Oggi Giornata Mondiale della sindrome di Asperger ormai diventata autismo ad alto funzionamento. Si ricorda il compleanno del suo teorizzatore Hans Asperger

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

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

"I may face extra challenges... but I wouldn't have it any other way. It's just who I am."

How do we distinguish Asperger's from Austism? And how does it affect the learning experience of students? Learn from this infographic the basic characteristics/behavior of students with Asperger's.

Autism, also known as, Pervasive Developmental Disorder, inhibits normal brain development of social and communication skills. Autism is sometimes called Autism

Asperger syndrome is a developmental deficit where the individuals are suffering from interacting socially with their environment,having repetitive behavior

Estimad@s amig@s en este apartado he compartido ciertas opciones de páginas donde nos brindan el #test para saber si nuestr@s hij@s o estudiantes poseen #asperger, creo que es muy loable quien sugirió este tema en nuestro blog, esperamos les sea de gran utilidad, saludos cordiales. AspergerAlicante EspectroAutista Wikihow Wradio Equipoiridia Asperger.es Psicodiagnosis Psicosystem Vinculotemprana RomeoAsperger foto: www.imageneseducativas.com

"I may face extra challenges... but I wouldn't have it any other way. It's just who I am."

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

Asperger syndrome is a disorder on the autism spectrum that does not impact cognitive ability but can affect understanding of social cues.

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

Téléchargez gratuitement notre infographie "je suis Aspie" réalisée à l'occasion de la journée nationale du syndrome d'Asperger.

To all parents of kids with Asperger’s and High Functioning Autism: Below is a fact sheet that you can email (or hand-deliver a hardcopy) to your child’s teacher(s). This fact sheet provides a short description of AS and HFA – and associated behaviors. Since all kids on the autism spectrum are different, parents should only use those items that directly apply to their youngster, making changes and additions as necessary. Copy and paste sections of the fact sheet – whatever you need to do to make it fit your child’s particular situation. It’s recommended that you only pick a few relevant items from the appropriate categories, rather than bombarding your child’s teacher(s) with the entire list. Fact sheet for teachers with students on the autism spectrum: Hello, I am _____'s parent. My youngster has been diagnosed with Asperger's (AS) – also called High Functioning Autism (HFA) – which is a neurobiological disorder on the autistic spectrum. Kids with AS and HFA often have difficulty using and understanding nonverbal cues and developing appropriate peer relationships. While they often have special interests and skills in certain areas, they also have difficulty with organization. AS and HFA kids often appear to lack empathy, have difficulty with sensory issues, and strongly rely on routine. My youngster has many strengths. However, listed below are some issues that may become apparent to you as you work with him/her. Many of the behaviors you will see are not under his/her control, and they are not a result of malice or willful misbehavior. At times, my youngster simply does not innately know how to respond appropriately. I’m sure you will learn other techniques that will be helpful, and I would appreciate your sharing those with me. Please call me at any time if you have questions. I can be reached at: __________ General Behaviors: AS/HFA is characterized by a sort of "Swiss cheese" type of development (i.e., some things are learned age-appropriately, while other things may lag behind or be absent). In addition, these kids may have skills years ahead of normal development (e.g., the youngster may understand complex mathematics principles, but not be able to remember to bring their homework home). At times, my youngster may experience “meltdowns.” At times like this, please allow a "safe and quiet location" where he/she will be allowed to "cool off." Try to take note of what occurred before the meltdown (e.g., an unexpected change in routine). Also, it's best to talk with him/her "after" the situation has calmed down. Please foster a classroom atmosphere that supports the acceptance of differences and diversity. Please remember that just because my youngster learns something in one situation, this doesn't automatically mean that he/she remembers or is able to generalize the learning to new situations. Please note my child’s strengths often and visually. This will give him/her the courage to keep moving forward. My youngster may have vocal outbursts. Be prepared for them, especially when he/she is having a difficult time. Also, please let the other kids know that this is his/her way of dealing with stress or fear. My youngster may need help with problem-solving situations. Please be willing to take the time to help with this. My youngster reacts well to positive and patient styles of teaching. When dividing-up assignments, please assign teams rather than have the other kids "choose” members, because this increases the chances that my youngster will be left out or teased. When it reaches a point that things in the classroom are going well, it means that we've gotten it right. It doesn't mean that my youngster is “cured” …never had a problem to begin with …or that it's time to remove support. Increase demands gradually. When you see anger or other outbursts, my youngster is not being deliberately difficult. Instead, this is a "fight or flight" response. Think of this as an "electrical circuit overload." Prevention can sometimes head-off these situations if you see the warning signs coming. Perseverations: My youngster may repeat the same thing over and over again, and you may find this increases as stress increases. Please try to avoid answering the same thing over and over or raising your voice or pointing out that the question is being repeated. Instead, try to redirect my youngster's attention or find an alternative way so he/she can save face. Allowing my youngster to write down the question or thought, and providing a response in writing, may be very helpful at times. Transitions: Giving one or two warnings before a change of activity or schedule may be helpful. My youngster may have a great deal of difficulty with transitions. Having a picture or word schedule may be useful. Please try to give as much advance notice as possible if there is going to be a change or disruption in the schedule. Sensory Motor Skills/Auditory Processing: Breaking directions down into simple steps can be quite helpful. Directions are more easily understood if they are repeated clearly, simply, and in a variety of ways. My youngster has difficulty understanding a string of directions or too many words at one time. My youngster may act in a very clumsy way sometimes. He/she may react very strongly to certain tastes, textures, smells and sounds. Speaking slower and in smaller phrases can help. Using picture cures or directions may also help. Stimuli: Please consider allowing my child to "move about" occasionally since sitting still for long periods of time can be very difficult for him/her. Even a 3-minute walk down the hallway and back (with a friend or aide) can help a lot. My child may get over-stimulated by loud noises, lights, strong tastes or textures, because of the heightened sensitivity to these things. Unstructured times (e.g., lunch, break, PE) may prove to be the most difficult for my child. Please try to help provide some guidance during these more difficult times. With lots of other children around, chaos and noise, it would be helpful if you would try to help my child find a quiet refuge to which he/she can go for a time-out. Visual Cues: Hand signals may be useful, especially to reinforce certain messages (e.g., "wait your turn" … “stop talking out of turn” … "speak more slowly or softly"). Most AS and HFA kids learn best with visual aids (e.g., picture schedules, written directions or drawings). Interruptions: When someone tries to help by finishing my child’s sentences or interrupting, he/she often has to go back and start over to get the train of thought back. At times, it may take more than few seconds for my youngster to respond to questions. My youngster needs to stop what he's/she’s thinking, put that somewhere, formulate an answer, and then respond. Please wait patiently for the answer, and encourage others to do the same. Otherwise, he/she will have to start over again. Eye Contact: Unlike most of us, forcing eye contact may break my child’s concentration. He/she may actually hear and understand you better if not forced to look directly at your eyes. At times, it looks as if my youngster is not listening to you when he/she really is. Don't assume that, because my youngster is not looking at you, that he/she is not hearing you. Social Skills and Friendships: Children with AS and HFA are often at greater risk for becoming victims of bullying by peers. This is influenced by a couple of factors: (1) AS and HFA children want to be included and/or liked so badly that they are reluctant to "tell" on the bully, fearing rejection from the perpetrator or other children; (2) there is a great likelihood that the response that the bully gets from the AS or HFA youngster reinforces this kind of behavior. Young people with AS and HFA often want to make friends, but don’t have a clue as to how to go about it. Identifying 1 or 2 empathetic children who can serve as "helpers" will help my youngster feel as though the world is a friendlier place. Talking with the other students in the class about AS and HFA may help – if done in a positive way (e.g., talking about the fact that many of us have challenges, and that the AS/HFA youngster’s challenge is that he/she can’t read social situations very well, just as others may need glasses or hearing aids). Routine: Please let my child know, if possible, when there will be a substitute teacher or a field trip occurring during regular school hours. Please let my youngster know of any anticipated changes as soon as you know about them, using picture or word schedules. Language: Sarcasm and humor are often not understood by my youngster. Even explanations of what is meant may not clarify, because the perspectives of AS and HFA kids can be unique and, at times, immovable. Although my child’s vocabulary and use of language may seem high, he/she may not know the meaning of what he/she is saying, even though the words sound correct. Organizational Skills: If necessary, please allow my child to copy the notes of other peers. Many AS and HFA kids have difficulty multi-tasking (e.g., listening to the teacher while reading the board and taking notes). It may be helpful to develop schedules (picture or written) for my child. My youngster lacks the ability of remember a lot of information – and how to retrieve that information for its use. Please post schedules and homework assignments on the board and make a copy for my child. Please make sure that assignments get put into my child’s backpack, because he/she can't always be counted on to get everything home without some help. Note: At times, some of my youngster's behaviors may irritate his/her peers – and you! Please know that this is normal and expected. Try not to let the difficult days color the fact that you are a wonderful teacher with a challenging situation. Nothing works all of the time, and some things may not work at all. Always feel free to share with me whatever you would like. I have heard it all before. It will not shock me or make me think less of you. Communication is the key, and by working together as a team, we can provide the best for my youngster. Thank you very much, _______________ (parent’s name) 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 COMMENTS: • Anonymous said… Awesome! • Anonymous said… Great! Need to bookmark it. • Anonymous said… I have been so worried about my son going to middle school. Thank you thank you thank you!!! • Anonymous said… I really like this Fact sheet for teachers, however I'm wondering since my son has not been officially tested and/diagnosed for either, would a teacher be reluctant to acknowledge something like this if I took it to her, or would she turn it away because he hasn't been medically diagnosed as such... Either way, He meets almost every one of these facts for the teacher to think about when it comes to him. I believe there is a new Headstart teacher at his school this year that he may possibly be placed with and she has a child herself with Autism... Maybe that extra experience with it will help? • Anonymous said… love it! check this out! and join this group if you aren't already following. • Anonymous said… SO enjoyed this article. • Anonymous said… Thank you for this guide sheet!!!! • Anonymous said… Thank you Thank you Thank you...I so needed this!!!! • Anonymous said… Thank you! This is very helpful! • Anonymous said… Thanks for posting this! Great stuff on here! I already reach out to my son's teachers and provide them with a copy of "A teachers guide to Asperger's syndrome". It's an excellent guide that covers many aspects of the syndrome and how to best assist them. • Anonymous said… Thanks! • Anonymous said… there's some wonderful pointers in here... • Anonymous said… This is an awesome general list to get a teacher started! • Anonymous said… This is an excellent fact sheet to help with the teacher getting to know my son. Thank you! • Anonymous said… This is awesome! Thank you! • Anonymous said… this is excellent!! • Anonymous said… Totally just used it. Emailed it off to his teacher as it applied to my boy almost perfectly! Thank you! • Anonymous said… Very valuable tool! • Anonymous said… Wish I had this before my son started junior school... I ended up moving him to a new school and he is very happy now. * Anonymous said... I can’t tell you HOW MUCH I appreciate this. Our son (age 10) has AS and we had a very painful 4th grade experience and unnecessary difficult teacher; even through developing his IEP. We are excited about a new fresh school year and I’m very appreciative to be able to use your provided letter and personalize it to our son and share it with his new teachers. * Anonymous said... Many of these suggestions are quick and easy, and can reduce or prevent classroom disruption. My daughter has caused a lot of disruption in the past, and I am glad that this seems to be a great list of strategies that the teacher could use if he or she sees fit to do so. If you have ever gotten a call from a teacher who doesn't know what to do with your child then you begin to understand how this can help. • Anonymous said… This is the best, concise Fact Sheet I have found. I used it last year, and plan to this year. Thank you so much for making this available. It can help with anyone in authority that helps with your child. IE, coaches, Pastors, Other Parents, etc. Thanks. • Anonymous …Hi I am so thankful to the creator of this blog....this letter will be helpful to my sons new school teachers. I have adopted my son {at age 3 1/2} I believe he has High Functioning Autism {hoever his Dr. refuse to give him this diagnosis even though all the symptoms are ther per the materials I have researched} He is now 11 soon to be 12 and the Dr. has given him the diagnosis of ADD and Sensory disorder but it's more than that and for years my Mother has said he acts Autistic as have I. He will be ttending a new school as a 6th grader and I was so worried with how to inform his teachers about his behaviors and tics...but this letter has made me feel so relieved in getting the issues accross to the teachers. He struggled so hard in 5th grade and was so overwhelmed and frustrated that I became overwhelmed and frustrated. Looking forward to a great school year this year. • Anonymous …Thank you so much for providing this fact sheet. I'm going to use for all caregivers involved with my son. This will make it easier for all involved especially my son! God bless you! Please post your comment below…

Autism is a group of developmental brain disorders collectively called autism spectrum disorders, or ASD. Dr. Craig Erickson, a psychiatrist and assistant…

"I may face extra challenges... but I wouldn't have it any other way. It's just who I am."

Do you think you have Asperger's? Here's Asperger's Syndrome Test to know if you actually suffer from it. This self-assessment gives quick results!

Samantha Craft discusses the concept of "bottom up" processing, which is common amongst people with Asperger's or otherwise on the autism spectrum.

"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.

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Cómo reconocer el trastorno de Asperger en un niño pequeño. Según la versión más reciente del DSM, el trastorno de Asperger ya no se considera como un diagnóstico oficial (aunque aún es práctico usar el término); en lugar de ello, sus...

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

When my 15y/o son with autism (high functioning) meets with disappointment, and when things don't go just as he wants them to, he has his meltdown …then it is so difficult to get him redirected back to doing what he should be doing. Are there any tips you can give me about how to try to get him back on track, to help him accept that something didn't work out or that he can't do or have something he really wanted? Click here for the answer...

A behind-the-scene look at the life of Hans Asperger.

Cuando el alumno con S.A. llega al instituto ha de enfrentarse a dos desafíos simultáneos: por un lado, la entrada en una nueva etapa evolutiva, la ad

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

Eine Bindung zu einem Autisten aufbauen. Vielleicht kennst du eine autistische Person, willst sie verstehen und dich mit ihr anfreunden. Das kann eine Herausforderung sein, denn Autismus (auch Asperger-Syndrom) zeichnet sich durch...

Depuis quelques semaines, je vois passer sur mes écrans une publicité des opticiens Krys dont les mots me plaisent beaucoup :) Non pour leur visée commerciale (je ne porte pas de lunettes :P ), mai…

By Rebecca Burgess, translated in Spanish by Jennifer Del Valle. English version

symptoms of Asperger’s syndrome in children - 1. Difficulties with social interaction and communication 2. Repetitive behaviours and rigid routines

"Any advice on how to deal with separation anxiety in a child with high functioning autism? Dropping him off at school is a nightmare!" You used to leave your high-functioning autistic (HFA) child with loved ones or drop him off at school with a kiss on the cheek and a quick wave goodbye. Clingy behavior seemed to be a problem only for other children. But, now your goodbyes trigger tears or tantrums – or both. If your youngster's clingy behavior seems intense or prolonged (especially if it interferes with school or other daily activities), you will want to address this situation sooner than later, because the longer it goes on, the worse it gets and the tougher it is to treat. Each youngster handles stress differently, so the causes of clingy behavior will be different for each boy or girl. A parent's job is to play detective and figure out what's causing clingy behavior. Sometimes clinginess may be triggered by situations such as: bullying family stress new child care situation new home new school new sibling Keep in mind that the goal here is for your child to learn to cope with life without you, however long it takes. Here are a few parenting tips that help make goodbyes less stressful: 1. Ask your child if there is anything worrying him (e.g., bullying, illness, bereavement, etc.). Try to identify what might be causing the clinginess and describe his feelings so he begins to understand it. By describing his feelings and expressing your own feelings of wanting to be there for him, he will feel understood and be less likely to need your physical presence as reassurance. 2. Teach how to "talk to the fear." Help your youngster name the feeling (e.g., "I'm afraid"). Then, teach him how to talk back to the fear so he is in charge of the fear and not the other way around. The trick is to have him practice telling himself he'll be okay to build confidence (e.g., "Go away fear, leave me alone. Mom will come back."). ==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder 3. Kids on the autism spectrum (as with all kids) build self-confidence through mastering new tasks and contributing to their environment in a helpful way. Create tasks that your youngster can help you with at home (e.g., setting the table, cooking, cleaning up, etc.). The more confident a youngster feels in her abilities, the more secure she will feel in ANY environment. 4. When kids exhibit clingy behavior, it is generally viewed as a positive sign that they feel close and secure in the parent’s care and go to the parent for comfort when they are feeling distress. Responding to clingy behavior by ignoring or punishing it may make your youngster less likely to come to you when he is feeling afraid or vulnerable. 5. Some moms and dads find it easier to sneak out when their son or daughter has a hard time or throws a tantrum each time they leave. But, this will only increase your youngster’s anxiety and clinginess, because she will be afraid to engage in any activity too long for fear that you may sneak out and disappear at any moment. 6. Find people your child trusts (e.g., neighbor, relative, friend, etc.) who know your youngster's quirks, routines, likes and dislikes. Gradually stretch separation times, and slowly broaden your youngster's "inner security circle." 7. If you're leaving your youngster at home or in another familiar environment, give him a gentle goodbye – then go! Encourage your youngster's caregiver to distract him or engage him in a new activity right away. If you're leaving your youngster in a new environment, you might play with him for a few minutes to ease the transition. When you leave, remind him that you'll be back. Be specific about when you'll return (e.g., "after school"). 8. Give your youngster something to look forward to. Discuss something fun that will happen while you're gone. 9. Make things more predictable for your youngster by making the schedule or routine as concrete as possible. Although you know your youngster’s schedule, she may not. HFA kids don’t have a clear sense of time, live mostly in the here and now, and have shorter memory spans. Using pictures to depict their weekly schedule (especially when it changes every 2 to 3 days), telling them what to expect next, and reminding them when you will be available to spend time with them (e.g., "Remember, our special snack time is after school") will help reduce anxiety by bringing a sense of orderliness and structure to their day. 10. Socializing with kids the same age can help these young people develop attachments to their peers and can build social skills necessary for interacting with people outside of the immediate family. Set up regular play dates with a friend of your youngster’s choice from school, or schedule a class or weekly trips to the park. 11. Keep the crying and tantrums in perspective. Your youngster's tears and anger are an attempt to keep you from leaving. When you're gone, the tears and anger aren't likely to last long (especially once your youngster is engaged in a new activity). ==> Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder 12. Studies reveal that kids whose mom or dad prepared them for a separation were able to leave the parent far easier and protested far less than those not prepared. So, for example, drive by the birthday party in advance, go meet the new teacher before the first school day, take an online tour of the school before the move, and so on. 13. Leave a special reminder. Offer a blanket, stuffed animal or other comforting object for your youngster to hold while you're gone. 14. Practice saying goodbye. Do some role-playing. Eventually your youngster will learn that he can count on you to return, just as you did in the role-play. 15. Create "goodbye" rituals. Create a special kiss, or provide a special pebble or key chain to put in his pants pocket, then explain that when he touches the item, it means you're thinking of him. 16. Praise your youngster for tasks or activities that she is able to do independently (e.g., household chores, playing nicely on her own or with friends, etc.). Praising your youngster for doing things independently sends the message that she is capable of doing things for herself and should feel confident without your close supervision and guidance. 17. Some kids on the spectrum feel a constant need for affection because they are not sure when or if the attention will be available. Schedule 5 to 10 minutes every day when you can provide your youngster with undivided attention (i.e., no computer, T.V., cell phones, etc.). 18. Use a consistent phrase when saying goodbye (e.g., “I’ll see you again shortly”). Be brief, don’t linger, and don’t overreact if your youngster gets upset after saying goodbye. Overreacting will only feed into his anxiety and make it worse, while lingering will increase the likelihood that he will continue to sulk or seek your attention to prolong your stay each time. 19. Occasionally, you may need to stay with your youngster during social activities. Play with her and her peers until she is comfortable playing on her own. Be available during play dates to teach and model social skills, respond to conflict, and monitor situations that may cause stress or anxiety. 20. Use social stories, drawings, and other creative approaches appropriate to your youngster’s age to explain what he is thinking and feeling when you leave him somewhere. 21. Parental anxiety feeds into your youngster’s anxiety, so curb your anxiety and watch how you react. Kids can catch our fears. 22. Time your departure carefully. Your youngster may be more likely to have a tantrum when you leave if she is tired, hungry or restless. When possible, leave when your youngster is fed and rested. 23. Recruit one of your child’s peers to support him (e.g., peer comes to your house and walks with your child to school). 24. Develop a plan for gradual separation whereby you gradually shorten the period of time you spend saying goodbye – and increase the amount of time apart. 25. Avoid over-protection and too much reassurance. Always rescuing or being overprotective robs your youngster of confidence. The key is to find the balance between pushing and protecting. 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

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Background K. is six years old and attends a special school. He has difficulties with transitions which cause him stress. He also requires support with emotional regulation. He likes completing his work and has a particular interest in Thomas the Tank Engine. K. can become stressed and dysregulated when he transitions to a different play …

Eine Bindung zu einem Autisten aufbauen. Vielleicht kennst du eine autistische Person, willst sie verstehen und dich mit ihr anfreunden. Das kann eine Herausforderung sein, denn Autismus (auch Asperger-Syndrom) zeichnet sich durch...