Tag Archives: Aggression

Question?: Autistic Angry Outbursts

Robert asks…

Parents of Older Autistic Children w/ Aggression?

I have been using Safe Crisis Management holds for my son’s aggressive “outbursts” since he was diagnosed (PDDNOS). I have been having some problems lately due to the fact he’s getting bigger and is very flexible.

Earlier today Austins in-home therapist pushed him a bit to far and he lost it. Once I got him in the hold he began to wiggle and fight. He threw his head back and managed to bust my lip a bit and when I tried to steady his head he turned and bit my arm leaving a decent little bruise.

I was calm through it all, and finally managed to get him calmed down. But once he went back to his therapist and my husband got home, I locked myself in the bathroom and seriously considered pulling my hair out LOL. I asked his therapist for advice, but he was no help at all.

Did you have this problem when your child got older? If they were able to overpower the holds, what did you do to keep them from harming themselves/others?
No judging my son, especially if you have no experience with children on the spectrum. He is the sweetest kid on the planet 90% of the time. He just has trouble expressing his “bad moods”.
Erin: I hope it works out with your son. I’ve been through the pre-diagnosis phase, it’s rough. Austin is 8 now, and generally his episodes will send him “after people”. He won’t really sit still through it.

admin answers:

Well, my son is 2 1/2 years old, and not yet been diagnosed with autism, but we believe he has it. He has the same outbursts that you describe your son to have. I have tried holds as well, but all it does is hurt us both. I really don’t have that great of an answer for you, but I do know that you need to keep yourself safe as well as your son. My son will usually stop when he wants to, and I’ve found that the holds just made him angrier. What I do may sound terrible, but it’s the best way I’ve found so far. I have a big, soft chair that I set him in and just let him go. He can’t really hurt himself on this chair, it’s very soft and it’s over-sized. Maybe try something like that, just let the outburst run its course, while making sure he stays safe and doesn’t hurt himself. To me, it’s better than you getting a busted nose or something, and then not being able to help him through is problem because you have something you need to tend to on yourself.

Good luck, if you find any better advice, let me know.

Edit: I am really sorry to hear that. Nick’s a little bit the same way, until I sit him down and let him go at it in his chair. He’ll come hit and kick and bite me, hit his little brother, and the works. Plus, he beats himself up something fierce. I don’t have any better advice for you, but I think, if that therapist saw it, he should have been of more help. Maybe you should get another therapist? I don’t know, but I think they should be able to help with that.

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Question?: Asperger Syndrome In Adults

John asks…

Is there any medication that can combat aggression in a child with Asperger Syndrome?

My son who is now 10 was diagnosed with Asperger Syndrome and at the time I refused medication as I prefered to try to correct the behaviour with behaviour therapy. Well this has worked to a degree but his aggression is really starting to show more and more and is mainly directed towards his younger brother. He is very strong physically and can inflict a lot of pain if he wants to on the other hand he can be a very loving affectionate boy too. I want to get help for him before it is too late and the aggression takes too firm a hold.

admin answers:

Not that I’m aware of, medication is not the best solution to behaviour problems anyway.

As an adult with Asperger’s Syndrome, I have had some experience of struggling to control my temper when I was younger, mostly brought on by intense frustration or deliberate provocation.

Many children with AS find it frustrating to be around non-AS children, mostly because they can’t easily relate to them. The AS child might actually want to spend some time by himself, I know I did.

From my experience younger siblings can be very annoying to an AS child, try keeping them apart or setting clear rules about potential areas of conflict, such as computer games, TV, favourite toys etc.

My real breakthough came when I released that I was capable of seriously injuring another person, and that was abhorrent to me. Try explaining to him that you are worried about him hurting his brother and it is making you unhappy.

I found that when I had chores to do such as washing up or cleaning the car, or weeding the garden, I could vent a little frustration on stubborn stains and weed rather than my brothers.

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Learning to Wait

Many aggressive and challenging behaviors can stem from a child’s inability to wait. You might wonder why is it so important to teach a child with Autism to wait. The reason why this is such an important skill is because its a pivotal skill, meaning it impacts the success of learning more advanced skills. Children have to wait, because adults have to wait. As a child matures and starts interacting with society they will have to wait in the classroom, at the park, at the grocery store, inside the home, at the airport, etc. If your child or client is regularly engaging in problem behaviors it may be stemming from an issue around waiting.

Here’s a few examples of what difficulty with waiting can look like:

-Whenever the teacher tells the class to line up to go outside, Doug gets very excited. Doug loves playing outside. Doug gets so excited and impatient while waiting in line that he regularly pushes, bumps into, and steps on the feet of children near him in line.

– Iyanna is at the mall with her dad. Iyanna makes the sign “eat” to her dad to signify she is hungry. Her dad tells her they are leaving the mall in 15 minutes, and and she can eat then. Iyanna begins to cry, and a few minutes later bolts away from her dad and runs to the food court where she starts eating leftover food off of tables.

A child who doesn’t know how to wait may become aggressive, defiant, and may eventually have a meltdown. Most people just see the behavior as the problem and try things such as blocking the aggression, telling the child to stop pushing, or putting the child in Time Out for throwing chairs. The problem with that approach is that in all of these situations the behavior was the by-product of a skill deficit. These children did not know how to wait. When put in situations where they didn’t get a desired item or activity “right now” they engaged in problem behaviors. In order to effectively terminate these problem behaviors you have to target the skill deficit, not just the outcome behavior.

Teaching a Child to Wait: ABA Approach-

For a Waiting program you will need activities or objects the child enjoys. You will also need a timer. Before beginning to teach the skill you need to determine the child s current ability to wait appropriately. Appropriate just means the child doesn’t try to reach for or grab at the item they are waiting for, and if the child is verbal they don’t whine or plead for the item. If its an activity, the child doesn’t try to run past you to access the item. If you determine the child can wait about 20 seconds before they grab at the item, set your first target at 10 seconds. You always want to start a little below what the child can currently do to ensure they contact reinforcement. Slowly build up the amount of time using small increments. Select a simple SD. Typically “Wait” is the SD used. Allow the child to access the preferred item for a few seconds. For example, give them a highly preferred doll to play with for a few seconds. Then take the doll away, say “Wait” and set your timer. Place the doll where the child can clearly see it but slightly out of their reach. Once the timer goes off praise the child for waiting and give them the doll back. If the child does not wait appropriately use prompting to get compliance and ignore any inappropriate behaviors, such as crying. Do not provide praise or reinforcement if the child didn’t wait appropriately.

Lastly, be careful about allowing the child to almost touch the item. Many kids like to play the “I’m almost touching it, but not quite” game. If you reinforce or allow the child to put their hand above or close to the item before they are done waiting then over time that behavior will get engrained and will be hard to get rid of. The child should wait to access the item with Quiet Hands.

Visuals can also be a great way to help teach waiting. For children who don’t understand the passage of time using a visual makes time much more tangible and real. What kind of visual you use will depend on the age and cognitive ability of the child. You could use a stoplight sign where red means “wait”, yellow means “almost”, and green means the child can access the item. For an older child try number cards. Flip through the cards starting at number 10 working down to 0. Once you get to 0 give the child your full attention and praise them for good waiting. This gives the child a much more concrete understanding of time rather than you saying “Hold on” over and over. When using visuals always pair language with the visual so you can eventually just use language and fade out the visual.

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Everyday FBA

To understand what an FBA is, first its important to understand behavior. A behavior is any observable and measurable action that someone does. Talking is a behavior, thinking is not. All behavior occurs for a reason, and the goal of an FBA is to discover that reason. Once the reason is discovered, then (and only then) an intervention can be created. An intervention is the plan of action. If you tell your behavioral consultant that your son tantrums whenever you try to give him a bath, the plan of action the consultant gives to you is the intervention. A common question I get asked is “Do I have to do a FBA, or hire someone to do a FBA, in order to intervene on a behavior”? The answer is no, you do not. However, understand that without first doing a FBA to discover what is maintaining the behavior you are just guessing. You are then creating an intervention based on a guess. Also when people intervene on a behavior without first doing a FBA the focus tends to be on punishment. In other words the parent or professional is only focusing on reducing the behavior, and there is no emphasis on reaching replacement behaviors.

A FBA is conducted in order to manage challenging behaviors. Challenging behaviors are things like aggression, tantrumming, noncompliance, elopement (wandering away from home or others), self harm, cursing, skipping school, etc. In an ideal situation, a qualified BCBA would be the person conducting the entire FBA process. Unfortunately, that isn’t always possible. Some school districts or families cannot afford to hire a BCBA. Or you might be in a rural area and be put on a waiting list to receive services from a BCBA.

The steps to conducting a FBA are:

Identify the target behavior

Gather information and data

Create a hypothesis to explain the behavior

Create an intervention based on the hypothesis

Gather information and data

Identify the target behavior- A target behavior is what you want to change. You need to make the target behavior so simple and broken down that a stranger could read it on a piece of paper and know the target behavior when they see it. A great example of a target behavior is “Tantrum behavior, defined as falling to the ground accompanied by crying and throwing objects”. A bad example of a target behavior is “Tantrumming is when Billy acts up, and cries a lot”.

Gather information and data- Next you want to put on your detective hat, and start gathering information about the behavior. You want to know when it happens, where it happens, who it happens with, and most importantly why it happens. Observe the child, talk to caregivers (parents, teachers, babysitters, grandma, etc.), and look for patterns or peaks. A pattern is if the behavior always happens right after someone gives the child a demand. A peak is if the behavior happens the most after lunch, and may or may not occur before then. Use the behavioral tools of “A-B-C”. A is the antecedent, which is what happens before the behavior. B is the behavior. C is the consequence, which is what happens after the behavior. Grab a pen and some paper, and start observing and writing down what you see. Plan to observe and take data for at least a few days, in all of the settings where the behavior happens. If you are a parent doing a FBA by yourself, do not change your reactions to the behavior because you are doing a FBA. Stay true to how you normally react. If you pick your daughter up every time she cries, then keep doing that. If you change your reactions, then the results will not be accurate.

Create a hypothesis to explain the behavior- As I have already stated, every behavior happens for a reason. Of all the possible reasons you can think of, they can be categorized into 4 possible functions: To gain attention (attention), to access an activity or tangible item (positive reinforcement), to escape/avoid a task or item (negative reinforcement), or for modulation of sensory needs (automatic reinforcement). There are some books or resources that will list “to communicate a want and/or desire” as the last function. I believe all behavior is a form of communication (especially with nonverbal children) so I just use these 4 functions. Your data that you gathered and collected is how you know which function you are dealing with. If you used an ABC data form, look at every “A” and “C” column. What is the consequence that occurred the most after the behavior, and what is the antecedent that occurred the most before the behavior? Did the child get laughs from their peers or classmates? That is a function of attention. Did the child get out of doing their homework? That is a function of escape. Does the child do the behavior even when they are alone, or does the data reveal a variable, undifferentiated pattern? That is a function of automatic reinforcement. Be aware that one behavior may have multiple functions, but typically there is a primary function followed by lessor, or secondary functions.

Create an intervention based on the hypothesis- Once you have your hypothesis of why the behavior is happening; now you can create an intervention. There are websites and books out there that describe all kinds of behavioral interventions. Understand that ABA is not about “cut and paste”. What worked for your son, may not work for your daughter. What works for your 2nd grade class, may not work for your 3rd grade class. You will need to create an individual intervention that is appropriate for your child/student, and works for the setting. The intervention you create should teach the child what to do instead of the inappropriate behavior, and it should alter the current relationship between the function and the behavior. In other words, if the function of the behavior is attention, you stop giving attention to the inappropriate behavior and start giving attention to appropriate behaviors. The goal is to give the child a more appropriate way of serving the function of their behavior than whatever it is they are currently doing.

Gather information and data- Yes, this step is listed twice. Many people, even some professionals, think that once you create an intervention and put it in place that you are done. That is not true. You cannot say an intervention has worked and that your FBA was effective until you can show progress regarding the target behavior. Once the intervention is in place, continue to observe the behavior and collect data. Is the behavior still happening at the same rate? Did the behavior go up? Did a new behavior pop up? This step in the process is why it is recommended to locate a qualified BCBA to do a FBA. I call it the “troubleshooting” phase: A therapist or parent is doing an intervention, but it doesn’t seem to be working. At that point I typically collect information, and start gathering data to find out why the intervention isn’t working. Sometimes it’s because the intervention isn’t being followed consistently. Sometimes it’s because the child is going through huge changes (such as a move, or a new school) and an intervention shouldn’t be going on at the same time as that. Sometimes the intervention is an extinction technique, and the family didn’t know to expect an extinction burst. There are many reasons why your intervention might fail. It isn’t uncommon to try out a few interventions before you land on the successful one. The more experience you get with doing a FBA, the better you will get at creating successful interventions.

Lastly, here are a few examples of appropriate interventions for each of the 3 possible functions of behavior. These examples are just a starting point; the actual intervention you create will depend on the child and their setting (school, home, daycare, etc.)-

Function of Positive Reinforcement: Provide ways for the child to receive reinforcement other than the inappropriate behavior, let the child see you give huge attention to siblings/peers engaged in appropriate behavior, redirect the child to a more appropriate behavior.

Function of Attention: Put positive behavior supports in place, do not provide attention for the inappropriate behavior including eye contact, language, or smiles, provide an overabundance of attention when the child is behaving appropriately.

Function of Negative Reinforcement: Teach the child to request a break from working, teach the child to notify others they do not want to do something (like signing “All Done”), make the task or work less difficult, shorten the task, give the child more choices & then honor their choice, make the task more interesting to the child, use extinction.

Function of Automatic Reinforcement: Incorporate a sensory diet, alternate active/ highly stimulating activities with passive/ low stimulating activities, teach the child self control, teach appropriate behavior that serves the same need as the inappropriate behavior, provide free access to preferred toys and activities.

**Quick Tip: Doing an FBA and creating interventions is an intricate, complex process. Do not be discouraged if it takes time and repeated attempts to learn this skill.

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What Are Some Natural Treatments for Autism?

Autism is a developmental disorder that affects the individual for life and it is considered to be a spectrum disorder. This means that kids are affected in various ways. Since every child with autism is different, parents can find it difficult to discover and then deal with the problem. At one point, this disorder was thought to be rare, but recently studies have suggested that about 1 in 500 children are affected by autism. Diagnosing this disorder can be difficult, since there are no actual diagnostic tests that can be done. This means that figuring out a good course of treatment can be difficult as well. Prescription medications are often used to treat children, but many parents worry about the danger of side effects. The good news is that natural treatments for autism do exist and should be given careful consideration.

The Case for Natural Treatments

When children are dealing with autism, medications often have their place. However, when you do decide to choose prescription medications, minor to serious side effects can occur, especially if the medications are used on a long term basis. Patients today have the ability to try out natural remedies for the disorder, which can combine holistic, herbal, and homeopathic approaches that work together to offer the nervous system functions some systemic balance. In many cases, these natural treatments for autism actually provide some of the same benefits medications offer, but they are less like to produce side effects or sedation.

Food Nutrient Therapy

Many different natural treatments for autism can be tried with great results. One of the common natural treatments to try is food nutrient therapy. When autistic people are given essential mineral and vitamin supplements, studies have shown that there have been some substantial improvements in the way they function. Some of the symptoms that come along with autism are actually linked to nutritional deficiencies, including aggression, tantrums, irritability, and anxiety. Certain dietary intolerances and poor diets can end up triggering some of the symptoms that occur with autism. This has led to some remarkable results when children are introduced to food nutrient therapy.

Some studies also show that a deficiency in fatty acids that are found in some fish can be linked to autism in children. Fatty acids are processed by the cell membranes in children with autism much faster. Adding more of these fatty acids to a child’s diet may be able to provide some improvement.

Herbal Therapy

Another of the natural treatments for autism happens to be herbal therapy. Often autism patients are given antidepressant and tranquilizing medications to help deal with volatile and distressing reactions of patients to small environmental changes. The problem with many of these medications is that people tend to build up a tolerance to these drugs over time. For this reason, herbal tinctures and teas can provide the soothing and calming effect needed without these risks. They provide a safe alternative to these medications that still provides great results. St. John’s wort is known to help prevent serotonin over-metabolism, which helps to improve behavior, mood, and concentration. Passiflora and other herbs can work to calm patients and help keep them from becoming frustrated and irritable.

Make a difference in your loved one’s life and get more information about non-invasive, Colorado autism treatments as well as diabetes treatments at the Life Vessel of the Rockies, located in the Denver Metro Area.

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The Day Autism Won – My Most Difficult Day Dealing With Autism

Top Tip: Just when you are about to give up. Don’t; It’s not your fault.

Charlie has Autism Spectrum Disorder. This was one of the hardest days of my life, and I am sure many more parents of children with Autism Spectrum Disorder will be able to relate to this story. Charlie was three years old, his ability to communicate was limited and he was always on the go. Two things I need to explain before this story begins. Firstly: it took Jane and I two years to fully accept that Charlie would always be different. For that period of time our marriage was tumultuous and the pressure was extreme. Secondly: I hated driving in the car when it was just Charlie and me. Charlie always took his aggression out on me. The car can be a volatile and dangerous place when you have a child with Autism Spectrum Disorder.

From the onset of the Autism diagnosis, Jane had become very emotional and, in my opinion, unreasonable and argumentative. On this particular day I had a row with Jane, she was doing my head in. It was my first Sunday off in ages and some minute issue had erupted into a major deal between Jane and I. Jane wanted to be left alone so I put Charlie in the car and decided to drive 70 miles to my mother’s house. This break would give Jane and I, the space we needed. Within five minutes of driving, the traffic came to a standstill; cars were gridlocked, taking 20 minutes to move one mile, Charlie was beginning to get very cross and agitated. I was doing all I could to reason with Charlie, I could only liken the car to a pressure cooker. An hour later we started moving, just in time to save me from blowing a fuse. Then Charlie threw a metal Thomas the Tank Engine at my head (it just missed me and hit the windscreen). I tried to ignore it but couldn’t I was getting really annoyed. I drove a little further down the motorway then I felt the back of my seat starting to go down. Charlie was pushing the mechanism with his foot. I asked him nicely to stop but he kept it up, he knew I was stressed to bits and was acting up. I was on a motorway, travelling at a speed of 70 miles an hour with the backrest of my seat going horizontal and a whingeing, ungrateful, unresponsive, Autistic child in the back seat. I finally cracked.

I pulled the car to the side of the motorway, straightened up the seat, and asked Charlie to stop annoying me; all the while I was using as many profanities as were in my vocabulary. I turned the car around and drove home nearly in tears. Twenty minutes later I walked into the house. Jane hadn’t known what had happened and was still in a bad mood with me, I started to talk but she was still annoyed. I didn’t want to stay in the house because of the atmosphere so I decided to bring Charlie for a walk up to the mountains, we did this fairly regularly (I felt I needed to clear the air with Charlie first before I tackled Jane). Charlie was wearing a nice pair of trousers and he had a new pair of trainers on, so I decided we would walk on the pathway. When I got to our usual walking haunt Charlie jumped out of the car and headed up the track. I asked him not to go near the muddy puddles because he would need his trainers in the morning to go to the play group. Charlie looked at me with that evil look then ran straight into a huge puddle; he then picked up a piece of rope and wrapped it around his legs. I was distraught; he purposely did it to upset me even more. I had to give up again for the second time that day. We walked straight back to the car; he stood in dogs dirt on the way back and unintentionally wiped it all over the back seat. This was the nearest I have ever been to self destruction. Why me God? What did I do to deserve this? Will it ever end? I went home, Jane and I talked, Charlie and I made up and from that day on I had a new healthy respect for the monster they call Autism.

My Name is Peter Devlin, my website is Autisminireland, Here is the URL http://www.autisminireland.com/ I have an 11 year son Charlie, he has Autism. I am now an expert on Autism. The journey has been tough, extremely tough. I have decided to write a series of short stories about how I managed to beat Autism and sometimes how Autism managed to beat me. Have a look at Charlie’s pictures they are amazing. Send me your stories, and lets educate together.My website has a multitude of stories and helpful hints about Characteristics of autism and traits pertaining to Autism Spectrum Disorder.

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Coping With Autism at Home

Having a child that is diagnosed with autism is not just hard for the parents but also for all members of the family. The parents, siblings and even grandparents have to share in the responsibility of supporting a child with special needs. Not only can it be financially draining and physically exhausting, but it can also be a source of emotional stress to everyone involved.

Naturally, the greatest weight is carried on the shoulders of the parents. To begin with, parents must cope with the deficits and excesses in behavior of an autistic child. Most autistic children cannot express verbally nor through gestures what they want, so parents are left with a constant guessing game as to what their child needs. Social life is also significantly sacrificed, as a child with autism might not be accepted or understood by other people, forcing at least one parent to stay with the child at home at all times. And there are also feelings of helplessness about the child’s future. It is heart wrenching for parents to imagine how their autistic child will be taken care of after they are gone.

Siblings of autistic children are stressed, too. It can be due to feelings of embarrassment for having a sibling that is not normal, they can also be stressing about being the target of aggression, or they can even have a feeling of envy for all the attention their autistic sibling is getting.

It Is OK To Take A Break

The reality of having a child diagnosed with autism is hard and full of challenges. But life does not have to be all stress. There are ways to de-stress and maintain a harmonious and loving family life. Parents need to give themselves a break from time to time. A parent might have feelings of guilt for leaving a special child behind, but a few hours of being away from him or her from time to time may offer the chance to recharge and regroup for the daily challenges ahead. Parents should not be afraid to ask for a little support from other family members, such as the child’s aunt or uncles or grandparents. They may look after the child for several hours a week to give the parents time off and take care of themselves. This will prevent parents from “burning out” and can be essential in keeping the family’s relationships strong.

Parents also need to spend quality time alone with their other non-ADS children, without the autistic child present. This reassures them and lets them know that the parents love them as much their other sibling, even if most of the attention is geared towards the one with special needs.

Remember, life with an autistic child is hard already, so there is no need to make life even harder for everybody else in the family. When times get tough… breathe. Taking a few hours off for yourself and for your other children is the best way to get you through the worst of it all. (Aviram, 2009)

References:

Aviram, J. (2009, August 12). Good Days and Bad Days: Seven Strategies to Cope. Retrieved March 18, 2011, from Parenting: http://www.autismathomeseries.com/library/2009/08/good-days-and-bad-days-seven-strategies-to-cope/.

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Asperger Syndrome Between Male and Female

There’s fallacy stating that females don’t get Aspergers. The truth is that both the male and female can possibly have Asperger Syndrome.

As we all know, Asperger Syndrome has an effect on individual’s behavior, personality and the way they interact with other people. According to research, the males are most likely to have Asperger Syndrome compared to females. Unfortunately, both male and female tend to be poor in social skills. For instance, it’s difficult for them to start friendship with peers; they have low communication skills, motor skills and tend to have behavioral problems.

At their young age, females with Asperger syndrome are fond of fantasizing fairy tales like princesses, magic kingdoms and magical worlds. They brought their interests in dolls and imaginary friends. They may be kind of rigid or firm when it comes to their daily routines like arranging their toys in a certain ways in the shelf, read a book couple of times and eat the same meal every day. It’s sort of a repetitive way.

Socially speaking, female kids have the greater craving to connect with other children and make friends compare to boys with Asperger Syndrome. Some experts speculate that fewer girls are diagnosed because they can make a friend and these friends can help them to cope with their symptoms.

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In terms of communication, they are less talkative than normal girls. They are shy in interacting with others because of their poor communication and language skills. When in a conversation, they feel uncomfortable and appear extremely shy and aloof. They always tend to mimic other children who have good social skills. They like to follow the mannerisms or body language, facial expressions and tone of the voice just to fit in.

Males with Asperger Syndrome pours out their anger and frustrations by aggression and physical violence. But compare to females with Aspergers, they are passive and less violence. They keep their emotions and feelings to themselves. These females are more motivated to learn rather than males. Some of them even excel in their choice of interest, like in science and math.

As they turn to puberty stage, the symptoms of Aspergers in teens are more obvious like their obsessions in dolls and imaginary friends. The most difficult endeavor they encounter is giving focus on details or instructions, as well as on the things that they are not interested of.

The most challenging years as they become older, is to be in a relationship and marriage stage. Women with Asperger Syndrome struggle and find it difficult to be in an intimate relationship for the reason that they have a hard time to show their emotions of love and care. Due to this, feeling of loneliness and isolation on their part and their partner is possible. They will still follow some routines and rituals like pacing and stomping when they feel upset and may feel anxious in a change of their routines. Some women with Asperger Syndrome had the chance to get married but they have difficulty in giving emotional support to their husband and act their responsibilities to their children.

The above statements were based on research and studies. Women are mostly believed to be strong willed, as well as to men. Nevertheless, emotional support from family and friends is much needed to those men and women with Asperger Syndrome.

Dr. John E. Neyman, Jr.Christian CounselorDr. John has reared 3 children, Philip, Laura, and Matthew. Dr. John has been teaching families for the last 30 years. He is a family coach that specializes in parenting. Dr. John’s motto is “Empowering parents to transform their homes.” Dr. John was a pastor for 25 years.Dr. John has been serving as a Counselor/therapist for 30 years. He is currently a Behavior Specialist Consultant and Mobile Therapist in Western PA. Dr. John also is the director /Owner of the Renewed Life Counseling Center. Dr. John is a bestselling author entitled Wake up Live the Life You love: Success and Wake up Live the Life You Love: Freedom.Dr. John has developed a strategy that parents are able to use immediately, and effectively. It is entitled Power moments with Your Children. It takes less than 1 minute to put a strategy into place. Dr. John holds degrees from Liberty University and Rochville University.Dr. John has a passion to teach principles that transforms lives. He has spoken to audiences from 4 to 4 thousand. Dr. John’s teachings are practical, pointed, and powerful.
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Related Complications of Asperger Syndrome

Children with Asperger syndrome are capable of coping with their condition and they are likely to grow up to be independent and resembling to a normal adult. However, most of them will continue to show slight disturbances in social interactions, like difficulty of using non-verbal behaviors in social interaction. Their eye contact and facial expressions are quite impaired, they cannot maintain eye contact when they are communicating with others and their facial expressions are in flat affect. They may also not smile when others are smiling or greeting them.

Those with Asperger syndrome will have problem in forming peer relationships. They prefer to be alone and they show lack of interest in others. Lastly, they have difficulty in showing their emotions. With all these problems, they have a higher risk to develop some complications like psychosis, depressions, anxiety and emotional problems in the later years and worst to become delusional and paranoid.

Depression is a common complication among teens and adults with Asperger syndrome. They are aware that they are different from others like lacking the abilities to socialize. They want to fit in a group of friends but they feel bad because they unable to approach and start a conversation with them. This can result to poor low self esteem and depression. Some of them have the tendency to commit suicide especially to those who are not yet diagnosed with this condition.

In anxiety and frustrations, it is common in children with Aspergers syndrome when they cannot properly express what they want, need and feels if there is something wrong with them. They become frustrated and this will lead to aggression or violent behavior. In young adults with this syndrome, they feel anxious when they want to have friends but cannot have one. Another is they cannot join in a physical sports for they have problem in motor skills and they cannot follow simple instructions in an activity game. In adults with the Asperger syndrome, they have problems in doing their jobs for it is difficult for them to organize things. They have issues in their relationship and marital situations as well. Through proper management, further complications for those with Asperger Syndrome can be avoided.

Families, friends, and loved ones who interact with people with Asperger syndrome must be aware of the symptoms of depressions and anxiety. The symptoms of depressions are: people exhibit sleep problems, loss of interest in hobbies or work, difficulty in sleeping and they may develop insomnia, problem in eating that cause weight gain or weight loss, they cannot concentrate and they feel guilt and helplessness.

Families must also knowledgeable to some coping mechanisms to control anger and aggression. Through therapies, they may know some calming methods to calm when someone is angry, frustrated and anxious. Loved ones can also seek medical help to prescribed medicines that alleviate anxiety and depression. It is important to seek an opinion of a physician or therapist to deal with these possible complications brought by Asperger syndrome.

Dr. John E. Neyman, Jr.Christian CounselorDr. John has reared 3 children, Philip, Laura, and Matthew. Dr. John has been teaching families for the last 30 years. He is a family coach that specializes in parenting. Dr. John’s motto is “Empowering parents to transform their homes.” Dr. John was a pastor for 25 years.Dr. John has been serving as a Counselor/therapist for 30 years. He is currently a Behavior Specialist Consultant and Mobile Therapist in Western PA. Dr. John also is the director /Owner of the Renewed Life Counseling Center. Dr. John is a bestselling author entitled Wake up Live the Life You love: Success and Wake up Live the Life You Love: Freedom.Dr. John has developed a strategy that parents are able to use immediately, and effectively. It is entitled Power moments with Your Children. It takes less than 1 minute to put a strategy into place. Dr. John holds degrees from Liberty University and Rochville University.Dr. John has a passion to teach principles that transforms lives. He has spoken to audiences from 4 to 4 thousand. Dr. John’s teachings are practical, pointed, and powerful.
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Autism Change – 5 Ways to Minimize the Negative Impact of Change for Autism

Autism Change

Extreme change can be difficult for the typical human making to sell with, but for a person among Autistic Spectrum Disorder (ASD), significantly the littlest change can be overwhelming. It is not uncommon for autistics to suffer trouble adjusting to a diverse schedule such a breaks from a daily routine. Autism Change

Therefore, concur the impact a dramatic change such as moving house would experience on them. Autistics have a hard time regulating their behaviour, so when they finally become accustom to a routine and are faced with change without warning, they may express their distress through:

• Verbal outburst

• Crying

• Self-injury

• Aggression

• Extreme withdrawal

The following are 5 ways in which you can minimize the negative impact of change by helping an autistic person become aware, prepared and involved in the moving process: Autism Change

1. Calendar – Creating a calendar to help them become aware and prepared for moving can be helpful. Once you know the definite day you are moving, give notice months before moving day. You can cross off each day that passes, so they can see how many days are left until moving day.

Make sure you Write “Moving Day” on the actual date so they can always see it. If your child has difficulty understanding time with a standard calendar, use visual supports to help them understand time. For instance, if he or she relates time with day, creating a visual of a sun for each day and then a visual of a house on the actual moving day, will tell them how much time is left before the move.

2. Story books – Depending on your child’s level of comprehension, another helpful familiarizing tool is to read story books focused on moving home themes.

3. “Social Stories” – This is a specific learning program that helps autistics understand the reasons for situations they may find confusing or difficult. Autism Change

Social stories describe a specific situation in detail and focuses on a few key factors such as vital social cues, the actual event, and the reactions a person may expect during the situation and why. Social stories not only help to increase a level of understanding, they can also help an autistic child feel more comfortable when experiencing an event, and provide them with clues on how to react. Don’t let your love ones suffer anymore! Lead them out through Autism Change program now!

Feeling lost without solutions? Autism Change is a proven Autism Solution for your Child.

Try The Program and change child’s life forever!
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