PARENTING AUTISM & ASPERGER’S NEWSLETTER
VOLUME
May 2010

Welcome to the May 2010 edition of “The Parenting Autism & Asperger’s Newsletter”.

Inside this edition you will find:

1. Dave Angel Published in Autism Aspergers Digest

2. Surviving The Summer Holidays

3. Hot Topic of Discussion – Child Abductions/Missing Child Reports and Autism

4. In the News – The Death of Stanley Greenspan

5. Prominent People Linked with ASD -  Musician Nick Drake

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1. Dave Angel Published in Autism Aspergers Digest – Hi there just thought I would share that I was lucky enough to have an article published in the May/June edition of the prestigious Autism/Aspergers Digest Magazine. The article is entitled “Stress Reduction Techniques for People Affected by Autism Spectrum Disorders”.

Unfortunately under the publishing contract I cannot share it with you now (but hope to maybe in a month or so). You can discover more about the magazine at http://www.autismdigest.com/

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2. Surviving The Summer Holidays – I have just completed the 2010 update of my “Surviving The Summer Holidays” resource. Which will help you, your child and the rest of the family to survive and prosper in the school summer holidays. Look out for an email from me tomorrow to tell you where you can get your own copy.

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3. Hot Topic of Discussion -  Child Abductions/Missing Child Reports and Autism-An Increasing Problem

Every day there are missing child alerts in the media.  It is always devastating to hear or read about another missing child, ripped from his or her home and family, never to be seen or heard from again.  Thankfully, law enforcement officers are often able to trace the kidnapper steps and locate the child in good health.   It is wonderful to see the reunited family.  We can only hope that the child can move past the horror of this tragic event.

Recently it seems that more of these missing child reports contain a reference to Autism.  It can be difficult to prepare a child with Autism for dangerous situations.  Here is a story about an attempted abduction that has a positive ending.
http://www.theautismnews.com/2010/04/29/autistic-girl-escapes-abduction/

Unfortunately, some of these stories do not end well.  So it is so important to be vigilant.

*People mentioned as having Asperger’s Syndrome may or may not have actually have been diagnosed with an ASD.

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4.  In the News -   The Autism Cause Loses a Prominent Member-the Death of Stanley Greenspan

In the 1970’s, the search for information on the causes of Autism and possible treatments was at an all-time high.  For years people believed that the symptoms of pervasive developmental disorders were brought on by cold and uncaring mothers.

Stanley Greenspan began studying early childhood development and became an expert on the subject.  He went on to write several books on child development and on Autism.  In the late 1980’s, Dr. Greenspan wrote about how engaging young children in child-led play activities enhances development.  That finding later became known as “Floortime”, a widely used play therapy for children on the spectrum.
The loss of Stanley Greenspan will be widely felt by the growing Autism community.  You can see his obituary information and more details on his career at
http://www.theautismnews.com/2010/04/29/stanley-i-greenspan-68-expert-on-infant-development/.

*People mentioned as having Asperger’s Syndrome may or may not have actually have been diagnosed with an ASD.

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5. Prominent People Linked with ASD -  Musician Nick Drake

Nick Drake, an English musician, was born in 1948 and passed away after a drug overdose in 1974.  He began playing the piano and composing his own music at a very early age.  He also played the guitar, clarinet, and saxophone.  A natural musical talent, he became a recording artist at age 20, and although he was not a huge success, his music gained much notice and appreciation after his death.   You can read more about the life and eccentricities of Nick Drake at http://www.neurodiversity.com/bio_drake.html . He is considered to have shown the sign of Aspergers.

*The person mentioned above may or may not have Asperger’s Syndrome.
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I hope this month’s newsletter has intrigued you and provided new and useful information.

The next edition of the newsletter is due in June 2010.

And as always … please send in any inspirational stories, any questions that you would like our team of experts to answer, any topics that you wish to be discussed, and news stories that you want to share VIA THE BLOG.

We will publish as many as we can.

Until next month………

Best Wishes

How do you get someone with Aspergers to recognise that the social skills that you are trying to teach them (often to no avail) are imperative if they are to get on in life with regard to finding friends, a job etc?  Children with Aspergers often seem in such a world of their own that they cannot appreciate the importance of those social skills. In our case, we have a teenager who thinks that they are always right anyway and so see no need to modify their behaviour.

The teenage years can be a trying time for parents and children alike.  As parents, we know that our teens have a lot of growing up to do.  As teenagers, our children cannot figure out how we made it to adulthood with so little knowledge and understanding!  The truth is, these years bring about difficult adjustments on both parties, and this happens whether or not you are dealing with Asperger’s Syndrome. 

Teens with Asperger’s Syndrome have lived through the elementary and middle school years and have struggled with social skills weaknesses all along.  Through years of classroom experiences, a social base has been built.  It may not be strong but it is there.  All you have to do is find a way to add to it.  The same is true for basic living skills.  Here are some suggestions you may find helpful.

* Instead of pushing your teen to recognize his need for these social and basic living skills, try building them into his daily schedule.  As the parent, you can require his participation in daily chores, personal hygiene, and even part-time employment. 

* Use calendars, written schedules, and visual daily lists to plan your teen’s daily commitments.  While it is true he may not appreciate having chores and planned responsibilities, chances are he will become accepting when faced with negative consequences.

* Reinforce your chore/responsibility requirements with rewards and consequences.  Be consistent. 

* Find resources to help you choose appropriate tasks/skills for your teen.  You can find books that are geared towards teens with Asperger’s Syndrome.  These books highlight the skills needed that may not come naturally.  One such book is “Social Skills Training for Children and Adolescents with Asperger Syndrome and Social-Communication Problems”, by Jed E. Baker.  This book identifies many of the skills that cause problems for teens with Asperger’s. 

Sometimes parents have to find sneaky ways to teach their children.  It sounds like this may be one of those times in your home.  One of the most effective ways to accomplish this is to bring in another trusted adult.  Involving a favorite teacher, a relative, church leader, or coach may help your teen see that these skills you have been pushing are indeed very important.

Thanks for reading,

Dave Angel

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Articles posted this week at The Parenting Aspergers Community

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How do you know when an child with Aspergers honestly understands what “talking back” means? Also, do AS young adults tend to talk “under” their breath (making comments that are not appropriate when confronted about a behavior etc.)?

Children with Asperger’s typically have a difficult time understanding how conversation and social interaction work. While neuro-typical children might develop a sense of what is an appropriate thing to say in a certain situation, children with Asperger’s have a very hard time with that …

To read this article go to: -

http://www.parentingaspergerscommunity.com/members/523.cfm

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Take an example of a family with one or more people on the autism spectrum. Have you noted if interactions or meltdown avoidance parallel that of a codependent relationship?

The term co-dependent can be defined in slightly different ways, but in order to talk about it here, let’s define co-dependent as a parent (or other caregiver) perpetuating the meltdown behavior of a child with Asperger’s by working hard to avoid it. Parents often structure their daily lives around the needs of a child with Asperger’s. They try to create an environment where the child feels safe and where the child feels in control. Often, parents create this environment in part to avoid meltdown behavior …

To read the full article go to: -

http://www.parentingaspergerscommunity.com/members/522.cfm

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My 10 year really struggles with his hand writing, the school Special Educational Needs Co-ordinator has advised us buying a laptop for him. We are willing and able to do this, but I have many concerns not least the logistics of him coping with using it on a day to day basis. Running on battery and being able to charge it or to work with it plugged in (health and safety) If he is isn’t able to use it and has got used to it, how will he cope. Storing it safely when not in use at break or lunch. How his peers will view it, will they be jealous or see it as something else to tease him about. Obviously there will be a learning curve, he will no doubt have many “frustrations” with it. Should I persevere with his handwriting practise and think about the laptop for when he is older?

Many children struggle with handwriting and some have a very difficult time mastering it …

To read the full article go to: -

http://www.parentingaspergerscommunity.com/members/521.cfm

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Can you help me teach my son with Aspergers Organizational Skills?

For people with Asperger’s, organizational skills are a mystery.  We all need strong organizational skills.  Teaching these skills starts very young and continues through childhood, as they increase in difficulty.  Children with Asperger’s lack these natural skills and must be taught these skills if they desire to be productive adults.

When you think about teaching kids with Asperger’s organizational skills, you automatically think of lists, schedules, and daily planners.  While these are an important part of organizational skills, they are only a tip of the iceberg.  Organizational skills are also known as executive functions.  The executive functions affect abstract thinking, memory, task oriented goal creation, and mental adaptation in a wide range of situations.
Beginning at a very young age, we should teach our children with Asperger’s organization skills that are age-appropriate, such as, paying attention, understanding time, cooperation, memory work, basic research, basic planning.  As our children get older, these executive functions become more complex as they learn to manage projects, set goals, remember the small details, and organizing and planning assignments.

To begin teaching your son with Asperger’s organizational skills, you should first assess his weaknesses.  You can do this by following the ten steps in “Strategies for Organization”, by Michelle Garcia Winner.  This DVD focuses on steps and strategies that will help with homework assignments, but in reality, these are the very same skills needed to manage all life situations. 

In the meantime, you can help your son by working on time management and organization.  These are two of the most important skills needed for success in school and in life.  Here are some suggestions that may help.

Time management

* Visual timers help kids see how much time is left, which will do a greater job at teaching the concept of time in minutes or hours.  These timers usually have a number display as well as a red line that gets smaller as time runs out.

* Breaking assignments down into manageable pieces is a very practical skill to teach.  For example, if your son has to read a book and write a report, the manageable pieces would be to locate the desired book, read the book, write down the basic book report information, and summarize the book in writing.  At the same time, you will teach him to assign a period of time for each piece so he can learn how to plan his assignments.

* Speaking of planning and timing assignments, planning is essential to time management.  Every opportunity should be used to encourage planning.  If you are going on an outing, have your son plan what he expects to happen during that outing.  For example, if you are going to the zoo, have your son make a list of what exhibit he wants to visit first, second, third, and so on. 

Organization

* Visual schedules, either written or picture schedules are a valuable tool for your son.  Since he has Asperger’s Syndrome, he prefers a routine.  Having a visual schedule to refer to will make him more aware of his routine and help him cope with changes when they occur.

* Encourage your son to make written lists.  Having a list will help him stay on task.  It will also help his memory skills.

* Find a simple daily planner or agenda book and have him write down everything each day.  Homework assignments, favorite television shows, anything that is important to him can go in his daily planner. 

* Desktop organization and decluttering should take place regularly.  When your son’s workspace becomes disorganized, he will lose his ability to concentrate on the task at hand.  Setting a time for him to put things away, make notes in his planner, and clean up his workspace.

Executive functions are complex.  These are just a few tips to get you started.  Once your son has gained strength in these basic organizational areas, he will be able to function better at school and at home.

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Articles posted this week at The Parenting Aspergers Community

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My 10-year-old son with Asperger’s seems to be struggling to read the signs of when he needs to go to the toilet and often comes home from school smelling of urine. Is this normal, can I do anything to help?

Children with Asperger’s can have trouble understanding and recognizing the signs of when they need to use the bathroom. Some children with Asperger’s have trouble recognizing what is going on with their own body, or they can become so absorbed in something else that they just can’t focus on both things at once …

To read this article go to: -

http://www.parentingaspergerscommunity.com/members/518.cfm

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My 14-year-old son is on the autistic spectrum, probably with Asperger’s Syndrome. Most of his less attractive “differences” are tolerable, manageable and are being improved with a daily social skills programme, but sometimes everything can be undermined by his insistence that he is always right. This is a real problem at school where teachers and fellow pupils find it everything from personal arrogance to a trigger for class disruption. In trying to suggest to him that he’s not always right, his reply is understandably that he’s always indisputably right.Is this a feature of AS or have we got a secondary problem – and particularly how do we deal with it, as it is leading to increasing social isolation at school, where social integration with an AS child is tough enough in the first place?

One tendency people with Asperger’s have is to see things as either black or white. This can include being able to see things from only one perspective — your own. In your son’s case, it sounds as though he has trouble seeing shades of grey and his belief that he is always right is creating problems at home and at school …

To read the full article go to: -

http://www.parentingaspergerscommunity.com/members/517.cfm

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I have a 16-year-old son who has Asperger’s. He still can’t read! It’s driving me nuts. He is in a private school for people like him in the spectrum. Most of them can read on their own. The school tells me that they are trying to help him but it seems that he just doesn’t want to learn it. We don’t have the means to pay someone else to teach him. I’m thinking that maybe he needs something “out of the box”, for him to get motivated and actually understand and enjoy it. If you have ANY ideas, please let me know.

Most children want to learn. They want to please the teacher and they want to do well and be praised for their efforts. When dealing with children with Asperger’s Syndrome, this is not always the case. Motivating a child with Asperger’s can be complicated and sometimes frustrating. While it might be frustrating for a teacher to try to find a motivation for your son, encourage them to keep at it. It might appear that your son doesn’t want to read, but it would be surprising if that truly were the case. Your son might need to be approached differently …

To read the full article go to: -

http://www.parentingaspergerscommunity.com/members/516.cfm

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How can I teach my son with Aspergers to be a better advocate for himself?

The best way to help your son with Aspergers to become an advocate for himself is to help him learn that he has strengths, he has a purpose in his life, and he is capable of achieving that purpose. If he believes in himself, he will ask for and get the help he needs to achieve his goals.

One way to help your son learn this is by being an advocate for him. Having you as a role model will accomplish two things. The first is that he will understand that you believe in him. If you believe in him, he is more likely to believe in himself. The second is that he will understand that by speaking up, he can change things for the better.

Your son may have trouble identifying situations where he needs to advocate for himself. Many children with Asperger’s simply don’t recognize the situations in which they need to speak up. Many can recognize them but are frustrated by not knowing what to say.

Many children with Asperger’s have difficulty communicating their thoughts to others. Give your son as many chances as you possibly can to speak for himself. Help him practice this at home. Help him learn what to say to start a conversation during which he needs to ask for something for himself. Help him practice what to say when he is not satisfied with the way things stand.

The first few times he does this, stand behind him and support him if you feel he needs it. After he has a conversation, talk it through with him and see if you can get him to see where he might have handled something differently. Children with Asperger’s can have a difficult time taking a concept learned in one example and applying it to another. It may be difficult for you son to take what he learns in one conversation and to apply it in another. But keep talking with him and keep reinforcing these ideas with him.

In her book, “Becoming Remarkably Able: Walking the Path to Talents, Interests and Personal Growth,” author Jackie Marquette has created a system of assessments and action steps for older children with Asperger’s to assess their own strengths and gifts. They can use this book as a guide to help them learn to identify what they want in life and how they can advocate for themselves to try to achieve those goals. Dr. Marquette believes that people are capable of learning and growing long after childhood and that this system will help them throughout their lives and help them become fully realized, independent human beings.

Thanks for reading,

Dave Angel

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Hi there – This week’s article answers the question: How does a child with Aspergers see the world?

Answer: Asperger’s Syndrome is hard to understand.  Some people say that children with Asperger’s Syndrome see things the wrong way.  Even if your child has Asperger‘s Syndrome, it’s difficult to put your finger on exactly what it is that makes him seem so unlike other people.

The truth is children with Asperger’s Syndrome see the world much like everyone else, albeit with a few differences.  This is what makes Asperger’s Syndrome so hard to comprehend.  You cannot see it, but it’s there.  That rigid thinking, the troubles with transition, those complicated sensory problems.  In addition, let’s not forget the ever-present obsessive interests.  The combination of symptoms is the distinguishing marker. Because in reality, there are people without Asperger’s that struggle with some of these issues.

“In His Shoes – A Short Journey Through Autism” by Joanna Keating-Velasco, is a book that allows the reader to spend time with a boy with Autism, following him through his day and seeing first hand what his life is like.  The chance to see the world through this boy’s eyes should be given to anyone touched by Autism or Asperger’s Syndrome.  You will see that, despite his challenges, the boy’s life is very much like that of other kids.  You can read more about this great book at

With that said, there are differences that should be mentioned.  Of course, these vary with the individual since we all have our own strengths and weaknesses.  Here are a few of the possible differences.

*    Different thought processes-We are flexible; children with Asperger’s are rigid, inflexible thinkers.

*    Different social ability-We rely on social situations to guide us in making and keeping friends and interacting with others; children with Asperger’s cannot pick up on social cues and must be taught social skills.

*    Different communication-We are able to communicate in a wide range of ability; children with Asperger’s must learn (with practice) to use non-verbal communication such as, facial expressions, gestures, and personal space.
*    Different coping-We use common sense and knowledge of how people act and respond to cope with problems that arise; children with Asperger’s have trouble recognizing the signs of frustration in others and are unable to channel their own frustration.

The differences come in the way we process thoughts, feelings, and actions.  Once a child with Asperger’s gets past the method of processing information, the outcome is much like the rest of us experience.

Thanks for reading,

Dave Angel

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Welcome to the April 2010 edition of “The Parenting Autism & Asperger’s Newsletter”. 

Inside this edition you will find:

1. Hot Topic of Discussion – Teens and the Autism Spectrum

2. In the News – The Genetics of Autism

3. Prominent People Linked with ASD -  American teen Jason McElwain

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1. Hot Topic of Discussion -  Living with Autism:  A focus on Teens

As the population of children with Autism Spectrum Disorder continues to grow, both in volume and in age, more focus is being placed on how teens are dealing with the challenges of living with Autism.  In the UK, a series of television specials that highlight different aspects of living with Autism have been developed and will air this season on BBC Three.   These shows talk about job hunting, driving school, and dating, just to name a few life events.  You can find details about these shows by clicking this link:

http://www.theautismnews.com/2010/03/26/bbc-three-explores-what-life-is-like-living-with-autism/

For those outside of the UK, BBC Three offers video via the website for a very limited period of time.  However, airing dates are not available at this time.

*People mentioned as having Asperger’s Syndrome may or may not have actually have been diagnosed with an ASD.

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2.  In the News -   New Genetic Testing for Autism

Many parents forgo genetic testing when they hear their child has Autism.  The causes of Autism are various, and for the most part, unknown.  Is it environmental or is it genetic? 

In the past, karotyping has been the most widely recommended testing for those who choose to pursue a genetic cause. However, Children’s Hospital Boston teamed with the Autism Consortium and found that chromosomal microarray analysis is a much more accurate form of genetic testing for Autism. 

The results of this large study provoked the authors of recommend this type of genetic testing become a standard in genetic testing for Autism. You can read more about this study and the results at http://www.sciencedaily.com/releases/2010/03/100315091255.htm.
*People mentioned as having Asperger’s Syndrome may or may not have actually have been diagnosed with an ASD.

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3. Prominent People Linked with ASD -  Jason McElwain

In keeping with the teen theme, this month’s prominent person is Jason McElwain.

In 2006, a young man with Autism was given the chance to play for his high school basketball team during the last few minutes of the last home game of the season.  As the team’s manager, Jason had worked hard and the coach wanted to reward him with game time so he could earn a jersey his senior year. 

That few minutes on the court catapulted Jason to fame and gave some much-needed recognition to Autism.  You can read more about Jason at these websites:

http://en.wikipedia.org/wiki/Jason_McElwain

http://sports.espn.go.com/espn/news/story?id=2352763

http://www.theautismnews.com/tag/jason-j-mac-mcelwain/

 
*The person mentioned above may or may not have Asperger’s Syndrome.
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I hope this month’s newsletter has intrigued you and provided new and useful information.

The next edition of the newsletter is due in late May 2010.
      
And as always … please send in any inspirational stories, any questions that you would like our team of experts to answer, any topics that you wish to be discussed, and news stories that you want to share VIA THE BLOG.

We will publish as many as we can.

Until next month………

Best Wishes

Dave Angel