What does the research show regarding thinking styles of people with high-functioning autism/Asperger syndrome? This question was originally answered on Quora by Martin Silvertant.

Real-life stories written by people affected by autism (mom, dad, grandparent, sibling) or someone who is on the spectrum sharing personal accounts, happy moments, fears, etc.

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

Adult Autism Spectrum Disorder And the Cassandra Phenomena - Quarrel between husband and wife in the apartment All too often, spouses and partners of adults with Autism Spectrum Disorder are met with puzzled looks, bewilderment, or even skepticism when describing their relationships. These descriptions include rigidity, misinterpretation of intentions, difficulty anticipating or

Tania Marshall, Autism Studies PhD. student, has compiled a working list of traits women with Asperger Syndrome have. She compiled this list after working with many women on the spectrum. The list is based on her clinical anecdotal evidence and research by other well-known professionals. She will be modifying and/or updating this list from time to time. This list is…

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.

“Do teenagers with Asperger syndrome and level 1 autism usually suffer from depression? If so, why? And what should parents look for if they believe their teenager is becoming depressed?” Unfortunately, depression does seem to be common among teens and adults with Asperger’s (AS) and High-Functioning Autism (HFA). Many of the same deficits that produce anxiety may work together to generate depression. Serotonin functions are impaired in many teens with ASD, which suggests that depression and ASD is more likely. Also, the basic circuitry related to frontal lobe functions in depression is affected in some teens on the spectrum. ==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder In addition, deficits in social relationships and responses that permit one to compensate for disappointment and frustration may fuel a vulnerability to depression. Furthermore, there is some genetic evidence suggesting that depression and social anxiety are more common among first-degree relatives of autistic teens. Another important point is that young people with ASD who display affective and vocal monotony are at higher risk for having their ‘suicidal remarks’ minimized. Higher-functioning teens can make suicidal statements in a manner that suggests an off-hand remark without emotional impact, and as a result, their comments may not be taken seriously. When comments are made this way, parents – and even therapists – may underestimate them. In these “special needs” teens, the content of such comments may be more crucial than the emotional emphasis with which they are delivered. Depressed autistic teens often have trouble concentrating or remembering things. Sometimes they are indecisive. It is very common for them to feel hopeless or to "beat up on themselves" by thinking negative thoughts about themselves. Thoughts of suicide are common. They may lose their interest in food and frequently lose weight. Less often, depression causes these teens to indulge in comfort eating and they gain weight. ==> Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder A change in sleep patterns often accompanies depression. They may have trouble getting a good night's sleep, or alternatively, they sleep much more than usual and have trouble getting out of bed. Other symptoms may include the following: decreased energy tiredness fatigue lack of interest in the opposite sex being listless and withdrawn withdrawal from their normal social activities spending an increasing amount of time alone may avoid leaving the house speech can be flat and uncommunicative may be exhausted and feel like they're "dragging themselves around" may use drugs or alcohol in an attempt to make themselves feel better The medications that are useful for depression in “typical” teens should be considered for teens with ASD who display symptoms of depression. However, since some features of depression and autism overlap, it is important to track that the changes in mood are a departure from baseline functioning. Therefore, the presence of social withdrawal in a teen on the spectrum should not be considered a symptom of depression unless there is an acute decline from that young person's baseline level of functioning. Also, the core symptoms of depression should arise together. Thus, the simultaneous appearance of symptoms (e.g., decreased energy, further withdrawal from interactions, irritability, loss of pleasure in activities, sadness, self-deprecating statements, sleep and appetite changes, etc.) would point to depression. Medications that are useful for treatment of depression in teens with ASD are serotonin reuptake inhibitors. There are no medications that have been shown to be particularly more beneficial for depressive symptoms in these young people. Therefore, the decision as to which medications to use is determined by side-effect profiles, previous experience, and responses to these medications in other family members. Resources for parents of children and teens on the autism spectrum: ==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder ==> Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder ==> Launching Adult Children with Autism Spectrum Disorder: Guide for Parents Who Want to Promote Self-Reliance ==> Teaching Social-Skills and Emotion-Management to Children with Autism Spectrum Disorder ==> Parenting Children and Teens with High-Functioning Autism: Parents' Comprehensive Handbook ==> Unraveling the Mystery Behind High-Functioning Autism: Audio Book ==> Crucial Research-Based Parenting Strategies for Children and Teens with High-Functioning Autism ==> Videos for Parents of Children and Teens with ASD

"Any help here for parenting a super super sensitive child with autism - especially when he is given a (mild) consequence for throwing a wild tantrum?" Has your child with Asperger’s (AS) or High-Functioning Autism (HFA) ever been labeled as "highly emotional" or “melodramatic” by others? Does he enjoy quiet play more than big and noisy groups? Does he ask lots of questions? Is he incredibly perceptive, noticing most of the minor details of life? Does your youngster want all the tags pulled out from his shirts? If you answered yes to any of the above, you may be raising an emotionally hypersensitive youngster – but that’s not a bad thing! Emotionally hypersensitive kids may not have all the traits listed below – and they may have the traits to differing degrees – but they all require special parenting techniques to enable them to function effectively: Above average ability in one or more areas, even if not evident in schoolwork Bedwetting beyond typical age Can be easily overwhelmed Cries easily Detailed oriented Doesn’t learn “social rules” as fast as other kids Doesn’t like change Doesn’t like conflict Doesn’t like to be in crowds Doesn’t like to be over-stimulated Either excels at math or has math dyscalculia Feels responsible for others’ emotions Feels the emotions of others as if these emotions were their own Good memory, may have photographic memory Has a greater need to resolve emotional conflicts because of over-sensitivity towards others’ emotions Has a strong sense of justice and unfairness Loses sense of time May be exceptionally intelligent May be perceived as a slow learner only because he needs to understand the breadth and depth of something first May experience audio-motor incoordination May have learning disabilities May have a sense of global injustice, but not have empathy for an individual May leave a room full of family members and withdraw to their room to be alone for a while Needs more structure and instructions than is typically required for kids to learn Often so direct that they can be viewed as being rude Participates in group activities only after getting to know the other kids, the environment, and the dynamics Precocious (e.g., uses words, phrasing and complete sentences beyond age level; assumes an authority of an adult; asks thought provoking questions; is introspective, etc.) Prefers to be alone or with only one peer Quiet, shy, introverted, withdrawn Reacts quickly to environmental toxins (e.g., cleaning products) and may have multiple chemical sensitivities Refuses to go near a particular person, room or building Self-absorbed and self-focused Sensitive to noise, taste of certain foods, smells, certain colors or color combinations, touch, etc. Skin sensitivity (e.g., clothes may itch, labels in clothes are uncomfortable, seams in socks are irritating, doesn’t like the beach because of the grittiness of sand, doesn’t like to walk barefoot on wood floors, etc.) Slow to connect with others Stares at what seems empty space and points, smiles or talks with that empty space Talks with things in nature Thinks outside the box putting together seemingly mutually exclusive “boxes” of knowledge (i.e., creative and innovative) Walking dictionary Wants to “right” wrongs ==> How to Prevent Meltdowns and Tantrums in Asperger's and HFA Children Parenting a hypersensitive youngster on the autism spectrum can be extremely rewarding. However, some moms and dads admittedly find it exhausting. Raising a happy and well-adjusted hypersensitive youngster is possible, but it takes a set of special parenting skills to succeed. If you follow the simple strategies below, you’ll be helping your special needs youngster develop emotional strength and a sense of confidence in her ability to handle her own life. 1. Don’t be afraid to use age-appropriate discipline. Just because your youngster is hypersensitive doesn't mean she doesn't need rules, structure and boundaries in her life. Giving your youngster structure and clear boundaries (with respect) goes a long way. 2. Attempt to understand what’s behind your child’s hypersensitivity. Moms and dads often believe that their overly sensitive youngster is simply being “melodramatic” and making a fuss over nothing. While some kids on the autism spectrum have a flair for the dramatic, that does not diminish the intensity of their feelings. Many of these special needs kids have what psychologists refer to as “emotional super-sensitivity” or “over-excitability.” This means that they actually do experience feelings more intensely than others. 3. Don’t rescue your youngster. When he has a tantrum (as opposed to a meltdown) AND it is part of his pattern, simply allow him to whine, cry and have the tantrum. Don’t get angry, and don’t get into a conversation about whatever is causing him to act-out. Just be patient and let him handle it. As soon as he calms down, have a normal conversation about other events or activities. Don’t talk about whatever it was that he was tantrumming about. If he starts to get angry again, disengage. Remember that what you consistently give your attention to GROWS. 4. Ease transitions as much as possible. Give your child as much information as you can (e.g., “We will be leaving in 15 minutes to go the store. This is what we will be doing there. This is about how long it will take to finish our shopping. This is what we will do when we get home.”). 5. Explain to your youngster that she can handle her emotions. When things are calm, talk to her about the things that upset her. Offer some solutions and help solve her issues. After you have a few of these conversations, tell her that you’ve given her the information and coping strategies she needs to handle her own emotions. Let your youngster know that you’re not going to run to her rescue anymore when she is having a temper tantrum. Tell her that the emotions she has may be painful, but they always go away sooner rather than later. Also, let her know that you have confidence in her ability to calm herself down. ==> How to Prevent Meltdowns and Tantrums in Asperger's and HFA Children 6. Help your youngster create an “emotional response scale.” Emotionally hypersensitive kids often respond to every negative experience as though it were the end of the world. They can’t help how they feel, but they can learn to put these uncomfortable situations into a helpful perspective, which can help them cope with their strong emotions. Here’s how to do this: Take a sheet of paper and write the numbers 1 to 10 in a vertical list. Ask your youngster what he thinks would be the very worst thing that could happen (e.g., the house being destroyed during a tornado). Write this answer down next to the number 10. Then, ask your youngster what he thinks would be the most minor thing that could happen (e.g., having to go to bed 15 minutes early). Write this incident next to the number 1. Next, find a negative incident to write in the number 5 spot. Help your youngster come up with an incident that is not really bad and not really minor, but right in between the two extremes. Finally, fill in the rest of the numbers in the list. You and your youngster need to see the progression from the least to the worst thing that could happen. Keep the emotional response scale handy so that you and your youngster can refer to it when needed. Whenever your youngster has a tantrum over something that didn’t go his way, you can then ask him to rate it according to the scale (he may act as though it's a number 10 incident, but then ask if he really believes the incident is the same as the number 10 incident on the scale – he will see that it's not). Eventually, your child will be better able to manage his emotional responses to various negative incidents in his life. 7. Have confidence in your youngster’s ability to manage his own life. Even though he may have a developmental disorder, there’s no reason to teach him that his life is in any way “less than” what it should be. If you view his life as sad or unfortunate, he will too. If you feel this way, you may adopt an over-protective parenting style. A child who is over-protected lacks the confidence to handle his own emotions or deal with difficult situations. 8. Hypersensitive kids are majorly impacted by their home and school environments. So, take the time to create spaces that match their temperament. For example, create a “relaxation corner” at home with just the right lighting, colors, sounds and surroundings where your child can relax with his headphones, favorite toys, books, etc., to feel peaceful. Hypersensitive kids crave this kind of serenity. 9. Recruit your youngster as a “partner in problem solving.” Hypersensitive kids respond far better to being requested to do something and “partnering” with their parents. Harsh discipline can provoke the exact behavior you are trying to avoid (e.g., tantrums, meltdowns, shutdowns, etc.). Partnering with your youngster means learning her triggers (e.g., sensory sensitivities), avoiding them as much as possible, and giving her tools when she feels frustrated and overwhelmed (e.g., breathing exercises). 10. The hypersensitive youngster tends to burst into tears any time she experiences a strong emotion (e.g., anger, frustration, etc.). For example, if you tell your daughter that her friend can't stay for dinner, she may suddenly become tearful. You can help by giving her the words for how she's feeling (e.g., “I know you're upset that Jenny can't stay for dinner"). Oftentimes, it can stop a child in her tracks to hear someone express her emotions. Even if it doesn't work in the moment, when your youngster hears you talking about her feelings again and again, she will eventually start noticing how she feels on her own instead of crying. Later, you can talk to your youngster about other ways to deal with uncomfortable emotions (e.g., taking a time-out, breathing exercises, etc.). 11. Train yourself to focus on your youngster's strengths (e.g., his incredible creativity, perceptiveness, keen intellect, etc.) rather than his weaknesses (e.g., being highly emotional, introverted, picky, over-reactive, etc.). 12. When your child is frustrated, make eye contact. Get down to her level (i.e., physically bend down to make eye contact), and acknowledge how she is feeling. Keep your voice calm and help her solve her problem. If she launches into a temper tantrum, say something like, “Throwing a tantrum is not going to solve your problem. What else can we do to solve this problem?” Helping hypersensitive kids on the autism spectrum distinguish between emotions and actions is an important step in emotional development. All feelings are, in essence, impulses to act. It is important to teach your child that all of her emotions are okay. Even moms and dads feel sad, angry, worried, frustrated, etc., from time to time. Grown-ups can help special needs kids manage their behavior by helping them to identify acceptable ways to express feelings. This task can be accomplished by using some of the techniques listed above. ==> How to Prevent Meltdowns and Tantrums in Asperger's and HFA Children COMMENTS: • Prudence Arcadia said... Thank you, this fits my child to a "T" and I hope to read more on this, it is immensely appreciated! • jyr5017 said... So helpful and informative. This describes my 9 year old son with Asperger's. He finds it especially difficult to regulate his emotions in a school environment when he feels constantly overwhelmed and becomes frustrated. After a long battle, I finally got him into an high functioning ASD classroom and he is doing great. The school district couldn't understand this idea of being "emotionally hypersensitive" and wanted to brand him emotionally disturbed. My son would frequently (up to 3 times a week) have meltdowns over the noise level in the classroom. He would begin by covering his ears and insisting that he needed quiet, this would turn to him crying and howling, and end with either him in the principal's office or the class being evacuated because he would start throwing stuff. The IEP team's solution was ear plugs. Are you kidding me? I flat out asked them "how bad does it have to get before you guys will move him to the ASD classroom?" and I was told "well he hasn't hit anyone yet." The final episode prior to being moved was a complete emotional outcry that I pray my son will soon forget. Third grade was a nightmare for my son. • Unknown said... This fits me perfectly. Thank you for sharing. I'm looking forward to trying to implement some of the things mentioned into my own life. • Unknown said... It's extremely frustrating when professionals, tasked with providing a free and appropriate education for every child, are ignorant, dismissive of the parents, arrogant, and often fail to properly execute the law and educational codes. These same people would be the first to demand their own children's needs be met. When one is in pain, of any sort, and others don't believe it, it compounds the suffering. There's the primary pain itself that's overlaid with the pain of feeling very alone, angry, ashamed, self-doubt, confusion, helplessness, exhaustion, rage, withdrawal... when I was in middle school, I began experiencing unusual pain, which came in crippling waves every few weeks. Because I felt fine, otherwise, and seemed perfectly healthy, people thought I was a hypochondriac and just had these episodes to avoid pe or chores at home. It was horrible that no one seemed to validate my pain. I wondered if I was crazy. I was told i was being being "histrionic" and just "throwing a tantrum" for attention. This went on for about 6 months, until I passed out and was rushed to the hospital, where I had emergency surgery, a hysterectomy, because I had a huge malignant tumor and cancer throughout my uterus. I was only 12 but I remember thinking, "I will always give people the benefit of the doubt until I have proof otherwise." Years later, I had a 6th grader in my class, who had borderline personality disorder and often told fantastic stories with no distinction between fact and fiction. At one point, he suddenly started limping and hopping whenever we did anything physical. The other kids bullied him for being a faker. Some wondered if it was an avoidant behavior because he didn't feel comfortable in pe. Most people just assumed it was not authentic. I thought most likely it was a mental health issue but that we needed to validate him, teach the other kids to give him the benefit of the doubt, absolutely shut down teasing and bullying, let him rest or sit out, give him rides around campus, e.t.c. Some staff thought I was just naive and being totally manipulated by a 12 year old. For unrelated reasons, the family moved at the end of the school year. The following year, I got a card from the mom thanking me for supporting and protecting her son. She said he had been diagnosed with a rare cancer in his hip joints, which the drs said is extremely painful from inflammation caused by movement of the hips. He had to have surgeries to remove parts of the bone. It was awful but he survived, with permanent damage. You just don't know how much someone may be suffering. It is shameful when the responsible professionals dismiss and argue with you and continue to subject your child to torture. No one should have to battle with the school personnel to get free and appropriate services, guaranteed under the Americans with Disabilities Act. But parents routinely face opposition and ignorance, even at the highest levels, from the dept of ed. It's maddening! Your son is fortunate to have a mom who is a warrior and advocate. • XSS202 said... I wish my parents had access to this when I was a kid. I've only recently diagnosed and as someone who's nearly 40, i reckon this would have been quite helpful :P Thanks for the write up.

Asperger Syndrome and High Functioning Autism In Girls and Women The female profile of Asperger Syndrome has largely been ignored in research (as compared to male research) and in definitions of Asperger Syndrome. This is due to a strong gender bias, with females known as 'research orphans', according to Yale's Ami Klin. Many girls and

Here is a list of 28 famous people with Asperger syndrome. Some of the celebrities are - Susan Boyle, Courtney Love, and Guy Martin.

Le Syndrome d'Asperger, une forme légère d'autisme, est un trouble du développement neurologique qui affecte de nombreuses personnes à travers le monde. Mal

Share or Save for Later I may receive a commission if you purchase through links on this page. Share or Save for Later You Might Also Enjoy: My Family’s Journey Into Natural Living 6 Ways to Prevent Hearing Loss Breastfeeding For The Last Time – My Breastfeeding Story, Part 7 Is Maple Syrup Healthy? The...

À l'occasion de la journée nationale dédiée au syndrome d'Asperger, le 18 février 2014, découvrez une infographie pour mieux comprendre ce syndrome.

“Are you familiar with the TEACCH method for helping younger students on the autism spectrum? How does it work, and can it really help these ‘special needs’ students?” Let's first look at the basic principles of TEACCH. They include the following: 1. physical structure refers to the child’s immediate surroundings; daily activities (e.g., playing and eating) work best when they are clearly defined by physical boundaries 2. having a consistent schedule is possible through various mediums (e.g., drawings and photographs) 3. the work system establishes expectations and activity measurements that promote independence (ideal work systems will communicate objectives with minimum written instructions) 4. routine is essential because the most important functional support for kids on the autism spectrum is consistency 5. visual structure involves visually-based cues for reminders and instruction The TEACCH method emphasizes structure and has come to be called “structured teaching.” Structured teaching is comprised of three components, (1) teaching methods, (2) physical organization, and (3) scheduling: 1. Teaching Methods— Teaching methods are all behaviorally based. The goal for all programs is to maximize independence. This component includes antecedent and consequence strategies: Antecedent strategies include: using clear and concise language providing prompts which are student-specific and effective prompting only as much as necessary before a student responds incorrectly presenting materials in an organized manner getting student attention before giving instructions Consequence strategies employed include: basing reinforcer selection on student preference and motivation clearly defining consequences/reinforcers giving clear feedback regarding correct and incorrect responses giving frequent reinforcers providing reinforcers immediately following the desired behavior 2. Physical Organization— This component should include the following: “teacher only” materials should be inaccessible all areas should be free of clutter and/or broken items play areas should not be located near exits to decrease the likelihood of the child leaving the classroom the classroom should be clearly laid out so the children know where they are supposed to be and what they’re supposed to be doing there should be adequate space for independent and group work work and play areas should be well organized with all relevant materials available work areas should be arranged in the least distractible setting work areas should be clearly marked so the child can independently find his or her way to different locations within the classroom independently, and the boundaries within those areas should be clearly marked 3. Scheduling— There are two levels of scheduling that are crucial to the structured teaching method – the daily classroom schedule, and the individual schedule: The daily classroom schedule allows teachers and students to clearly know what will be happening during the day and should balance opportunities for individual, independent, group and leisure activities throughout the day. Individual students should also have smaller schedules within scheduled activities to clearly define the expectations during the class period. The individual schedules: should be a clear and consistent signal in the classroom which indicates time for a transition (e.g., timer, teacher instruction, student monitors clock, etc.) should contain information about which teachers and/or assistant will be in which area should help the student transition by letting him or her know where to be and what to do should inform the child about where and when to begin and end tasks The developers of this method have based their model on the idea that to effectively teach children on the autism spectrum, teachers must provide high levels of structure (i.e., they should set up the classroom so that these children understand where to be, what to do, and how to do it – all as independently as possible). As mentioned above, important aspects of structured teaching include: visually structured activities visual schedules structured work/activity systems routines with flexibility predictable sequence of activities organization of the physical environment With the TEACCH method, there is an emphasis on both (a) improving skills of young people with Asperger’s and High-Functioning Autism, and (b) modifying the environment to accommodate their deficits. Several reports have documented progress in kids who have received TEACCH services, as well as parent satisfaction and improvement in parent teaching skills. In a controlled trial, researchers discovered that kids treated with a TEACCH-based home program for 4 months (in addition to their local day treatment programs) improved significantly more than kids in the control group who received local day treatment services only. 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

Teenagers and young adults, this one's for you. I was the weird kid. More specifically, I was the boy with Asperger Syndrome before anyone knew what it was.

Children with delayed skills or other disabilities might be eligible for special services that provide individualized education programs in public schools, free of charge to families. Understanding how to access these services can help moms and dads to be effective advocates for their Aspergers and high-functioning autistic children. The passage of the updated version of the Individuals with Disabilities Education Act (IDEA 2004) made mothers/fathers of children with special needs even more crucial members of their youngster's education team. Moms and dads can now work with teachers to develop a plan — the individualized education program (IEP) — to help children succeed in school. The IEP describes the goals the team sets for a youngster during the school year, as well as any special support needed to help achieve them. A youngster who has difficulty learning and functioning and has been identified as a special needs child is the perfect candidate for an IEP. Children struggling in school may qualify for support services, allowing them to be taught in a special way, for reasons such as: attention deficit hyperactivity disorder (ADHD) autism spectrum disorders cognitive challenges developmental delay emotional disorders hearing impairment learning disabilities speech or language impairment visual impairment How Services Are Delivered— In most cases, the services and goals outlined in an IEP can be provided in a standard school environment. This can be done in the regular classroom (e.g., a reading teacher helping a small group of kids who need extra assistance while the other children in the class work on reading with the regular teacher) or in a special resource room in the regular school. The resource room can serve a group of children with similar needs who are brought together for help. However, children who need intense intervention may be taught in a special school environment. These classes have fewer children per teacher, allowing for more individualized attention. In addition, the teacher usually has specific training in helping children with special educational needs. The kids spend most of their day in a special classroom and join the regular classes for nonacademic activities (like music and gym) or in academic activities in which they don't need extra help. Because the goal of IDEA is to ensure that each youngster is educated in the least restrictive environment possible, effort is made to help children stay in a regular classroom. However, when needs are best met in a special class, then children might be placed in one. Referral and Evaluation— The referral process generally begins when a teacher, mother or father, or doctor is concerned that a youngster may be having trouble in the classroom, and the teacher notifies the school counselor or psychologist. The first step is to gather specific data regarding the child's progress or academic problems. This may be done through: conference with moms and dads conference with the child analysis of the child's performance (e.g., attention, behavior, work completion, tests, class work, homework, etc.) observation of the child This information helps school personnel determine the next step. At this point, strategies specific to the child could be used to help the youngster become more successful in school. If this doesn't work, the youngster would be tested for a specific learning disability or other impairment to help determine qualification for special services. It's important to note, though, that the presence of a disability doesn't automatically guarantee a youngster will receive services. To be eligible, the disability must affect functioning at school. To determine eligibility, a multidisciplinary team of professionals will evaluate the youngster based on their observations; the youngster's performance on standardized tests; and daily work such as tests, quizzes, class work, and homework. Professionals on the Team— The professionals on the evaluation team can include: physical therapist psychologist special educator speech therapist vision or hearing specialist occupational therapist As a mother or father, you can decide whether to have your youngster assessed. If you choose to do so, you'll be asked to sign a permission form that will detail who is involved in the process and the types of tests they use. These tests might include measures of specific school skills, such as reading or math, as well as more general developmental skills, such as speech and language. Testing does not necessarily mean that a youngster will receive services. Once the team members complete their individual assessments, they develop a comprehensive evaluation report (CER) that compiles their findings, offers an educational classification, and outlines the skills and support the youngster will need. The moms and dads then have a chance to review the report before the IEP is developed. Some moms and dads will disagree with the report, and they will have the opportunity to work together with the school to come up with a plan that best meets the youngster's needs. IEP Development— The next step is an IEP meeting at which the team and moms and dads decide what will go into the plan. In addition to the evaluation team, a regular teacher should be present to offer suggestions about how the plan can help the youngster's progress in the standard education curriculum. At the meeting, the team will discuss your youngster's educational needs — as described in the CER — and come up with specific, measurable short-term and annual goals for each of those needs. If you attend this meeting, you can take an active role in developing the goals and determining which skills or areas will receive the most attention. The cover page of the IEP outlines the support services your youngster will receive and how often they will be provided (e.g., occupational therapy twice a week). Support services might include special education, speech therapy, occupational or physical therapy, counseling, audiology, medical services, nursing, vision or hearing therapy, and many others. If the team recommends several services, the amount of time they take in the youngster's school schedule can seem overwhelming. To ease that load, some services may be provided on a consultative basis. In these cases, the professional consults with the teacher to come up with strategies to help the youngster but doesn't offer any hands-on instruction. For instance, an occupational therapist may suggest accommodations for a youngster with fine-motor problems that affect handwriting, and the classroom teacher would incorporate these suggestions into the handwriting lessons taught to the entire class. Other services can be delivered right in the classroom, so the youngster's day isn't interrupted by therapy. The youngster who has difficulty with handwriting might work one on one with an occupational therapist while everyone else practices their handwriting skills. When deciding how and where services are offered, the youngster's comfort and dignity should be a top priority. The IEP should be reviewed annually to update the goals and make sure the levels of service meet your youngster's needs. However, IEPs can be changed at any time on an as-needed basis. If you think your youngster needs more, fewer, or different services, you can request a meeting and bring the team together to discuss your concerns. Parents’ Legal Rights— Specific timelines ensure that the development of an IEP moves from referral to providing services as quickly as possible. Be sure to ask about this timeframe and get a copy of your parents’ rights when your youngster is referred. These guidelines (sometimes called procedural safeguards) outline your rights as a mother or father to control what happens to your youngster during each step of the process. The parents’ rights also describe how you can proceed if you disagree with any part of the CER or the IEP — mediation and hearings both are options. You can get information about low-cost or free legal representation from the school district or, if your youngster is in Early Intervention (for children ages 3 to 5), through that program. Attorneys and paid advocates familiar with the IEP process will provide representation if you need it. You also may invite anyone who knows or works with your youngster whose input you feel would be helpful to join the IEP team. Conclusion— Moms and dads have the right to choose where their children will be educated. This choice includes public or private elementary schools and secondary schools, including religious schools. It also includes charter schools and home schools. However, it is important to understand that the rights of kids with disabilities who are placed by their moms and dads in private elementary schools and secondary schools are not the same as those of children with disabilities who are enrolled in public schools or placed by public agencies in private schools when the public school is unable to provide a free appropriate public education (FAPE). Two major differences that moms and dads, educators, other school staff, private school representatives, and the children need to know about are: Not all children with disabilities placed by their moms and dads in private schools will receive services. Kids with disabilities who are placed by their moms and dads in private schools may not get the same services they would receive in a public school. The IEP process is complex, but it's also an effective way to address how your youngster learns and functions. If you have concerns, don't hesitate to ask questions about the evaluation findings or the goals recommended by the team. You know your youngster best and should play a central role in creating a learning plan tailored to his or her specific needs. More resources for parents of children and teens with Asperger's and High-Functioning Autism: ==> Preventing Meltdowns and Tantrums in Asperger's and HFA Children ==> Discipline for Defiant Asperger's and HFA Teens ==> Teaching Social Skills and Emotion Management ==> Launching Adult Children with Asperger's: How to Promote Self-Reliance ==> Everything You'll Ever Need to Know About Parenting Asperger's Children ==> Parenting Children and Teens with High-Functioning Autism ==> AudioBook: Unraveling The Mystery Behind Asperger’s and High-Functioning Autism ==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism

Looking for calming stims to help with self-regulation as an autistic adult? Check out this list from Weird Sensitive Creatures.

Download a free aspergers checklist to help recognize asperger syndrome behavior. Symptoms may be hard to identify at an early age due to usually having normal toddler speech development.

Psychiatrist who developed the concept of an autism spectrum

Autism has long been misunderstood but as society grows in understanding and acceptance, we realize that many accomplished individuals – from history to the present day – fall on the autism spectrum. Let's explore some of the more notable contemporar

"I am not a bad child."

Download and print our free printable unwritten rules of life poster. After attending a conference on autism and asperger's I was inspired by Sean Barron.

Back when he first received his diagnosis, homeschooling a child with Asperger’s was certainly never anything I saw coming. The reason why we'd homeschool was even less expected. Homeschooling a child with Asperger's may be easier than dealing with IEPs.

This article is based on reported firsthand experiences from thousands of neurotypical spouses in Europe, North America, Australia. A reference is also autism-help.org A long-term relationship with an adult, who has Asperger’s Syndrome or high functioning autism, can be extremely…Read more →

"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

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).

Shutdown & meltdown : comment et pourquoi les effondrements autistiques se manifestent-ils chez la personne autiste. Comment les éviter ? Lire la suite...

Some people who are on the autism spectrum go through life without anyone noticing. They may seem a bit "strange," or have some odd interests. For the most part, however, they blend right on in with the rest of the society. But there are also the…

Voici la traduction libre, par une amie, d’un article paru dans Gifted Child Quarterly. Les enfants surdoués avec le syndrome d’Asperger Maureen Neihart (Billings, Montana) Le syndrome d’Aspe…

"How can I help my teen with autism (high functioning) to not be so negative? He tends to view everything EVERYTHING through the lens of defeat. His self esteem is a big fat ZERO... no confidence whatsoever!!!" Many children and teens with Asperger’s (AS) and High-Functioning Autism (HFA) experience “thinking errors,” largely due to a phenomenon called “mind-blindness.” Mind-blindness can be described as a cognitive disorder where the child is unable to attribute mental states (e.g., emotions, beliefs, desires, motives) to himself or others. This ability to develop a mental awareness of what is in the mind of another person is known as the “Theory of Mind.” Generally speaking, the “Mind-blindness Theory” asserts that young people on the autism spectrum are delayed in developing a Theory of Mind, which normally allows developing kids to “put themselves into someone else's shoes” (i.e., empathy) and to imagine their thoughts and feelings. Children and teens with AS and HFA often can’t conceptualize, understand, or predict emotional states in other people. When this happens, they tend to fill-in the blank with their own interpretation, which is usually inaccurate – and we call this a “thinking error.” Thinking errors are irrational patterns of cognition that can cause your AS or HFA teen to feel bad and sometimes act in self-defeating ways. If she becomes more upset the more she thinks about a troubling circumstance, she may want to consider the possibility of thinking in a different way. And you, as the parent, can help with this. ---------- First, let’s look at the main thinking errors so you can get a glimpse into how your AS or HFA teen may be misinterpreting the world: 1. ALL-OR-NOTHING THINKING – Thinking of things in absolute terms (e.g., “always”, “every”, “never”). For instance, if your teenager makes an ‘F’ on her book report, she views herself as a total failure. 2. CATASTROPHIZING – Focusing on the worst possible outcome, however unlikely, or thinking that a situation is unbearable or impossible when it is really just uncomfortable. 3. DISQUALIFYING THE POSITIVE – Continually “shooting down” positive experiences for arbitrary, impromptu reasons. In this way, your teen can maintain a negative belief that is contradicted by his everyday experiences (e.g., “The fact that I am an excellent artist doesn’t count because everything else about my life sucks!”). 4. EMOTIONAL REASONING – Your teen makes decisions and arguments based on how she “feels” rather than objective reality. 5. FORTUNE TELLING – Anticipating that things will turn out badly, your teen feels convinced that her prediction is an already established fact (e.g., “Because I ‘think’ that I will fail to make the cheerleading squad, I most certainly WILL fail!”). ==> Discipline for Defiant Aspergers Teens 6. JUMPING TO CONCLUSIONS – Assuming something negative where there is actually no evidence to support it (e.g., “Nobody wants to be my friend!”). 7. LABELLING – This involves “explaining by naming.” Rather than describing the specific behavior, your teen assigns a label to someone (or herself) that puts the other person (or herself) in absolute and unalterable negative terms (e.g., “My friend won’t talk to me; therefore, she is a jerk!”). 8. MAGNIFICATION – This involves exaggerating the negatives. 9. MENTAL FILTER – Focusing exclusively on certain (and usually negative or upsetting) aspects of something while ignoring the rest. For instance, your teen selectively hears the one tiny negative thing surrounded by all the BIG POSITIVE things (your teen’s teacher makes 9 positive comments about his science project, and only one negative comment – but your teen obsesses about the one negative comment). 10. MIND READING – This involves assuming the intentions of others. For example, your teen arbitrarily concludes that a peer is thinking negatively of him, but your teen doesn’t bother to check it out. 11. MINIMIZATION – This involves understating the positives. 12. OVERGENERALIZATION – Taking isolated cases and using them to make sweeping generalizations. For instance, you teen views a single negative event as a never-ending pattern of defeat (e.g., “My teacher just yelled at me. She’s always yelling at me. She must not like me.”). 13. PERSONALIZATION – This occurs when your teen holds himself personally responsible for an event that isn’t entirely under his control (e.g., “My parents are getting divorced. It must be because I’m a bad son!”). 14. SHOULDING – Your teen focuses on what he can’t control. For instance, he concentrates on what he thinks “should” or “ought to be” rather than the actual situation he is faced with. Helping your AS or HFA teenager to identify negative self-talk is tricky because it's so automatic, she may not even be aware of what’s going on in her own mind. However, if your teen is feeling depressed, angry, anxious or upset, this is a signal that she needs to reflect on her thinking. A good way to test the accuracy of her perceptions is to ask herself some challenging questions. These questions will help your teen check out her self-talk and see whether her current interpretation is reasonable. It can also help her discover other ways of thinking about the situation. Should Asperger's and HFA Teens Try To Be "Normal"? Helping your teen to recognize that his current way of thinking may be self-defeating (and preventing him from getting what he wants out of life) can sometimes motivate him to look at things from a different perspective. Here’s how: Alternative explanations: What else could the situation mean? If I were being positive, how would I perceive this situation? Are there other ways that I could look at this situation? Goal-directed thinking: What can I do that will help me solve the problem? Is thinking this way helping me feel good or achieve my goals? Is there something I can learn from this situation to help me in the future? Is there anything good about this situation? Is this situation as bad as I’m making it out to be? Perspective change: Will this matter in a year from now? What’s the worst thing that could happen? What’s the best thing that could happen? What’s most likely to happen? Reality testing: Am I jumping to negative conclusions? Are my thoughts based on facts, or my interpretation of the situation? How can I find out if my thoughts are true? What evidence supports my thinking? Here’s how to help your teen apply different perspective-taking strategies as outlined above: Have him think of a situation in the last week when he found himself feeling rotten. He may have been upset, stressed, angry, depressed, embarrassed or guilty. Help him to apply some of the above strategies based on his particular situation. For example: “I totally screwed-up that book report. I'm a loser and I'll never get good grades” …changes to, “I didn't do as well on that book report as I would have liked, but that doesn't mean I'm going to fail all my classes.” “I tried on those jeans, and I looked so fat and ugly” …changes to, “I tried on those jeans, and they were too small.” “Michael, the boy I have a crush on, said ‘hi’ to me and I made a total idiot of myself” …changes to, “Michael said ‘hi’ to me and I blushed and looked away. It's ok to be shy.” Cognitive reframing is a psychological technique that consists of identifying – and then disputing – irrational or maladaptive thoughts. Reframing is a way of viewing and experiencing ideas, events, emotions and concepts to find more positive alternatives. The ability to reframe is a crucial skill for young people on the autism spectrum, especially in light of their mind-blindness issues. Parents can assist in teaching such skills. Here’s how: 1. Help your AS or HFA teen to accept that frustration is a normal part of life. Most young people on the autism spectrum get intolerant when they have to do things they don’t enjoy. They tell themselves that they “can’t stand” certain things instead of acknowledging that they simply don’t enjoy them. Thus, they easily become angry and frustrated. The reframe: “This is a hassle, and that’s O.K.! Life is full of hassles. I don’t enjoy it, but I can stand it.” 2. Help your teen to be specific. Over-generalizing is a lot like exaggeration. When your teen over-generalizes, she exaggerates the frequency of negative things in her life (e.g., mistakes, disapproval, failures, etc.). Typically, your teen may think to herself, “I always make mistakes,” or “Everyone thinks I’m dumb.” The reframe: “What are the facts? What are my interpretations? Am I over-generalizing?” ==> Discipline for Defiant Aspergers Teens 3. Help your teen to consider the whole picture. When he “filters,” first he hones-in on the negative aspects of his circumstances. Then he ignores or dismisses all the positive aspects. The reframe: “Is there a more balanced way to look at this situation? Am I looking at the negatives while ignoring the positives?” 4. Help your teen to understand that she shouldn’t just assume she knows what others are thinking. Your teen may be assuming that others are focused on her faults and weaknesses – but this is almost always incorrect! Her worst critic is probably herself. The reframe: “Just because I assume something, does that mean I’m right? What is the evidence? How do I know what other people are thinking?” 5. Help your teen to find all the causes. When he personalizes, he blames himself for anything that goes wrong – even when it’s not his fault or responsibility. The reframe: “What other explanations might there be for this situation? Am I really to blame? Is this all about me?” 6. Teach your teen to judge the situation – not the person. When she uses labels, she may call herself or other people names. Instead of being specific (e.g., “That was a silly thing to do”), your teen may make negative generalizations about herself or other people by saying things such as, “I’m fat and ugly,” or “He’s an asshole.” The reframe: “Just because there is something that I’m not happy with, does that mean that it’s totally no good? What are the facts and what are my interpretations?” 7. Help your teen to look for shades of gray. It’s important for him to avoid thinking about things in terms of extremes. Most things aren’t black-and-white, but somewhere in-between. Just because something isn’t perfect doesn’t mean that it’s a catastrophe. The reframe: “Am I taking an extreme view? How else can I think about the situation? Is it really so bad, or am I seeing things in black-and-white terms?” 8. Help your teen to put things in proper perspective. When things go wrong, he may have a tendency to exaggerate the consequences and imagine that the results will be catastrophic. The reframe: “Is there any way to fix the situation? Is there anything good about the situation? What’s most likely to happen? What’s the best that can happen? What’s the worst that can happen? Will this matter in a year from now?” 9. Encourage your teen to stick to the facts. Sometimes she may confuse her thoughts or feelings with reality. She may assume that her perceptions are correct. The reframe: “Am I thinking this way just because I’m feeling bad right now? Am I confusing my feelings with the facts? Just because I’m feeling this way, does that mean my perceptions are correct?” 10. Help your teen to stop making unfair comparisons. Another common thinking error that your teen may be using is to make unfair comparisons between certain people and himself. When he does this, he compares himself with others who have a specific advantage in some area. Making unfair comparisons can leave him feeling inadequate. The reframe: “Am I making fair comparisons? Am I comparing myself with people who have a particular advantage?” Thinking errors are simply ways that your AS or HFA teen’s mind convinces him of something that isn’t really true. These inaccurate thoughts are usually used to reinforce negative thinking or emotions (e.g., telling yourself things that sound rational and accurate, but really only serve to keep you feeling bad about yourself). Thinking errors are at the core of what many therapists try and help a client learn to change in psychotherapy. By learning to correctly identify this kind of faulty cognition, the client can then answer the negative thinking back – and refute it. By refuting the negative thinking over and over again, it slowly diminishes overtime and is automatically replaced by more rational, balanced thinking. You, as the parent, can begin to take on the role of psychotherapist (in a manner of speaking) by utilizing the strategies listed above. Resources for parents of children and teens on the autism spectrum: ==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder ==> Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder ==> Launching Adult Children with Autism Spectrum Disorder: Guide for Parents Who Want to Promote Self-Reliance ==> Teaching Social-Skills and Emotion-Management to Children with Autism Spectrum Disorder ==> Parenting Children and Teens with High-Functioning Autism: Parents' Comprehensive Handbook ==> Unraveling the Mystery Behind High-Functioning Autism: Audio Book ==> Crucial Research-Based Parenting Strategies for Children and Teens with High-Functioning Autism ==> Videos for Parents of Children and Teens with ASD ---------- Resources for Neurodiverse Couples: ==> Online Group Therapy for Men with ASD ==> Online Group Therapy for NT Wives ==> Living with ASD: eBook and Audio Instruction for Neurodiverse Couples ==> One-on-One Counseling for Struggling Individuals & Couples Affected by ASD ==> Online Group Therapy for Couples Affected by Autism Spectrum Disorder ==> Cassandra Syndrome Recovery for NT Wives ==> ASD Men's MasterClass: Social-Skills Training and Emotional-Literacy Development ==> Pressed for time? Watch these "less-than-one-minute" videos for on the go.

Is your Aspergers child damaging her eyes from excessive computer use? Computer vision syndrome (CVS) is a condition resulting from looking at the computer screen for lengthy, uninterrupted periods of time. And as most parents have discovered, their child with Aspergers or High-Functioning Autism loves to spend countless hours looking at the computer screen. Some symptoms of CVS include: blurred vision difficulty refocusing the eyes double vision dry eyes eye strain fatigue headaches irritated eyes neck pain polyopia redness in the eyes These symptoms can be further aggravated by improper lighting conditions (e.g., glare or bright overhead lighting, etc.) or air moving past the eyes (e.g., overhead vents, direct air from a fan, etc.). As a parent of a child with Aspergers or High-Functioning Autism, you may be encouraging your youngster to use the computer. A computer is often seen as a visually stimulating aid that will improve the youngster's hand-eye coordination skills and serve as a good learning tool. But parents need to know that their youngster runs the risk of developing CVS if he is allowed unlimited access to computers and video games. Computer use places too great a visual demand on the focusing muscles of the youngster's eyes, leading to a greater incidence of myopia (short-sightedness). So, parents should be aware that too prolonged computer use can contribute to an eyesight defect that traditionally has been seen as an inherited condition. Nowadays, most kids sit in front of a computer screen at home AND at school – every day! As a result, the good distance vision they were born with is being compromised. Research is discovering that it is a youngster's learning and play environment – not heredity – that is creating the rapid increase in myopia for these children. Some important factors in preventing or reducing the symptoms of CVS have to do with the computer and how it is used. This includes lighting conditions, chair comfort, location of reference materials, position of the monitor, and the use of rest breaks. Here are some things that parents can do to lessen the impact of computer use on their youngster's eyesight: 1. An Aspergers youngster tends to lose track of time when absorbed in activities on the computer. Many parents are guilty, too, of sitting at the computer for long periods. It is more damaging for your youngster's eyes, though, to do so. Monitor the time spent sitting in front of the screen, and make sure frequent breaks are taken. 2. Chairs should be comfortably padded and conform to the body. Chair height should be adjusted so your child’s feet rest flat on the floor. If the chair has arms, they should be adjusted to provide arm support while your child is typing. Wrists shouldn't rest on the keyboard when typing. 3. We’ve looked at the impact of excessive computer use on young eyes, but it isn't just the eyes which are affected. If the workstation area where your youngster works is not ergonomically sound, then problems with the neck, shoulder and back are likely to occur. These problems can be resolved by making sure that (a) your youngster looks down slightly to view the screen from the optimal distance of eighteen inches or so, (b) the keyboard is easily reached, and (c) your youngster's feet rest comfortably on the floor. 4. If there is no way to minimize glare from light sources, consider using a screen glare filter. These filters decrease the amount of light reflected from the screen. 5. Avoid the risk of kids straining their eyes by making sure that the ambient lighting in the room is not too bright. As a rule of thumb, it should be about half that of the computer screen. So, pull down the blinds and avoid harsh lighting in the room itself. Glare from the monitor can also be a problem for young eyes, so it is wise to fit an anti-glare screen for your youngster's comfort. You should also check that there is a strong contrast between the background and the text, as well as making sure that the text size and color do not cause unnecessary eyestrain. 6. Many moms and dads do not realize that eyesight can be tested from a very early age. Every youngster should have an eye examination before starting school, but preferably by the age of three. The eye exam should be thorough, and include testing for near and distance vision. 7. Most computer junkies find it more comfortable to view a computer when the eyes are looking downward. Optimally, the computer screen should be 15 to 20 degrees below eye level (about 4 or 5 inches) as measured from the center of the screen and 20 to 28 inches from the eyes. 8. Observe your youngster's behavior closely. Even if they are experiencing problems with their vision, kids are less likely to consider it abnormal. Excessive eye rubbing, eye redness and a reluctance to use the computer as much as usual can all point to eye fatigue. 9. Position the computer screen to avoid glare, particularly from overhead lighting or windows. Use blinds or drapes on windows and replace the light bulbs in desk lamps with bulbs of lower wattage. 10. Reference materials should be located above the keyboard and below the monitor. If this is not possible, a document holder can be used beside the monitor. The goal is to position the documents so you do not need to move your head to look from the document to the screen. 11. Regular eye examinations and proper viewing habits can help to prevent or reduce the development of the symptoms associated with CVS. 12. Take your youngster to see a specialist trained to recognize the symptoms of CVS in kids. A recent study has shown that one in four kids who use computers require corrective glasses to enable them to work comfortably and safely in front of the screen. Under-developed eyes can experience the same sorts of problems as older (40+) eyes when looking from the computer screen to the keyboard and back again. In both cases, the focusing muscles tire more easily. This is because the monitor is viewed at an intermediate distance (i.e., neither near nor far), which is a distance we don't use very often. Specially-designed computer glasses compensate for this by incorporating a larger intermediate viewing zone within the lens and so alleviating the strain on the eye muscles. Eyestrain and blurring are eliminated. 13. To minimize your child’s chances of developing dry eye when using a computer, remind him to make an effort to blink frequently. Blinking keeps the front surface of your eye moist. 14. To prevent eyestrain, have your child rest his eyes when using the computer for long periods. Resting for 15 minutes after two hours of continuous computer use is a good policy. Also, for every 20 minutes of computer viewing, look into the distance for 20 seconds to allow the eyes a chance to refocus. 15. Use timers that automatically shut down the computer after the allotted time has passed for your child to be on the computer Computer vision syndrome can pose both a short and long-term risk to your youngster's eyesight. If you follow the advice above, you can be sure that you're protecting her precious asset. More resources for parents of children and teens with Asperger's and High-Functioning Autism: ==> Preventing Meltdowns and Tantrums in Asperger's Children ==> Discipline for Defiant Asperger's Teens ==> Teaching Social Skills and Emotion Management ==> Launching Adult Children with Asperger's: How to Promote Self-Reliance ==> Parenting Children and Teens with High-Functioning Autism ==> AudioBook: Unraveling The Mystery Behind Asperger’s and High-Functioning Autism

Question How should I explain Aspergers Syndrome to my 12-year-old son who was recently diagnosed with the disorder? Answer More than likely, there is little need to explain Aspergers (high functioning autism) to your child. If you read accounts by others with Aspergers, they usually say that they knew they were different long before they knew they had an official diagnosis. Most report being relieved to learn about their diagnosis because it explained so much about the differences. Some moms and dads choose to explain Aspergers as soon as the diagnosis is received, keeping the kid involved from the start. Even though the youngster may not be able to comprehend the full definition, there is that feeling of being different. Other parents choose to explain Aspergers much later, after the kid has grown and is able to understand exactly what it means. Either way is acceptable, depending on how you wish to do things in your home. When it comes time to explain Aspergers to a child with the disorder, be mindful that he may become overwhelmed or even angry when he learns that his differences have a name, and that name is part of the Autism spectrum. Here are a few suggestions to help you explain the diagnosis: Explain Aspergers as a difference in manner of thinking versus a true disability. While it is true that some people with Aspergers qualify for government disability services, there are so many positives within the diagnosis on which you can choose to focus. Be prepared to list the characteristics of Aspergers. Some of these characteristics are definitely strengths. Aspergers is definitely not all negative! Autism is a spectrum disorder and Aspergers is on the higher end of ability. Most children will know someone at school who has classic Autism and may become distraught over the idea that they share that condition. Make special note of the specific differences. After you explain Aspergers to your child, you should be prepared for any questions and concerns he may have. Encourage him to talk to you about his feelings. Books, websites, and other publications are available to help you through this process. My Aspergers Child: Preventing Meltdowns

Think you know about girls on the autism spectrum? Well, think again. Here are five myths you may have heard about that need to be reconsidered when we think about girls who have been diagnosed with Asperger’s syndrome (AS), “mild autism,” or autism spectrum disorder (ASD) level 1. This information comes from original research done […]

All-too-often, well-meaning individuals urge parents to seek referrals for psychological evaluation without considering or understanding the typical

La fatigue est très courante chez les personnes Asperger. Pourquoi ? Comment y remédier ? C'est ce que nous allons voir dans cet article... lire la suite...

Parenting a child with developmental disabilities, including High Functioning Autism (HFA), is no doubt, a challenging but exhausting responsibility which I have struggled with for the past 45 years when my son was diagnosed with what was referred to in the late 1990’s as Asperger’s syndrome. Looking back at my son’s growth and development within […]