the criteria for the diagnosis of Aspergers, although there are nearly always more subtle difficulties with pragmatic/social language. Many researchers feel it is these two areas of relative strength that distinguish Aspergers from other forms of autism and PDD and account for the better prognosis in Aspergers. Developmentalists have not reached consensus as to whether there is any difference between Aspergers and what is termed high functioning autism (HFA). Some researchers have suggested that the basic neuropsychological deficit is different for the two conditions, but others have been unconvinced that any meaningful distinction can be made between them. One researcher, Uta Frith, has characterized kids with Aspergers as having "a dash of autism." In fact, it is likely that there may be multiple underlying subtypes and mechanisms behind the broad clinical picture of Aspergers. This leaves room for some confusion regarding diagnostic terms and it is likely that quite similar kids across the country have been diagnosed with Aspergers, HFA, or PDD, depending upon by whom or where they are evaluated. Since Aspergers itself shows a range or spectrum of symptom severity, many less impaired kids who might meet criteria for that diagnosis receive no diagnosis at all and are viewed as "unusual" or "just different," or are misdiagnosed with conditions such as Attention Deficit Disorder, emotional disturbance, etc. Many in the field believe that there is no clear boundary separating Aspergers from kids who are "normal but different." The inclusion of Aspergers as a separate category in the new DMS-4, with fairly clear criteria for diagnosis, should promote greater consistency of labeling in the future. Epidemiology— The best studies that have been carried out to date suggest that Aspergers is considerably more common than "classic" autism. Whereas autism has traditionally been felt to occur in about 4 out of every 10,000 kids, estimates of Aspergers have ranged as high as 20-25 per 10,000. That means that for each case of more typical autism, schools can expect to encounter several kids with a picture of Aspergers (that is even more true for the mainstream setting, where most kids with Aspergers will be found). In fact, a careful, population-based epidemiological study carried out by Gillberg's group in Sweden, concluded that nearly 0.7% of the kids studied had a clinical picture either diagnostic of or suggestive of Aspergers to some degree. Particularly if one includes those kids who have many of the features of Aspergers and seem to be milder presentations along the spectrum as it shades into "normal", it seems not to be a rare condition at all. All studies have agreed that Aspergers is much more common in boys than in girls. The reasons for this are unknown. Aspergers is fairly commonly associated with other types of diagnoses, again for unknown reasons, including: tic disorders such as Tourette disorder, attentional problems and mood problems such as depression and anxiety. In some cases there is a clear genetic component, with one parent (most often the father) showing either the full picture of Aspergers or at least some of the traits associated with Aspergers; genetic factors seem to be more common in Aspergers compared to more classic autism. Temperamental traits such as having intense and limited interests, compulsive or rigid style and social awkwardness or timid demeanor also seem to be more common, alone or in combination, in relatives of Aspergers kids. Sometimes there will be a positive family history of autism in relatives, further strengthening the impression that Aspergers and autism are sometimes related conditions. Other studies have demonstrated a fairly high rate of depression, both bipolar and unipolar, in relatives of kids with Aspergers, suggesting a genetic link in at least some cases. It seems likely that for Aspergers, as for autism, the clinical picture we see is probably influenced by many factors, including genetic ones, so that there is no single identifiable cause in most cases. Definition— The DSM-4 criteria for a diagnosis of Aspergers, with much of the language carrying over from the diagnostic criteria for autism, include the presence of: Qualitative impairment in social interaction involving some or all of the following: and lack of social or emotional reciprocity failure to develop age-appropriate peer relationships impaired use of non-verbal behaviors to regulate social interaction lack of spontaneous interest in sharing experiences with others Restricted, repetitive, and stereotyped patterns of behavior, interests, and activities involving: inflexible adherence to specific non-functional routines or rituals preoccupation with one or more stereotyped and restricted pattern of interest stereotyped or repetitive motor mannerisms, or preoccupation with parts of objects These behaviors must be sufficient to interfere significantly with social or other areas of functioning. Furthermore, there must be no significant associated delay in either general cognitive function, self-help/adaptive skills, interest in the environment or overall language development. Christopher Gillberg, a Swedish physician who has studied Aspergers extensively, has proposed six criteria for the diagnosis, elaborating upon the criteria set forth in DSM-4. His six criteria capture the unique style of these kids and include: Social impairment with extreme egocentricity, which may include: socially and emotionally inappropriate responses poor appreciation of social cues lack of desire to interact with peers inability to interact with peers Limited interests and preoccupations, including: repetitive adherence relatively exclusive of other interests more rote than meaning Repetitive routines or rituals, that may be: imposed on self, or imposed on others Speech and language peculiarities, such as: superficially perfect expressive language odd prosody, peculiar voice characteristics impaired comprehension including misinterpretation of literal and implied meanings delayed early development possible but not consistently seen Non-verbal communication problems, such as: peculiar "stiff" gaze limited use of gesture limited or inappropriate facial expression difficulty adjusting physical proximity clumsy body language Motor clumsiness: may not be necessary part of the picture in all cases Clinical Features— The most obvious hallmark of Aspergers and the characteristic that makes these kids so unique and fascinating, is their peculiar, idiosyncratic areas of "special interest". In contrast to more typical autism, where the interests are more likely to be objects or parts of objects, in Aspergers the interests appear most often to be specific intellectual areas. Often, when they enter school, or even before, these kids will show an obsessive interest in an area such as math, aspects of science, reading (some have a history of hyperlexia--rote reading at a precocious age) or some aspect of history or geography, wanting to learn everything possible about that subject and tending to dwell on it in conversations and free play. I have seen a number of kids with Aspergers who focus on maps, weather, astronomy, various types of machinery or aspects of cars, trains, planes or rockets. Interestingly, as far back as Asperger's original clinical description in 1944, the area of transport has seemed to be a particularly common fascination (he described kids who memorized the tram lines in Vienna down to the last stop). Many kids with Aspergers, as young as three years old, seem to be unusually aware of things such as the route taken on car trips. Sometimes the areas of fascination represent exaggerations of interests common to kids in our culture, such as Ninja Turtles, Power Rangers, dinosaurs, etc. In many kids the areas of special interest will change over time, with one preoccupation replaced by another. In some kids, however, the interests may persist into adulthood and there are many cases where the childhood fascinations have formed the basis for an adult career, including a good number of college professors. The other major characteristic of Aspergers is the socialization deficit, and this, too, tends to be somewhat different than that seen in typical autism. Although kids with Aspergers are frequently noted by educators and moms & dads to be somewhat "in their own world" and preoccupied with their own agenda, they are seldom as aloof as kids with autism. In fact, most kids with Aspergers, at least once they get to school age, express a desire to fit in socially and have friends. They are often deeply frustrated and disappointed by their social difficulties. Their problem is not a lack of interaction so much as lack of effectiveness in interactions. They seem to have difficulty knowing how to "make connections" socially. Gillberg has described this as a "disorder of empathy", the inability to effectively "read" others' needs and perspectives and respond appropriately. As a result, kids with Aspergers tend to misread social situations and their interactions and responses are frequently viewed by others as "odd". Although "normal" language skills are a feature distinguishing Aspergers from other forms of autism and PDD, there are usually some observable differences in how kids with Aspergers use language. It is the more rote skills that are strong, sometimes very strong. Their prosody--those aspects of spoken language such as volume of speech, intonation, inflection, rate, etc.--is frequently unusual. Sometimes the language sounds overly formal or pedantic, idioms and slang are often not used or are misused, and things are often taken too literally. Language comprehension tends toward the concrete, with increasing problems often arising as language becomes more abstract in the upper grades. Pragmatic, or conversational, language skills often are weak because of problems with turn-taking, a tendency to revert to areas of special interest or difficulty sustaining the "give and take" of conversations. Many kids with Aspergers have difficulties dealing with humor, tending not to "get" jokes or laughing at the wrong time; this is in spite of the fact that quite a few show an interest in humor and jokes, particularly things such as puns or word games. The common belief that kids with pervasive developmental disorders are humorless is frequently mistaken. Some kids with Aspergers tend to be hyper-verbal, not understanding that this interferes with their interactions with others and puts others off. When one examines the early language history of kids with Aspergers there is no single pattern: some of them have normal or even early achievement of milestones, while others have quite clear early delays on speech with rapid catch-up to more normal language by the time of school entry. In such a youngster under the age of three years in whom language has not yet come up into the normal range, the differential diagnosis between Aspergers and milder autism can be difficult to the point that only time can clarify the diagnosis. Frequently, also, particularly during the first several years, associated language features similar to those in autism may be seen, such as perseverative or repetitive aspects to language or use of stock phrases or lines drawn from previously heard material. Aspergers Through the Lifespan— In his original 1944 paper describing the kids who later came to be described under his name, Hans Asperger recognized that although the symptoms and problems change over time, the overall problem is seldom outgrown. He wrote that "in the course of development, certain features predominate or recede, so that the problems presented change considerably. Nevertheless, the essential aspects of the problem remain unchanged. In early childhood there are the difficulties in learning simple practical skills and in social adaptation. These difficulties arise out of the same disturbance which at school age cause learning and conduct problems, in adolescence job and performance problems and in adulthood social and marital conflicts." On the other hand, there is no question that kids with Aspergers have generally milder problems at every age compared to those with other forms of autism or PDD, and their ultimate prognosis is certainly better. In fact, one of the more important reasons to distinguish Aspergers from other forms of autism is it's considerably milder natural history. The preschool youngster: As has been noted, there is no single, uniform presenting picture of Aspergers in the first 3-4 years. The early picture may be difficult to distinguish from more typical autism, suggesting that when evaluating any young youngster with autism and apparently normal intelligence, the possibility should be entertained that he/she may eventually have a picture more compatible with an Asperger diagnosis. Other kids may have early language delays with rapid "catch-up" between the ages of three and five years. Finally, some of these kids, particularly the brightest ones, may have no evidence of early developmental delay except, perhaps, some motor clumsiness. In almost all cases, however, if one looks closely at the youngster between the age of about three and five years, clues to the diagnosis can be found, and in most cases a comprehensive evaluation at that age can at least point to a diagnosis along the PDD/autism spectrum. Although these kids may seem to relate quite normally within the family setting, problems are often seen when they enter a preschool setting. These may include: a tendency to avoid spontaneous social interactions or to show very weak skills in interactions, problems sustaining simple conversations or a tendency to be perseverative or repetitive when conversing, odd verbal responses, preference for a set routine and difficulty with transitions, difficulty regulating social/emotional responses with anger, aggression, or excessive anxiety, hyperactivity, appearing to be "in one's own little world", and the tendency to over-focus on particular objects or subjects. Certainly, this list is much like the early symptom list in autism or PDD. Compared to those kids, however, the youngster with Aspergers is more likely to show some social interest in adults and other kids, will have less abnormal language and conversational speech and may not be as obviously "different" from other kids. Areas of particularly strong skills may be present, such as letter or number recognition, rote memorization of various facts, etc. Elementary school: The youngster with Aspergers will frequently enter kindergarten without having been adequately diagnosed. In some cases, there will have been behavioral concerns (hyperactivity, inattention, aggression, outbursts) in the preschool years; there may be concern over "immature" social skills and peer interactions; the youngster may already be viewed as being somewhat unusual. If these problems are more severe, special education may be suggested, but probably most kids with Aspergers enter a more mainstream setting. Often, academic progress in the early grades is an area of relative strength; for example, rote reading is usually quite good and calculation skills may be similarly strong, although pencil skills are often considerably weaker. The teacher will probably be struck by the youngster's "obsessive" areas of interest, which often intrude in the classroom setting. Most Aspergers kids will show some social interest in other kids, although it may be reduced, but they are likely to show weak friend-making and friend-keeping skills. They may show particular interest in one or a few kids around them, but usually the depth of their interactions will be relatively superficial. On the other hand, I have known quite a number of kids with Aspergers who present as pleasant and "nice", particularly when interacting with adults. The social deficit, when less severe, may be under appreciated by many observers. The course through elementary school can vary considerably from youngster to youngster, and overall problems can range from mild and easily managed to severe and intractable, depending upon factors such as the youngster's intelligence level, appropriateness of management at school and parenting at home, temperamental style of the youngster, and the presence or absence of complicating factors such as hyperactivity/attentional problems, anxiety, learning problems, etc. The upper grades: As the youngster with Aspergers moves into middle school and high school, the most difficult areas continue to be those related to socialization and behavioral adjustment. Paradoxically, because kids with Aspergers are frequently managed in mainstream educational settings, and because their specific developmental problems may be more easily overlooked (especially if they are bright and do not act too "strange"), they are often misunderstood at this age by both educators and other kids. At the secondary level, educators often have less opportunity to get to know a youngster well and problems with behavior or work/study habits may be mis-attributed to emotional or motivational problems. In some settings, particularly less familiar or structured ones such as the cafeteria, physical education class or playground, the youngster may get into escalating conflicts or power struggles with educators or kids who may not be familiar with their developmental style of interacting. This can sometimes lead to more serious behavioral flare-ups. Pressure may build up in such a youngster with little clue until he then reacts in a dramatically inappropriate manner. In middle school, where the pressures for conformity are greatest and tolerance for differences the least, kids with Aspergers may be left out, misunderstood or teased and persecuted. Wanting to make friends and fit in, but unable to, they may withdraw even more, or their behavior may become increasingly problematic in the form of outbursts or non-cooperation. Some degree of depression is not uncommon as a complicating feature. If there are no significant learning disabilities, academic performance can continue strong, particularly in those areas of particular interest; often, however, there will be ongoing subtle tendencies to misinterpret information, particularly abstract or figurative/idiomatic language. Learning difficulties are frequent and attentional and organizational difficulties may be present. Fortunately, by high school peer tolerance for individual variations and eccentricity often increases again to some extent. If a youngster does well academically, that can bring a measure of respect from other kids. Some Aspergers kids may pass socially as "nerds", a group which they actually resemble in many ways and which may overlap with AS. The Aspergers adolescent may form friendships with other kids who share his interests through avenues such as computer or math clubs, science fairs, Star Trek clubs, etc. With luck and proper management, many of these kids will have developed considerable coping skills, "social graces", and general ability to "fit in" more comfortably by this age, thus easing their way. Aspergers in adults: It is important to note that we have limited solid information regarding the eventual outcome for most kids with Aspergers. It has only been recently that Aspergers itself has been distinguished from more typical autism in looking at outcomes and milder cases were generally not recognized. Nonetheless, the available data does suggest that, compared to other forms of autism/PDD, kids with Aspergers are much more likely to grow up to be independently functioning adults in terms of employment, marriage and family, etc. One of the most interesting and useful sources of data on outcome comes indirectly from observing those moms & dads or other relatives of Aspergers kids, who themselves appear to have Aspergers. From these observations it is clear that Aspergers does not preclude the potential for a more "normal" adult life. Commonly, these adults will gravitate to a job or profession that relates to their own areas of special interest, sometimes becoming very proficient. A number of the brightest kids with Aspergers are able to successfully complete college and even graduate school. Nonetheless, in most cases they will continue to demonstrate, at least to some extent, subtle differences in social interactions. They can be challenged by the social and emotional demands of marriage, although we know that many do marry. Their rigidity of style and idiosyncratic perspective on the world can make interactions difficult, both in and out of the family. There is also the risk of mood problems such as depression and anxiety, and it is likely that many find their way to psychiatrists and other mental health providers where, Gillberg suggests, the true, developmental nature of their problems may go unrecognized or misdiagnosed. In fact, Gillberg has estimated that perhaps 30-50% of all adults with Aspergers are never evaluated or correctly diagnosed. These adults are viewed by others as "just different" or eccentric, or perhaps they receive other psychiatric diagnoses. I have met a number of individuals whom I believe fall into that category, and I am struck by how many of them have been able to utilize their other skills, often with support from loved ones, to achieve what I consider to be a high level of function, personally and professionally. It has been suggested that some of these highest functioning and brightest individuals with Aspergers represent a unique resource for society, having the single mindedness and consuming interest to advance our knowledge in various areas of science, math, etc. Thoughts for Management in the School— The most important starting point in helping a child with Aspergers function effectively in school is for the staff (all who will come into contact with the youngster) to realize that the youngster has an inherent developmental disorder which causes him or her to behave and respond in a different way from other kids. Too often, behaviors in these kids are interpreted as "emotional", or "manipulative", or some other term that misses the point that they respond differently to the world and its stimuli. It follows from that realization that school staff must carefully individualize their approach for each of these kids; it will not work out to treat them just the same as other kids. Asperger himself realized the central importance of teacher attitude from his own work with these kids. In 1944 he wrote, "These kids often show a surprising sensitivity to the personality of the teacher...They can be taught, but only by those who give them true understanding and affection, people who show kindness towards them and, yes, humor...The teacher's underlying emotional attitude influences, involuntarily and unconsciously, the mood and behavior of the youngster." Although it is likely that many kids with Aspergers can be managed primarily in the regular classroom setting, they often need some educational support services. If learning problems are present, resource room or tutoring can be helpful, to provide individualized explanation and review. 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. If motor clumsiness is significant, as it sometimes is, the school Occupational Therapist can provide helpful input. The school counselor or social worker can provide direct social skills training, as well as general emotional support. Finally, a few kids with very high management needs may benefit from assistance from a classroom aide assigned to them. On the other hand, some of the higher functioning kids and those with milder Aspergers, are able to adapt and function with little in the way of formal support services at school, if staff are understanding, supportive and flexible. There are a number of general principles of managing most kids with PDD of any degree in school, and they apply to Aspergers, as well: Try to avoid escalating power struggles. These kids often do not understand rigid displays of authority or anger 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 staff person to back off and let things cool down. It is always preferable, when possible, to anticipate such situations and take preventative action to avoid the confrontation through calmness, negotiation, presentation of choices or diversion of attention elsewhere. The classroom routines should be kept as consistent, structured and predictable as possible. Kids with Aspergers often don't like surprises. They should be prepared in advance, when possible, for changes and transitions, including things such as schedule breaks, vacation days, etc. Staff should take full advantage of a youngster's areas of special interest when teaching. The youngster will learn best when an area of high personal interest is on the agenda. Teachers can creatively connect the youngster's interests to the teaching process. One can also use access to the special interests as a reward to the youngster for successful completion of other tasks or adherence to rules or behavioral expectations. Rules should be applied carefully. Many of these kids can be fairly rigid about following "rules" quite literally. While clearly expressed rules and guidelines, preferably written down for the child, are helpful, they should be applied with some flexibility. The rules do not automatically have to be exactly the same for the youngster with Aspergers as for the rest of the kids--their needs and abilities are different. Most kids with Aspergers respond well to the use of visuals: schedules, charts, lists, pictures, etc. In this way they are much like other kids with PDD and autism. Insure that school staff outside of the classroom, such as physical education educators, bus drivers, cafeteria monitors, librarians, etc., are familiar with the youngster's style and needs and have been given adequate training in management approaches. Those less structured settings where the routines and expectations are less clear ten to be difficult for the youngster with Aspergers. In general, try to keep teaching fairly concrete. Avoid language that may be misunderstood by the youngster with Aspergers, such as sarcasm, confusing figurative speech, idioms, etc. Work to break down and simplify more abstract language and concepts. Explicit, didactic teaching of strategies can be very helpful, to assist the youngster gain proficiency in "executive function" areas such as organization and study skills. A major area of concern as the youngster moves through school is promotion of more appropriate social interactions and helping the youngster fit in better socially. 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 (such as in the Skillstreaming Curriculum). By rehearsing and practicing how to handle various social situations, the youngster can hopefully learn to generalize the skills to naturalistic settings. It is often useful to use a dyad approach where the youngster is paired with another to carry out such structured encounters. The use of a "buddy system" can be very useful, since these kids relate best 1-1. Careful selection of a non-Aspergers peer buddy for the youngster can be a tool to help build social skills, encourage friendships and reduce stigmatization. Care should be taken, particularly in the upper grades, to protect the youngster from teasing both in and out of the classroom, since it is one of the greatest sources of anxiety for older kids with Aspergers. Efforts should be made to help other kids arrive at a better understanding of the youngster with Aspergers, in a way that will promote tolerance and acceptance. Teachers can take advantage of the strong academic skills that many Aspergers kids have, in order to help them gain acceptance with peers. It is very helpful if the Aspergers youngster can be given opportunities to help other kids at times. Although most kids with Aspergers are managed without medication and medication does not "cure" any of the core symptoms, there are specific situations where medication can occasionally be useful. Teachers should be alert to the potential for mood problems such as anxiety or depression, particularly in the older youngster with Aspergers. Medication with an antidepressant (e.g., imipriamine or one of the newer serotonergic drugs such as fluoxetine) may be indicated if mood problems are significantly interfering with the youngster's functioning. Some kids with significant compulsive symptoms or ritualistic behaviors can be helped with the same serotonergic drugs or clomipramine. Problems with inattention at school that are seen in certain kids can sometimes be helped by stimulant medications such as methylphenidate or dextroamphetamine, much in the same way they are used to treat Attention Deficit Disorder. Occasionally, medication may be needed to address more severe behavior problems that have not responded to non-medical, behavioral interventions. Clonidine is one medication that has proven helpful in such situations and there are other options if necessary. In attempting to put a comprehensive teaching and management plan into place at school, it is often helpful for staff and moms & dads to work closely together, since moms & dads often are most familiar with what has worked in the past for a given youngster. It is also wise to put as many details of the plan as possible into an Individual Educational Plan so that progress can be monitored and carried over from year to year. Finally, in devising such plans, it can sometimes be helpful to enlist the aid of outside consultants familiar with the management of kids with Aspergers and other forms of PDD, such as Boces consultants, psychologists, or physicians. In complex cases a team orientation is always advisable. COMMENTS: • Anonymous said... A MUST READ for Parents! • Anonymous said... Maybe people should read this and have a better understanding • Anonymous said... The best article I've seen to date. My 13 y/o would have benefited greatly in her younger years had family and school officials known this information. In many places nailed our experience exactly. • Anonymous said... The information about how Asperger's presents is very informative and interesting; just be aware that the diagnostic information in the beginning of the article is outdated - the new DSM-5 has changed the diagnostic criteria somewhat and no longer separates Asperger's from other autism spectrum disorders. • Anonymous said... It's not outdated for those in other countries - just the U.S. It's still "Aspergers" in the U.K., for example. Also, those who have been diagnosed with "Aspergers" prior to the DSM-5 keep their original diagnosis of Aspergers. • Anonymous said... This is a wonderful and informative article! It is spot on with our daughter. I wish more people would take the time to read things like this so they will better understand what Asperger's is all about. • Anonymous said... This is the best and most complete article ive ever read for my 8 yr old. Post your comment below…
Ronnie was a well-liked seventh-grader, despite his quirkiness. His classmates accepted him and were understanding of his Asperger’s diagnosis. One day Ronnie was talking with his classmates in the restroom before class when his friend Seth began cussing in anger about his C in Math. Ronnie picked up on the cussing and associated it with being mad. The bell rang and Ronnie went on to his next class. As he sat down, he realized that he left his social studies book in his locker. His teacher, Miss Sanders, would not let him go back to his locker, and immediately Ronnie got angry and began to swear. Miss Sanders sent Ronnie to the dean’s office, leaving Ronnie perplexed as to what he did wrong. He thought it was acceptable to cuss when he was angry about something. He didn’t understand the “hidden curriculum” – in this case, that what is acceptable around fellow classmates may not be acceptable around teachers. Children with Asperger’s (AS) and High-Functioning Autism (HFA) have difficulty understanding the “hidden curriculum” in school and community environments. The hidden curriculum refers to the set of routines, social rules, tasks, or actions that “typical” children readily understand and use. Often considered to be a matter of common sense, the hidden curriculum is almost never directly taught, nonetheless it is a significant aspect of everyday life. The hidden curriculum covers a multitude of areas. Therefore, it is impossible to create a comprehensive list that applies to all children on the autism spectrum in all situations. The following is a brief list of hidden curriculum examples: Acceptable slang that may be used with your friends may not be acceptable when interacting with grown-ups. Do not argue with a policeman – even if you are right. Do not ask friends to do things that will get them in trouble. Do not ask to be invited to someone's party. Do not correct someone's grammar when he or she is angry. Do not draw violent scenes. Do not pick flowers from someone's garden without permission, even you want to give them to someone. Do not sit in a chair that someone else is sitting in. Do not tell someone that his or her house is much dirtier than it should be. Do not tell someone that he or she has bad breath. Do not touch someone's hair even if you think it is pretty. Do not try to do what actors do on television or the movies. These shows are not the same as real life. It is absolutely impolite to interrupt someone when he or she is talking, unless it is an emergency. Never break laws – no matter what your reason. Not all people you are unfamiliar with are strangers you can’t trust. You may not know your bus driver or your police officer, but these are people who help you. People are not always supposed to say what they are thinking. People do not always want to know the honest truth when they ask you a question. For example, your best friend does not want to hear that she looks fat in a new dress she just bought for the high school dance. Speak to teachers in a pleasant tone of voice because they will respond to you in a more positive manner. Teachers do not all have the same rules. One teacher may allow gum in the classroom, while the other may issue consequences for chewing gum. Treat all authority figures with respect. What may be acceptable at your house may not be acceptable at a friend’s house. For example, although it is acceptable to put your feet up on the table at your home, your friend’s mom may be upset if you do that in their home. When a teacher gives you a warning, it means that she wants the behavior to stop and that most likely there will be a consequence if the behavior occurs again. When a teacher tells another student to stop talking, it is not an appropriate time for you to start talking to your neighbor. When the teacher is scolding another student, it is not the best time to ask the teacher a question. ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism Other examples of hidden curriculum would include being neat and punctual, completing work, conducting oneself courteously, cooperating, exercising restraint, keeping busy, showing allegiance to both teachers and classmates, and trying to do one’s best. Since the hidden curriculum is not understood instinctively in the mind of a child with AS or HFA, parents and teachers must provide direct instruction to facilitate skill acquisition. For example, the parent can write one hidden curriculum item on a whiteboard each morning and introduce this item to her child as a first activity. Once the child understands the hidden curriculum item, he can be asked to indicate how it will impact him at home and/or school. Here’s an example of this method: Write on the whiteboard, “You should look your teacher in the eyes when she is talking to you.” Why? Because it demonstrates respect, and it shows the teacher that you are listening. How will this impact you? You may feel uncomfortable at first since looking people in the eyes is sometimes difficult for you. Next, parent and child roleplay this scenario (i.e., the parent speaks directly to the child while the child maintains eye contact and nods his head to acknowledge that he understands what is being said). In summary, the “hidden curriculum” is a set of important social skills that everyone knows, but no one is taught. This includes assumed rules, parent expectations, teacher expectations, idioms and metaphors, etc. Especially with younger kids, the hidden curriculum is often discussed in terms of social cues and particular mannerisms (e.g., understanding classroom order, knowing to wait their turn, understanding the difference between playground-appropriate language and classroom-appropriate language, etc.). In this context, the hidden curriculum is made up of things that children just pick up on naturally. However, understanding the hidden curriculum is very difficult for children with a deficit in social skills, especially those on the autism spectrum. Thus, these skills must be taught. More resources for parents of children and teens with High-Functioning Autism and Asperger's: ==> 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 ==> How to Prevent Meltdowns and Tantrums in Children with Aspergers and HFA
Do *you* know what to “look” for?
"As a teacher, I would like to ask you what method you use to find the real reasons [or triggers] for behavior problems in students with high functioning autism?" In order to identify the underlying causes of difficult behaviors in children with Asperger’s (AS) and High-Functioning Autism (HFA), a Functional Behavioral Assessment (FBA) must be performed. An FBA is an approach that incorporates a variety of techniques to diagnose the causes and to identify likely interventions intended to address difficult behaviors. An FBA looks beyond the actual problem behavior, and instead, focuses on identifying biological, social, affective, and environmental factors that initiate, sustain, or end the problem behavior in question. The FBA is important because it leads the researcher beyond the "symptom" (i.e., the behavior) to the child's underlying motivation to escape, avoid, or get something (i.e., the cause of the behavior). Behavior intervention plans stemming from the knowledge of why a child misbehaves are extremely useful in addressing a wide range of issues. The “functions” of behavior are not usually considered inappropriate. Rather, it is the behavior itself that is judged appropriate or inappropriate. For example, getting good grades and engaging in problematic behavior may serve the same function (e.g., to get attention), but the behaviors that lead to good grades are judged to be more appropriate than those that make up acting-out behavior. As an example, if the IEP team determines through an FBA that a child is seeking attention by misbehaving, they can develop a plan to teach the child more appropriate ways to gain attention, thus fulfilling the child's need for attention with an alternative behavior that serves the same function as the inappropriate behavior. By incorporating an FBA into the IEP process, team members can develop a plan that teaches “replacement behaviors” that serve the same function as the difficult behavior. ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism Before an FBA can be implemented, it is necessary to identify the behavior that is causing problems, and to define that behavior in concrete terms that are easy to communicate and simple to measure and record. If descriptions of behaviors are vague (e.g., child has a “bad attitude”), it is difficult to determine appropriate interventions. It will be necessary to observe the child's behavior in different settings and during different types of activities, and to conduct interviews with parents and teachers in order to identify the specific traits of the behavior. Once the difficult behavior has been defined concretely, the IEP team can begin to devise a plan for conducting an FBA to determine the functions of the behavior. Since difficult behavior stems from a variety of causes, it is best to examine the behavior from as many different angles as possible. The IEP team should assess what the "pay-off" for engaging in problem behavior is, or what the child escapes/avoids/gets by engaging in the problem behavior. This assessment will enable the team to identify workable techniques for developing and conducting an FBA and developing behavior interventions. When carrying out these tasks, the IEP team should find answers to a few critical questions. Addressing these questions will assist the team in determining the necessary components of the assessment plan, and will lead to more effective behavior intervention plans. Questions to ask include the following: Are there any settings where the problem behavior does not occur? Does the child find any value in engaging in appropriate behavior? Does the child have the skills necessary to perform expected behaviors? Does the child realize that he is engaging in unacceptable behavior, or has that behavior simply become a "habit"? Does the child understand the behavioral expectations for the situation? In what settings is the problem behavior observed? Is it possible that the child is uncertain about the appropriateness of the behavior? Is it within the child's power to control the behavior, or does she need support? Is the behavior problem associated with certain social or environmental conditions? Is the child attempting to avoid a demanding task? Is there a more acceptable behavior that might replace this behavior? Is there evidence to suggest that the child does not know how to perform the skill – and therefore can’t? What activities or interactions take place just prior to the behavior? What current rules, routines, or expectations does the child consider irrelevant? What usually happens immediately after the behavior? Who is present when the behavior occurs? Interviews with the child may be useful in identifying how he perceived the situation and what caused him to act in the way he did. Questionnaires, motivational scales, and checklists can also be used to structure indirect assessments of behavior. For example: 1. Hypothesis statement— Drawing on information that emerges from the analysis, school staff can establish a “working hypothesis” regarding the function of the behaviors in question. This hypothesis predicts the general conditions under which the behavior is most - and least - likely to occur, as well as the likely consequences that serve to maintain it. 2. Direct assessment— Direct assessment involves observing and recording situational factors surrounding a difficult behavior (e.g., antecedent and consequent events). A member of the IEP team may observe the behavior in the setting that it is likely to occur, and record data using an Antecedent- Behavior- Consequence (ABC) approach. 3. Data analysis— Once the IEP team is satisfied that enough data have been collected, they should compare and analyze the data. This analysis will help the team to determine whether or not there are any patterns associated with the behavior. If patterns can’t be determined, the team should revise the FBA to identify other methods for assessing behavior. After collecting data on a child's behavior, and after developing a hypothesis of the function of that behavior, the IEP team should develop the child's behavior intervention plan. It is helpful to use the data collected during the FBA to develop the plan and to determine the discrepancy between the youngster's actual and expected behavior. ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism Intervention plans emphasizing the skills that AS and HFA children need in order to behave in a more appropriate manner will be more effective than plans that simply serve to control behavior. Interventions based upon “control” often fail to generalize (i.e., fail to continue to be used for long periods of time, in many settings, and in a variety of situations). Control measures usually only serve to suppress behavior, resulting in the youngster meeting unaddressed needs in alternative, inappropriate ways. It is good practice for IEP teams to include two evaluation procedures in an intervention plan: one designed to measure changes in behavior one designed to monitor the accuracy with which the plan is implemented In addition, IEP teams must determine a timeline for implementation and reassessment, and specify the degree of behavior change consistent with the goal of the overall intervention. To be meaningful, plans need to be reviewed at least annually and revised as needed. However, the plan may be reviewed and re-evaluated whenever any member of the youngster's IEP team feels that a review is necessary. Circumstances that may warrant a review include the following: It is clear that the original behavior intervention plan is not bringing about positive changes in the child's behavior. The situation has changed, and the behavioral interventions no longer address the current needs of the child. The youngster has reached his behavioral goals and objectives, and new goals and objectives need to be established. The IEP team makes a change in placement. If done correctly, the net result of an FBA is that school personnel are better able to provide an educational environment that addresses the special learning needs of the AS/HFA child. CLICK HERE for an example of a completed Functional Behavioral Assessment (FBA) form… CLICK HERE for a blank FBA and Behavior Intervention Plan (BIP) form… 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
Recensie van Methodiek voorkomen van overprikkeling / Barbara De Leeuw (Praktisch Autisme) (SWP, 2015). 125 blz, 19.90 euro. (ISBN 978-90-8850-5317). De centrale idee in ‘Overprikkeling voork…
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PTSD co-occurs w/ autism at unfathomable rates. A prevalence rate of PTSD 32-60% among Autistics has been reported (compared to 4% of general population). Autistic women (and likely other marginalized groups) are at a higher risk of being victimized & more likely to develop PTSD following a tra
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 […]
Does your child have an autism or someone you know? Are you irritated when they are throwing tantrums or having meltdowns? Understand in this infographic what are the components autism and understand the difficulties someone is going thru
Cet article a pour seul objectif d’expliciter l’ infographie sur les femmes autistes réalisée ci-dessous dans le but d’aborder de manière simple, quelques spécificités des femmes autistes. Avant de voir ce qui diffère entre les hommes et les femmes autistes,…
Autism vs OCD, what are the differences? Click here to learn more about the overlap and how psychologists tell them apart.
I was about to take the N ursing Licensure Exam ination when I learned that I was pregnant with my second and youngest child. Honestly , i...
TW/Content note: Abuse of autistic people; demonstrative use of disability slur; self-injury; in-depth descriptions of being in the middle of a meltdown. UPDATE: The article on The Mighty that led …
The focus of this article is on how children and adults, on the autism spectrum, may experience loss due to death or divorce and how to provide support through the grieving process.
Learn how to make a calm down kit for emotional regulation in kids. Great for kids with autism, aspergers, ADHD, anxiety and other special needs.
Social scripts, also known as stories, are one of the most effective and simple ways to provide support to kids with autism. A social script is a short narrative written in first person that discusses one problem situation. So, they come in especially handy for really any situation that comes up. So
Autism triggers. POTS occupational therapy is so important and knowing what triggers your child is even more so.
Couples therapy is useless if the spouse with Asperger’s syndrome /Autism (AS) do not even recognize his developmental disorder. The same applies when the person with AS lives in denial of the problems his * condition causes and instead blames…Read more →
"Our son with high-functioning autism (age 12) has never really had the 'official' discussion about what to expect in puberty. We may have waited too long at this point, but in any case, how can we approach this topic in a way that a person with his challenges can understand (he takes most things very literally by the way - and is a bit immature for his age)?" Click here for the answer...
