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.
À l'occasion de la journée nationale dédiée au syndrome d'Asperger, le 18 février 2014, découvrez une infographie pour mieux comprendre ce syndrome.
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
This list is meant as a springboard for discussion and more awareness into the female experience with autism.By Samantha CraftFemales with Autism: An Unofficial ListSection A: Deep Thinkers A deep thinker A prolific writer drawn to poetry *Highly intelligent Sees things at multiple levels, including her own thinking processes Analyzes existence, the meaning of life, and everything, continually Serious and matter-of-fact in nature Doesn’t take things for granted Doesn’t simplify Everything is complex Often gets lost in own thoughts and “checks out” (blank stare)Section B: Innocent Naïve Honest Experiences trouble with lying Finds it difficult to understand manipulation and disloyalty Finds it difficult to understand vindictive behavior and retaliation Easily fooled and conned Feelings of confusion and being overwhelmed Feelings of being misplaced and/or from another planet Feelings of isolation Abused or taken advantage of as a child but didn’t think to tell anyoneSection C: Escape and Friendship Survives overwhelming emotions and senses by escaping in thought or action Escapes regularly through fixations, obsessions, and over-interest in subjects Escapes routinely through imagination, fantasy, and daydreaming Escapes through mental processing Escapes through the rhythm of words Philosophizes, continually Had imaginary friends in youth Imitates people on television or in movies Treated friends as “pawns” in youth; e.g., friends were “students” “consumers” “members” Makes friends with older or younger females more so than friends her age (often in young adulthood) Imitates friends or peers in style, dress, attitude, interests, and manner (sometimes speech) Obsessively collects and organizes objects Mastered imitation Escapes by playing the same music over and over Escapes through a relationship (imagined or real) Numbers bring ease (could be numbers associated with patterns, calculations, lists, time and/or personification) Escapes through counting, categorizing, organizing, rearranging Escapes into other rooms at parties Cannot relax or rest without many thoughts Everything has a purposeSection D: Comorbid Attributes OCD (Obsessive Compulsive Disorder) Sensory Issues (sight, sound, texture, smells, taste) (might have Synthesia) Generalized Anxiety Sense of pending danger or doom Feelings of polar extremes (depressed/over-joyed; inconsiderate/over-sensitive) Poor muscle tone, double-jointed, and/or lack in coordination (may have Ehlers Danlos Syndrome and/or Hypotonia and/or POTS syndrome) Eating disorders, food obsessions, and/or worry about what is eaten Irritable bowel and/or intestinal issues Chronic fatigue and/or immune challenges Misdiagnosed or diagnosed with a mental illness Experiences multiple physical symptoms, perhaps labeled “hypochondriac” Questions place in the world Often drops small objects Wonders who she is and what is expected of her Searches for right and wrong Since puberty has had bouts of depression (may have PMDD) Flicks/rubs fingernails, picks scalp/skin, flaps hands, rubs hands together, tucks hands under or between legs, keeps closed fists, paces in circles, and/or clears throat oftenSection E: Social Interaction Friends have ended friendship suddenly (without female with AS understanding why) and/or difficult time making friends Tendency to overshare Spills intimate details to strangers Raised hand too much in class or didn’t participate in class Little impulse control with speaking when younger Monopolizes conversation at times Brings subject back to self Comes across at times as narcissistic and controlling (is not narcissistic) Shares in order to reach out Often sounds eager and over-zealous or apathetic and disinterested Holds a lot of thoughts, ideas, and feelings inside Feels as if she is attempting to communicate “correctly” Obsesses about the potentiality of a relationship with someone, particularly a love interest or feasible new friendship Confused by the rules of accurate eye contact, tone of voice, proximity of body, body stance, and posture in conversation Conversation are often exhausting Questions the actions and behaviors of self and others, continually Feels as if missing a conversation “gene” or thought-filter Trained self in social interactions through readings and studying of other people Visualizes and practices how she will act around others Practices/rehearses in mind what she will say to another before entering the room Difficulty filtering out background noise when talking to others Has a continuous dialogue in mind that tells her what to say and how to act when in a social situation Sense of humor sometimes seems quirky, odd, inappropriate, or different from others As a child it was hard to know when it was her turn to talk Finds norms of conversation confusing Finds unwritten and unspoken rules difficult to grasp, remember, and applySection F: Finds Refuge when Alone Feels extreme relief when she doesn’t have to go anywhere, talk to anyone, answer calls, or leave the house but at the same time will often harbor guilt for “hibernating” and not doing “what everyone else is doing” One visitor at the home may be perceived as a threat (this can even be a familiar family member) Knowing logically a house visitor is not a threat, but that doesn’t relieve the anxiety Feelings of dread about upcoming events and appointments on the calendar Knowing she has to leave the house causes anxiety from the moment she wakes up All the steps involved in leaving the house are overwhelming and exhausting to think about She prepares herself mentally for outings, excursions, meetings, and appointments, often days before a scheduled event OCD tendencies when it comes to concepts of time, being on time, tracking time, recording time, and managing time (could be carried over to money, as well) Questions next steps and movements, continually Sometimes feels as if she is on stage being watched and/or a sense of always having to act out the “right” steps, even when she is home alone Telling self the “right” words and/or positive self-talk (CBT) doesn’t typically alleviate anxiety. CBT may cause increased feelings of inadequacy. Knowing she is staying home all day brings great peace of mind Requires a large amount of down time or alone time Feels guilty after spending a lot of time on a special interest Uncomfortable in public locker rooms, bathrooms, and/or dressing rooms Dislikes being in a crowded mall, crowded gym, and/or crowded theaterSection G: Sensitive Sensitive to sounds, textures, temperature, and/or smells when trying to sleep Adjusts bedclothes, bedding, and/or environment in an attempt to find comfort Dreams are anxiety-ridden, vivid, complex, and/or precognitive in nature Highly intuitive to others’ feelings Highly empathetic, sometimes to the point of confusion Takes criticism to heart Longs to be seen, heard, and understood Questions if she is a “normal” person Highly susceptible to outsiders’ viewpoints and opinions At times adapts her view of life or actions based on others’ opinions or words Recognizes own limitations in many areas daily, if not hourly Becomes hurt when others question or doubt her work Views many things as an extension of self Fears others opinions, criticism, and judgment Dislikes words and events that hurt animals and people Collects or rescues animals (often in childhood) Huge compassion for suffering (sometimes for inanimate objects/personification) Sensitive to substances (environmental toxins, foods, alcohol, medication, hormones, etc.) Tries to help, offers unsolicited advice, or formalizes plans of action Questions life purpose and how to be a “better” person Seeks to understand abilities, skills, and/or giftsSection H: Sense of Self Feels trapped between wanting to be herself and wanting to fit in Imitates others without realizing it Suppresses true wishes (often in young adulthood) Exhibits codependent behaviors (often in young adulthood) Adapts self in order to avoid ridicule Rejects social norms and/or questions social norms Feelings of extreme isolation Feeling good about self takes a lot of effort and work Switches preferences based on environment and other people Switches behavior based on environment and other people Didn’t care about her hygiene, clothes, and appearance before teenage years and/or before someone else pointed these out to her “Freaks out” but doesn’t know why until later Young sounding voice Trouble recognizing what she looks like and/or has occurrences of slight prosopagnosia (difficulty recognizing or remembering faces) Feels significantly younger on the inside than on the outside (perpetually twelve)Section I: Confusion Had a hard time learning that others are not always honest Feelings seem confusing, illogical, and unpredictable (self’s and others’) Confuses appointment times, numbers, and/or dates Expects that by acting a certain way certain results can be achieved, but realizes in dealing with emotions, those results don’t always manifest Spoke frankly and literally in youth Jokes go over the head Confused when others ostracize, shun, belittle, trick, and betray Trouble identifying feelings unless they are extreme Trouble with emotions of hate and dislike Feels sorry for someone who has persecuted or hurt her Personal feelings of anger, outrage, deep love, fear, giddiness, and anticipation seem to be easier to identify than emotions of joy, satisfaction, calmness, and serenity Difficulty recognizing how extreme emotions (outrage, deep love) will affect her and challenges transferring what has been learned about emotions from one situation to the next Situations and conversations sometimes perceived as black or white The middle spectrum of outcomes, events, and emotions is sometimes overlooked or misunderstood (all or nothing mentality) A small fight might signal the end of a relationship or collapse of world A small compliment might boost her into a state of blissSection J: Words, Numbers, and Patterns Likes to know word origins and/or origin of historical facts/root cause and foundation Confused when there is more than one meaning (or spelling) to a word High interest in songs and song lyrics Notices patterns frequently Remembers things in visual pictures Remembers exact details about someone’s life Has a remarkable memory for certain details Writes or creates to relieve anxiety Has certain “feelings” or emotions towards words and/or numbers Words and/or numbers bring a sense of comfort and peace, akin to a friendship(Optional) Executive Functioning & Motor Skills This area isn’t always as evident as other areas Simple tasks can cause extreme hardship Learning to drive a car or rounding the corner in a hallway can be troublesome New places offer their own set of challenges Anything that requires a reasonable amount of steps, dexterity, or know-how can rouse a sense of panic The thought of repairing, fixing, or locating something can cause anxiety Mundane tasks are avoided Cleaning self and home may seem insurmountable Many questions come to mind when setting about to do a task Might leave the house with mismatched socks, shirt buttoned incorrectly, and/or have dyslexia and/or dysgraphia A trip to the grocery store can be overwhelming Trouble copying dance steps, aerobic moves, or direction in a sports gym class Has a hard time finding certain objects in the house but remembers with exact clarity where other objects are; not being able to locate something or thinking about locating something can cause feelings of intense anxiety (object permanence challenges), even with something as simple as opening an envelopeThis unofficial checklist can be copied for therapists, counselors, psychiatrists, psychologists, professors, teachers, and relatives, if Samantha Craft’s name and contact information remain on the print out. This list was created in 2012 and updated in May, 2016.Disclaimer: This is my opinion and based on my experience after 12 years of researching about autism and being officially diagnosed with Asperger’s Syndrome. It is not meant to replace the DSM-V Autism Spectrum Disorder definition nor is this list meant to serve as an official diagnostic tool. Hundreds of women have used this list in conjunction with the DSM-IV or DSM-V and a professional mental health professional’s guidance. It is also based on 4.5 years of communicating almost daily with those that are diagnosed with autism and some that believe themselves to be on the spectrum. It is not all inclusive. Some will fit into categories and not be autistic/Asperian. This is meant as a springboard for discussion and more awareness into the female experience with autism.This is an unofficial checklist created by an adult female with Asperger’s Syndrome (AS) who has a son with Asperger’s Syndrome. Samantha Craft has a Masters Degree in Education. Samantha Craft does not hold a doctorate in Psychiatry or Psychology. She has a life-credential as a result of being a female with Asperger’s Syndrome and being a parent of a child with Asperger’s Syndrome. She has created this list in an effort to assist health professionals in recognizing Asperger’s Syndrome in females—for in-depth information regarding females with AS refer to Craft’s book Everyday Aspergers.This post is courtesy of Samantha Craft. Her original post can be viewed here. Samantha Craft is author of the book Everyday Aspergers: A Journey on the Autism Spectrum. Take a look inside Everyday Aspergers.Related Blog: Ten Ways to Help Your Autistic Loved OneTop Ten Signs You Have AspergersThe Art of Autism realizes many people come to this page with the questions, Do I have Autism? or Do I have Aspergers? We recommend diagnosis by a professional. There are a couple of popular online quizzes which will give you an indication if you are on the spectrum: The Aspie Quiz Autism Spectrum Quotient online testHeader Art Work: Artist
The signs of high functioning autism are more subtle than classic autism and may go unnoticed until your child is older and there are more social demands.
Is it the autism or just bad behavior? It’s hard to know for sure, but if you struggle with autism and discipline, we’re sharing 13 practical tips to teach you how to discipline an autistic child at home and in the classroom.
I invite you to take a look inside of my book Everyday Aspergers. Take a look here. (I just deleted an entire paragraph explaining why I am uncomfortable with self-promotion. I’ll spare you the det…
What are some of the characteristics of students with Asperger's? Check out from this infographic on how student's with Asperger's behave in class or generally in their surroundings
El síndrome de Asperger (en adelante, SA) es un trastorno del espectro del autismo que implica la alteración cualitativa del desarrollo social y comunicativo,
Download this free illustration of Autism Infinity Symbol from Pixabay's vast library of royalty-free stock images, videos and music.
Autism spectrum disorder can affect the way a person interacts, communicates, and behaves. Check out our quiz to determine if you may need to be evaluated or screened for autism.
Características generales de los niños con Asperger. Diferencias entre niños con trastornos del espectro autista y niños con Asperger
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Approximately 80% of grown-ups with Aspergers and High Functioning Autism (HFA) do not have full-time jobs – not because they can’t do the work, but because they often have difficulty being socially acceptable while they get the work done. Bad Jobs for Individuals with Aspergers— Air traffic controller -- Information overload Airline ticket agent -- Deal with mad individuals when flights are cancelled Cashier -- making change quickly puts too much demand on short-term working memory Casino dealer -- Too many things to keep track of Futures market trader -- Totally impossible Receptionist and telephone operator -- Would have problems when the switch board got busy Short order cook -- Have to keep track of many orders and cook many different things at the same time Taking oral dictation -- Difficult due to auditory processing problems Taxi dispatcher -- Too many things to keep track of Waitress -- Especially difficult if have to keep track of many different tables Good Jobs for Visual Thinkers— Animal trainer or veterinary technician -- Dog obedience trainer, behavior problem consultant Automobile mechanic -- Can visualize how the entire car works Building maintenance -- Fixes broken pipes, windows and other things in an apartment complex, hotel or office building Building trades -- These jobs make good use of visual skills but some individuals will not be able to do them well due to motor and coordination problems. Commercial art -- Advertising and magazine layout can be done as freelance work Computer animation -- Visual thinkers would be very good at this field, but there is more competition in this field than in business or industrial computer programming. Computer programming -- Jobs available especially in industrial automation, software design, business computers, communications and network systems Computer-troubleshooter and repair -- Can visualize problems in computers and networks Drafting -- Engineering drawings and computer aided drafting. This job can offer many opportunities. Drafting is an excellent portal of entry for many interesting technical jobs. Equipment designing -- Many industries, often a person starts as a draftsman and then moves into designing factory equipment Factory maintenance -- Repairs and fixes factory equipment Handcrafts of many different types such as wood carving, jewelry making, ceramics, etc. Laboratory technician -- Who modifies and builds specialized lab equipment Photography -- Still and video, TV cameraman can be done as freelance work Small appliance and lawnmower repair -- Can make a nice local business Video game designer -- Jobs are scarce and the field is overcrowded. Web page design -- Find a good niche market can be done as freelance work Good Jobs for Non-Visual Thinkers— Accounting -- Get very good in a specialized field such as income taxes Bank Teller -- Very accurate money counting, much less demand on short-term working memory than a busy cashier who mostly makes change quickly Clerk and filing jobs -- knows where every file is Computer programming -- Less visual types can be done as freelance work Copy editor -- Corrects manuscripts. Many individuals freelance for larger publishers Engineering -- Electrical, electronic and chemical engineering Inventory control -- Keeps track of merchandise stocked in a store Journalist -- Very accurate facts, can be done as freelance Laboratory technician -- Running laboratory equipment Library science -- reference librarian. Help individuals find information in the library or on the Internet. Physicist or mathematician -- There are very few jobs in these fields. Only the very brilliant can get and keep jobs. Statistician -- Work in many different fields such as research, census bureau, industrial quality control, U.S. Dept. of Agriculture, etc. Taxi driver -- Knows where every street is Telemarketing -- Get to repeat the same thing over and over, selling on the telephone. Noisy environment may be a problem. In telephone sales, you avoid many social problems. Tuning pianos and other musical instruments, can be done as freelance work Jobs for Nonverbal Individuals with Aspergers— Copy shop -- Running photocopies. Printing jobs should be lined up by somebody else. Data entry -- If the person has fine motor problems, this would be a bad job Factory assembly work -- Especially if the environment is quiet Fast food restaurant -- Cleaning and cooking jobs with little demand on short-term memory Janitor jobs -- Cleaning floors, toilets, windows and offices Lawn and garden work -- Mowing lawns and landscaping work Plant care -- Water plants in a large office building Recycling plant -- Sorting jobs Re-shelving library books -- Can memorize the entire numbering system and shelf locations Restocking shelves -- In many types of stores Warehouse -- Loading trucks, stacking boxes Many adults with Aspergers and HFA have a hard time finding jobs now. What will the jobless rate be for that group when — if current statistics are correct — the 1 in 50 children who have Aspergers try to become employed? As it is now, lots of adults with Aspergers are looking for full-time jobs, but their gifts are not recognized. ==> Living With Aspergers: Help for Couples COMMENTS: • Anonymous said... As a spouse of an aspie for 24 years, working together I a business, it becomes terribly demoralising when you are ways wrong and told why. The comment in here about that was liberating to me to realise that it is a trait, not me just being useless. • Anonymous said... I believe my father is an undiagnosed Asperger, he dominates conversation, is always right and inflexible, he goes on and on about himself and his current interests..my mom and he have been married 60 years..God bless her soul..but I also will try to keep in mind that he cannot help it..and I shall just listen respectfully..too late for him to get any sort of social therapy. • Anonymous said... I was taught to hide the outward behaviors of this disorder. In my mother's defense, they WOULD take kids, put helmets on em on a state home, back then. Thankfully, there's a bit more understanding now. I still struggle with shame and guilt. And it's pretty automatic to mask behaviors. *shrug it's a Spectrum. We are a wide range of supra-normal behaviors • Anonymous said... I wish I would've known about my Asperger Syndrome prior to going to college. I would've done something much different. • Anonymous said... I'm a teacher. And a bloody good one. And I have Asperger Syndrome. Remember it's a spectrum. Think of teaching as the effective transition of information to achieve the maximum effect (progress). • Anonymous said... im studying to be a teacher!!! oh gward... • Anonymous said... there are no best and worst jobs. autistics are individuals with a very wide variety of talents, skills and interests. the best job for any one person is not the best job for another. likewise with worst jobs. if anything, the best thing for an autistic to do is to not follow typical expectations and standards and do what works best for him or her. Post your comment below…
Welcome to the Asperger's Test Site. The site is devoted to helping everyone get a free online diagnosis for Asperger's Syndrome along with help and support
Perfect for kids with autism and sensory sensitivities, this is a great collection of tips and tools to teach you how to calm an autistic child quickly!
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In de Hulpgids Aspergersyndroom gaat Tony Attwood, Australisch psycholoog en Aspergerkenner, in vijftien hoofdstukken in op recente inzichten in diverse aspecten van het autismespectrum, met een du…
My experience as an autistic mother of a child with severe autism. Autism mom blog.
Download a FREE PRINTABLE autism symptoms checklist to know the signs of autistic disorder in toddlers as soon as possible.
Understand the difference between chronological and developmental age in Asperger's. Explore the link to failure to launch syndrome.
Voici une affiche à imprimer pour expliquer aux enfants ce qu’est l’empathie. Parents, profs, éducateurs et éducatrices, bibliothécaires, vous pouvez imprimer cette affiche gratuitement à des fins éducatives. Aucune utilisation commerciale ne sera permise. Vous pouvez la télécharger ici. Pour voir mes autres affiches […]
From developing fine motor skills, letter and number recognition, sight words, sorting, sequencing, reading, and math, these task boxes for autism tasks will help develop important life skills and beyond!
Behavioral rigidity refers to a child’s difficulty maintaining appropriate behavior in new and unfamiliar situations. The opposite of rigidity would be flexibility, which enables children to shift effortlessly from task to task in the classroom, from topic to topic in conversation, from one role to another in games, etc. Rigidity can also affect thinking. Cognitive rigidity occurs when the child is unable to consider alternatives to the current situation, alternative viewpoints, or innovative solutions to a problem. The child with rigid thinking tends to view things in “either-or” terms (e.g., things are either right or wrong, good or bad). He or she wants concrete, black and white answers. The “gray areas” of life are very uncomfortable (e.g., often has an exact way of doing things with no variations). Children with High-Functioning Autism (HFA) often demonstrate extreme forms of rigidity or inflexibility. This may manifest itself as difficulty with (a) ending an intense emotional feeling, (b) making transitions during the school day (e.g., from lunch back to the classroom), and (c) tolerating changes in schedules or everyday routines. Rigidity and Defiance in Kids with High-Functioning Autism Here is a 3-step process for helping your HFA child with his/her rigidity issues: Step 1— Realizing that your HFA youngster will not be a good observer of her behavior is your first step. She will not know what to do in certain situations, because she doesn't understand how the world works. Not knowing what to do usually results in anxiety that leads to additional ineffective and inappropriate actions. HFA behavior is usually a result of this anxiety, which leads to difficulty moving on and letting go of an issue, and "getting stuck" on something. This is “rigidity,” and it is the most common reason for behavioral problems. Reasons for rigidity may include the following: A misunderstanding or misinterpretation of another's action A violation of a rule or ritual (i.e., changing something from the way it is “supposed” to be) Anxiety about a current or upcoming event Attention difficulties Difficulty transitioning from one activity to another Immediate gratification of a need Lack of knowledge about how something is done Sensory sensitivities The need to avoid or escape from a non-preferred activity (e.g., doing Math homework) The need to control a situation The need to engage in - or continue - a preferred activity (e.g., an obsessive action or fantasy) ==> Teaching Social Skills and Emotion Management Step 2— Often times, parents of children with HFA do not fully understand what their youngster is thinking, how he interprets the world, and how his deficits cause problems. After their child receives an official diagnosis, parents often rush into action before collecting enough information about the disorder. If they don’t learn about the ins-and-outs of the disorder, parents may very likely do the wrong thing. So, the second step in effectively dealing with rigidity is to understand some of the associated theories on HFA. Below are the prominent theories that will shed light on this topic: Cortisol Deficit: According to researchers, cortisol (the body’s stress hormone) may be a key factor in understanding HFA. Cortisol is one of several stress hormones that acts similar to a “red alert” that is triggered by stressful circumstances, which helps the individual to react quickly to changes. In “typical” children, there is a two-fold increase in levels of cortisol within 30 minutes of waking up, with levels gradually declining during the day as part of the internal body clock. One study found that children with HFA didn’t have this peak, although levels of cortisol still decreased during the day as normal. This difference in stress hormone levels may be highly significant in explaining why kids on the autism spectrum are less able to react and cope with unexpected change. The study suggests that these young people may not adjust normally to the challenge of a new environment on waking, which may affect the way they subsequently engage with the world around them. By viewing the symptoms of HFA as a “stress response” rather than a “behavior problem” can help parents and teachers develop techniques for avoiding circumstances that may cause anxiety in kids with the disorder. Executive Dysfunction: Executive function theory deals with impulse control, inhibition, mental flexibility, planning, the initiation and monitoring of action, and working memory. This theory explains some of the symptoms of HFA. For instance, poor social interaction may be due to a defect in cognitive shifting, which is a vital part of executive function. Also, repetitive and restricted behavior observed in young people on the autism spectrum may be explained due to executive dysfunction. Brain Dysregulation: Another theory suggests that the brains of children on the autism spectrum are structurally normal, but “dysregulated.” In other words, there is an impaired regulation of a bundle of neurons in the brain stem that processes sensory signals from all areas of the body. Weak Central Coherence: Weak central coherence theory describes the inability to understand the context of a situation or to see the “big picture.” This might explain common behaviors found in HFA children (e.g., repetitiveness, focusing on parts of objects, persistence in behaviors related to details, etc.). Theory of Mind Deficit: Theory of mind is the intuitive understanding of your mental state, and the mental state of other people (e.g., emotions, thoughts, beliefs, perceptions, knowledge, intentions and desires) – and of how those mental states influence behavior. Kids with HFA have difficulty understanding others thoughts, which according to this theory, is the core cognitive deficit. ==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder Step 3— The following strategy is your third step for dealing with rigidity, and can be used with a variety of activities (e.g., chores and homework). There are two main parts to this strategy: 1) practicing in small steps, and 2) providing praise based on effort. Practicing in small steps: The first part of this strategy is the use of subgoals. Setting a subgoal helps the youngster focus. In any activity, watch for him to begin to lose interest, become bored, get frustrated, or become distracted. At that point, set a subgoal that requires him to attend only slightly longer than he initially desires. For a 5-year-old, this may mean a subgoal that can be completed in 30 seconds. For a 10-year-old, a subgoal that lasts 3 minutes may be more appropriate. The goal is to give the youngster brief practice in “being patient with the process” without overloading him by extensive demands. Providing praise based on effort: Whenever the youngster puts in "a little extra effort" or works beyond the frustration point, the second part of the strategy can be employed. This is “praise based on effort” instead of “praise based on level of performance.” Usually, moms and dads focus on their youngster’s “productivity” rather than focusing on “the amount of energy the youngster had to devote to the activity.” When using praise, acknowledge the amount of “applied effort,” and point out that the youngster’s “attempt at being productive” paid off (e.g., "You worked very hard and trying to solve that Math problem!"). If you build pride in this extra effort, rigidity will likely lessen. ---------- Here are two specific examples of how to apply this strategy: If your youngster is helping you fold clothes and begins to lose interest or focus, you can assign a very small number of clothing items to be folded before she takes a break. This minimizes the frustration and the amount of distraction. Once your youngster makes this extra effort, use “praise based on effort” in order to build pride. This strategy can be used even when she is not “successful” (e.g., doesn’t finish folding all the clothes). Any extra “pride in effort” is likely to reduce rigidity and attention difficulties. If your youngster is working on a lengthy Math assignment and shows signs of frustration or boredom, set a subgoal that requires completion of only a couple more problems before taking a short break. This should help minimize angry outbursts and distraction. Next, use encouragement, rewards, or loss of privileges in order to get your youngster to focus slightly longer. If your child has an angry outburst when the subgoal is set, give him an opportunity to take a “time-out” before working. He can choose to either work on the subgoal, or to go to a designated area until he calms down (e.g., "You can finish your Math assignment now, or take a time-out and finish it in a few minutes”). However, make it clear that once he has calmed down, the only choice is to return to work on the subgoal. This provides your youngster a chance for an outlet for his frustration, but it also sets clear limits so that he must eventually complete the subgoal. This will also help you limit your “lectures about the importance of completing homework.” The strategy described in Step 3 will have the most impact if it is used daily. Look for opportunities involving homework, chores, or play activities. Look for every chance to build pride and “effort.” Pay less attention to “productivity” or “successful completion” of activities/tasks. ==> Need tips on how to handle your child's fixations and obsessions? You'll find more than you'll need right here... Resources for parents of children and teens on the autism spectrum: ==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder ==> Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder ==> Launching Adult Children with Autism Spectrum Disorder: Guide for Parents Who Want to Promote Self-Reliance ==> Teaching Social-Skills and Emotion-Management to Children with Autism Spectrum Disorder ==> Parenting Children and Teens with High-Functioning Autism: Parents' Comprehensive Handbook ==> Unraveling the Mystery Behind High-Functioning Autism: Audio Book ==> Crucial Research-Based Parenting Strategies for Children and Teens with High-Functioning Autism More articles for parents of children and teens on the autism spectrum: Social rejection has devastating effects in many areas of functioning. Because the ASD child tends to internalize how others treat him, rejection damages self-esteem and often causes anxiety and depression. As the child feels worse about himself and becomes more anxious and depressed – he performs worse, socially and intellectually. Click here to read the full article… --------------------------------------------------------------- Meltdowns are not a pretty sight. They are somewhat like overblown temper tantrums, but unlike tantrums, meltdowns can last anywhere from ten minutes to over an hour. When it starts, the Asperger's or HFA child is totally out-of-control. When it ends, both you and your child are totally exhausted. But... don’t breathe a sigh of relief yet. At the least provocation, for the remainder of that day -- and sometimes into the next - the meltdown can return in full force. Click here for the full article... -------------------------------------------------------------- Although Aspergers [high-functioning autism] is at the milder end of the autism spectrum, the challenges parents face when disciplining a teenager on the spectrum are more difficult than they would be with an average teen. Complicated by defiant behavior, the teen is at risk for even greater difficulties on multiple levels – unless the parents’ disciplinary techniques are tailored to their child's special needs. Click here to read the full article… ------------------------------------------------------------ Your older teenager or young “adult child” isn’t sure what to do, and he is asking you for money every few days. How do you cut the purse strings and teach him to be independent? Parents of teens with ASD face many problems that other parents do not. Time is running out for teaching their adolescent how to become an independent adult. As one mother put it, "There's so little time, yet so much left to do." Click here to read the full article… ------------------------------------------------------------ Two traits often found in kids with High-Functioning Autism are “mind-blindness” (i.e., the inability to predict the beliefs and intentions of others) and “alexithymia” (i.e., the inability to identify and interpret emotional signals in others). These two traits reduce the youngster’s ability to empathize with peers. As a result, he or she may be perceived by adults and other children as selfish, insensitive and uncaring. Click here to read the full article... ------------------------------------------------------------ Become an expert in helping your child cope with his or her “out-of-control” emotions, inability to make and keep friends, stress, anger, thinking errors, and resistance to change. Click here for the full article... ------------------------------------------------------------ A child with High-Functioning Autism (HFA) can have difficulty in school because, since he fits in so well, many adults may miss the fact that he has a diagnosis. When these children display symptoms of their disorder, they may be seen as defiant or disruptive. Click here for the full article...
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