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Aspergers (now referred to as "high functioning autism") is a relatively new category of developmental disorder. Although a group of kids with this clinical picture was originally and very accurately described in the 1940's by a Viennese pediatrician, Hans Asperger, the disorder called Aspergers was "officially" recognized in the Diagnostic and Statistical Manual of Mental Disorders for the first time in the fourth edition published in l994. Because there have been few comprehensive review articles in the medical literature to date and because Aspergers is probably considerably more common than previously realized, this discussion will endeavor to describe the syndrome in some detail and to offer suggestions regarding management. Students with Aspergers are not uncommonly seen in mainstream educational settings, although often undiagnosed or misdiagnosed, so this is a topic of some importance for educational personnel, as well as for moms & dads. Aspergers is the term applied to the mildest and highest functioning end of what is known as the spectrum of pervasive developmental disorders (or the autism spectrum). Like all conditions along that spectrum it is felt to represent a neurologically-based disorder of development, most often of unknown cause, in which there are deviations or abnormalities in three broad aspects of development: social relatedness and social skills, the use of language for communicative purposes and certain behavioral and stylistic characteristics involving repetitive or perseverative features and a limited but intense range of interests. It is the presence of these three categories of dysfunction, which can range from relatively mild to severe, which clinically defines all of the pervasive developmental disorders, from Aspergers through to classic autism. Although the idea of a continuum of PDD along a single dimension is helpful for understanding the clinical similarities of conditions along the spectrum, it is not at all clear that Aspergers is just a milder form of autism or that the conditions are linked by anything more than their broad clinical similarities. Aspergers represents that portion of the PDD continuum which is characterized by higher cognitive abilities (at least normal IQ by definition and sometimes ranging up into the very superior range) and by more normal language function compared to other disorders along the spectrum. In fact, the presence of normal basic language skills is now felt to be one of the criteria for the diagnosis of Aspergers, although there are nearly always more subtle difficulties with pragmatic/social language. Many researchers feel it is these two areas of relative strength that distinguish Aspergers from other forms of autism and PDD and account for the better prognosis in Aspergers. Developmentalists have not reached consensus as to whether there is any difference between Aspergers and what is termed high functioning autism (HFA). Some researchers have suggested that the basic neuropsychological deficit is different for the two conditions, but others have been unconvinced that any meaningful distinction can be made between them. One researcher, Uta Frith, has characterized kids with Aspergers as having "a dash of autism." In fact, it is likely that there may be multiple underlying subtypes and mechanisms behind the broad clinical picture of Aspergers. This leaves room for some confusion regarding diagnostic terms and it is likely that quite similar kids across the country have been diagnosed with Aspergers, HFA, or PDD, depending upon by whom or where they are evaluated. Since Aspergers itself shows a range or spectrum of symptom severity, many less impaired kids who might meet criteria for that diagnosis receive no diagnosis at all and are viewed as "unusual" or "just different," or are misdiagnosed with conditions such as Attention Deficit Disorder, emotional disturbance, etc. Many in the field believe that there is no clear boundary separating Aspergers from kids who are "normal but different." The inclusion of Aspergers as a separate category in the new DMS-4, with fairly clear criteria for diagnosis, should promote greater consistency of labeling in the future. Epidemiology— The best studies that have been carried out to date suggest that Aspergers is considerably more common than "classic" autism. Whereas autism has traditionally been felt to occur in about 4 out of every 10,000 kids, estimates of Aspergers have ranged as high as 20-25 per 10,000. That means that for each case of more typical autism, schools can expect to encounter several kids with a picture of Aspergers (that is even more true for the mainstream setting, where most kids with Aspergers will be found). In fact, a careful, population-based epidemiological study carried out by Gillberg's group in Sweden, concluded that nearly 0.7% of the kids studied had a clinical picture either diagnostic of or suggestive of Aspergers to some degree. Particularly if one includes those kids who have many of the features of Aspergers and seem to be milder presentations along the spectrum as it shades into "normal", it seems not to be a rare condition at all. All studies have agreed that Aspergers is much more common in boys than in girls. The reasons for this are unknown. Aspergers is fairly commonly associated with other types of diagnoses, again for unknown reasons, including: tic disorders such as Tourette disorder, attentional problems and mood problems such as depression and anxiety. In some cases there is a clear genetic component, with one parent (most often the father) showing either the full picture of Aspergers or at least some of the traits associated with Aspergers; genetic factors seem to be more common in Aspergers compared to more classic autism. Temperamental traits such as having intense and limited interests, compulsive or rigid style and social awkwardness or timid demeanor also seem to be more common, alone or in combination, in relatives of Aspergers kids. Sometimes there will be a positive family history of autism in relatives, further strengthening the impression that Aspergers and autism are sometimes related conditions. Other studies have demonstrated a fairly high rate of depression, both bipolar and unipolar, in relatives of kids with Aspergers, suggesting a genetic link in at least some cases. It seems likely that for Aspergers, as for autism, the clinical picture we see is probably influenced by many factors, including genetic ones, so that there is no single identifiable cause in most cases. Definition— The DSM-4 criteria for a diagnosis of Aspergers, with much of the language carrying over from the diagnostic criteria for autism, include the presence of: Qualitative impairment in social interaction involving some or all of the following: and lack of social or emotional reciprocity failure to develop age-appropriate peer relationships impaired use of non-verbal behaviors to regulate social interaction lack of spontaneous interest in sharing experiences with others Restricted, repetitive, and stereotyped patterns of behavior, interests, and activities involving: inflexible adherence to specific non-functional routines or rituals preoccupation with one or more stereotyped and restricted pattern of interest stereotyped or repetitive motor mannerisms, or preoccupation with parts of objects These behaviors must be sufficient to interfere significantly with social or other areas of functioning. Furthermore, there must be no significant associated delay in either general cognitive function, self-help/adaptive skills, interest in the environment or overall language development. Christopher Gillberg, a Swedish physician who has studied Aspergers extensively, has proposed six criteria for the diagnosis, elaborating upon the criteria set forth in DSM-4. His six criteria capture the unique style of these kids and include: Social impairment with extreme egocentricity, which may include: socially and emotionally inappropriate responses poor appreciation of social cues lack of desire to interact with peers inability to interact with peers Limited interests and preoccupations, including: repetitive adherence relatively exclusive of other interests more rote than meaning Repetitive routines or rituals, that may be: imposed on self, or imposed on others Speech and language peculiarities, such as: superficially perfect expressive language odd prosody, peculiar voice characteristics impaired comprehension including misinterpretation of literal and implied meanings delayed early development possible but not consistently seen Non-verbal communication problems, such as: peculiar "stiff" gaze limited use of gesture limited or inappropriate facial expression difficulty adjusting physical proximity clumsy body language Motor clumsiness: may not be necessary part of the picture in all cases Clinical Features— The most obvious hallmark of Aspergers and the characteristic that makes these kids so unique and fascinating, is their peculiar, idiosyncratic areas of "special interest". In contrast to more typical autism, where the interests are more likely to be objects or parts of objects, in Aspergers the interests appear most often to be specific intellectual areas. Often, when they enter school, or even before, these kids will show an obsessive interest in an area such as math, aspects of science, reading (some have a history of hyperlexia--rote reading at a precocious age) or some aspect of history or geography, wanting to learn everything possible about that subject and tending to dwell on it in conversations and free play. I have seen a number of kids with Aspergers who focus on maps, weather, astronomy, various types of machinery or aspects of cars, trains, planes or rockets. Interestingly, as far back as Asperger's original clinical description in 1944, the area of transport has seemed to be a particularly common fascination (he described kids who memorized the tram lines in Vienna down to the last stop). Many kids with Aspergers, as young as three years old, seem to be unusually aware of things such as the route taken on car trips. Sometimes the areas of fascination represent exaggerations of interests common to kids in our culture, such as Ninja Turtles, Power Rangers, dinosaurs, etc. In many kids the areas of special interest will change over time, with one preoccupation replaced by another. In some kids, however, the interests may persist into adulthood and there are many cases where the childhood fascinations have formed the basis for an adult career, including a good number of college professors. The other major characteristic of Aspergers is the socialization deficit, and this, too, tends to be somewhat different than that seen in typical autism. Although kids with Aspergers are frequently noted by educators and moms & dads to be somewhat "in their own world" and preoccupied with their own agenda, they are seldom as aloof as kids with autism. In fact, most kids with Aspergers, at least once they get to school age, express a desire to fit in socially and have friends. They are often deeply frustrated and disappointed by their social difficulties. Their problem is not a lack of interaction so much as lack of effectiveness in interactions. They seem to have difficulty knowing how to "make connections" socially. Gillberg has described this as a "disorder of empathy", the inability to effectively "read" others' needs and perspectives and respond appropriately. As a result, kids with Aspergers tend to misread social situations and their interactions and responses are frequently viewed by others as "odd". Although "normal" language skills are a feature distinguishing Aspergers from other forms of autism and PDD, there are usually some observable differences in how kids with Aspergers use language. It is the more rote skills that are strong, sometimes very strong. Their prosody--those aspects of spoken language such as volume of speech, intonation, inflection, rate, etc.--is frequently unusual. Sometimes the language sounds overly formal or pedantic, idioms and slang are often not used or are misused, and things are often taken too literally. Language comprehension tends toward the concrete, with increasing problems often arising as language becomes more abstract in the upper grades. Pragmatic, or conversational, language skills often are weak because of problems with turn-taking, a tendency to revert to areas of special interest or difficulty sustaining the "give and take" of conversations. Many kids with Aspergers have difficulties dealing with humor, tending not to "get" jokes or laughing at the wrong time; this is in spite of the fact that quite a few show an interest in humor and jokes, particularly things such as puns or word games. The common belief that kids with pervasive developmental disorders are humorless is frequently mistaken. Some kids with Aspergers tend to be hyper-verbal, not understanding that this interferes with their interactions with others and puts others off. When one examines the early language history of kids with Aspergers there is no single pattern: some of them have normal or even early achievement of milestones, while others have quite clear early delays on speech with rapid catch-up to more normal language by the time of school entry. In such a youngster under the age of three years in whom language has not yet come up into the normal range, the differential diagnosis between Aspergers and milder autism can be difficult to the point that only time can clarify the diagnosis. Frequently, also, particularly during the first several years, associated language features similar to those in autism may be seen, such as perseverative or repetitive aspects to language or use of stock phrases or lines drawn from previously heard material. Aspergers Through the Lifespan— In his original 1944 paper describing the kids who later came to be described under his name, Hans Asperger recognized that although the symptoms and problems change over time, the overall problem is seldom outgrown. He wrote that "in the course of development, certain features predominate or recede, so that the problems presented change considerably. Nevertheless, the essential aspects of the problem remain unchanged. In early childhood there are the difficulties in learning simple practical skills and in social adaptation. These difficulties arise out of the same disturbance which at school age cause learning and conduct problems, in adolescence job and performance problems and in adulthood social and marital conflicts." On the other hand, there is no question that kids with Aspergers have generally milder problems at every age compared to those with other forms of autism or PDD, and their ultimate prognosis is certainly better. In fact, one of the more important reasons to distinguish Aspergers from other forms of autism is it's considerably milder natural history. The preschool youngster: As has been noted, there is no single, uniform presenting picture of Aspergers in the first 3-4 years. The early picture may be difficult to distinguish from more typical autism, suggesting that when evaluating any young youngster with autism and apparently normal intelligence, the possibility should be entertained that he/she may eventually have a picture more compatible with an Asperger diagnosis. Other kids may have early language delays with rapid "catch-up" between the ages of three and five years. Finally, some of these kids, particularly the brightest ones, may have no evidence of early developmental delay except, perhaps, some motor clumsiness. In almost all cases, however, if one looks closely at the youngster between the age of about three and five years, clues to the diagnosis can be found, and in most cases a comprehensive evaluation at that age can at least point to a diagnosis along the PDD/autism spectrum. Although these kids may seem to relate quite normally within the family setting, problems are often seen when they enter a preschool setting. These may include: a tendency to avoid spontaneous social interactions or to show very weak skills in interactions, problems sustaining simple conversations or a tendency to be perseverative or repetitive when conversing, odd verbal responses, preference for a set routine and difficulty with transitions, difficulty regulating social/emotional responses with anger, aggression, or excessive anxiety, hyperactivity, appearing to be "in one's own little world", and the tendency to over-focus on particular objects or subjects. Certainly, this list is much like the early symptom list in autism or PDD. Compared to those kids, however, the youngster with Aspergers is more likely to show some social interest in adults and other kids, will have less abnormal language and conversational speech and may not be as obviously "different" from other kids. Areas of particularly strong skills may be present, such as letter or number recognition, rote memorization of various facts, etc. Elementary school: The youngster with Aspergers will frequently enter kindergarten without having been adequately diagnosed. In some cases, there will have been behavioral concerns (hyperactivity, inattention, aggression, outbursts) in the preschool years; there may be concern over "immature" social skills and peer interactions; the youngster may already be viewed as being somewhat unusual. If these problems are more severe, special education may be suggested, but probably most kids with Aspergers enter a more mainstream setting. Often, academic progress in the early grades is an area of relative strength; for example, rote reading is usually quite good and calculation skills may be similarly strong, although pencil skills are often considerably weaker. The teacher will probably be struck by the youngster's "obsessive" areas of interest, which often intrude in the classroom setting. Most Aspergers kids will show some social interest in other kids, although it may be reduced, but they are likely to show weak friend-making and friend-keeping skills. They may show particular interest in one or a few kids around them, but usually the depth of their interactions will be relatively superficial. On the other hand, I have known quite a number of kids with Aspergers who present as pleasant and "nice", particularly when interacting with adults. The social deficit, when less severe, may be under appreciated by many observers. The course through elementary school can vary considerably from youngster to youngster, and overall problems can range from mild and easily managed to severe and intractable, depending upon factors such as the youngster's intelligence level, appropriateness of management at school and parenting at home, temperamental style of the youngster, and the presence or absence of complicating factors such as hyperactivity/attentional problems, anxiety, learning problems, etc. The upper grades: As the youngster with Aspergers moves into middle school and high school, the most difficult areas continue to be those related to socialization and behavioral adjustment. Paradoxically, because kids with Aspergers are frequently managed in mainstream educational settings, and because their specific developmental problems may be more easily overlooked (especially if they are bright and do not act too "strange"), they are often misunderstood at this age by both educators and other kids. At the secondary level, educators often have less opportunity to get to know a youngster well and problems with behavior or work/study habits may be mis-attributed to emotional or motivational problems. In some settings, particularly less familiar or structured ones such as the cafeteria, physical education class or playground, the youngster may get into escalating conflicts or power struggles with educators or kids who may not be familiar with their developmental style of interacting. This can sometimes lead to more serious behavioral flare-ups. Pressure may build up in such a youngster with little clue until he then reacts in a dramatically inappropriate manner. In middle school, where the pressures for conformity are greatest and tolerance for differences the least, kids with Aspergers may be left out, misunderstood or teased and persecuted. Wanting to make friends and fit in, but unable to, they may withdraw even more, or their behavior may become increasingly problematic in the form of outbursts or non-cooperation. Some degree of depression is not uncommon as a complicating feature. If there are no significant learning disabilities, academic performance can continue strong, particularly in those areas of particular interest; often, however, there will be ongoing subtle tendencies to misinterpret information, particularly abstract or figurative/idiomatic language. Learning difficulties are frequent and attentional and organizational difficulties may be present. Fortunately, by high school peer tolerance for individual variations and eccentricity often increases again to some extent. If a youngster does well academically, that can bring a measure of respect from other kids. Some Aspergers kids may pass socially as "nerds", a group which they actually resemble in many ways and which may overlap with AS. The Aspergers adolescent may form friendships with other kids who share his interests through avenues such as computer or math clubs, science fairs, Star Trek clubs, etc. With luck and proper management, many of these kids will have developed considerable coping skills, "social graces", and general ability to "fit in" more comfortably by this age, thus easing their way. Aspergers in adults: It is important to note that we have limited solid information regarding the eventual outcome for most kids with Aspergers. It has only been recently that Aspergers itself has been distinguished from more typical autism in looking at outcomes and milder cases were generally not recognized. Nonetheless, the available data does suggest that, compared to other forms of autism/PDD, kids with Aspergers are much more likely to grow up to be independently functioning adults in terms of employment, marriage and family, etc. One of the most interesting and useful sources of data on outcome comes indirectly from observing those moms & dads or other relatives of Aspergers kids, who themselves appear to have Aspergers. From these observations it is clear that Aspergers does not preclude the potential for a more "normal" adult life. Commonly, these adults will gravitate to a job or profession that relates to their own areas of special interest, sometimes becoming very proficient. A number of the brightest kids with Aspergers are able to successfully complete college and even graduate school. Nonetheless, in most cases they will continue to demonstrate, at least to some extent, subtle differences in social interactions. They can be challenged by the social and emotional demands of marriage, although we know that many do marry. Their rigidity of style and idiosyncratic perspective on the world can make interactions difficult, both in and out of the family. There is also the risk of mood problems such as depression and anxiety, and it is likely that many find their way to psychiatrists and other mental health providers where, Gillberg suggests, the true, developmental nature of their problems may go unrecognized or misdiagnosed. In fact, Gillberg has estimated that perhaps 30-50% of all adults with Aspergers are never evaluated or correctly diagnosed. These adults are viewed by others as "just different" or eccentric, or perhaps they receive other psychiatric diagnoses. I have met a number of individuals whom I believe fall into that category, and I am struck by how many of them have been able to utilize their other skills, often with support from loved ones, to achieve what I consider to be a high level of function, personally and professionally. It has been suggested that some of these highest functioning and brightest individuals with Aspergers represent a unique resource for society, having the single mindedness and consuming interest to advance our knowledge in various areas of science, math, etc. Thoughts for Management in the School— The most important starting point in helping a child with Aspergers function effectively in school is for the staff (all who will come into contact with the youngster) to realize that the youngster has an inherent developmental disorder which causes him or her to behave and respond in a different way from other kids. Too often, behaviors in these kids are interpreted as "emotional", or "manipulative", or some other term that misses the point that they respond differently to the world and its stimuli. It follows from that realization that school staff must carefully individualize their approach for each of these kids; it will not work out to treat them just the same as other kids. Asperger himself realized the central importance of teacher attitude from his own work with these kids. In 1944 he wrote, "These kids often show a surprising sensitivity to the personality of the teacher...They can be taught, but only by those who give them true understanding and affection, people who show kindness towards them and, yes, humor...The teacher's underlying emotional attitude influences, involuntarily and unconsciously, the mood and behavior of the youngster." Although it is likely that many kids with Aspergers can be managed primarily in the regular classroom setting, they often need some educational support services. If learning problems are present, resource room or tutoring can be helpful, to provide individualized explanation and review. Direct speech services may not be needed, but the speech and language clinician at school can be useful as a consultant to the other staff regarding ways to address problems in areas such as pragmatic language. If motor clumsiness is significant, as it sometimes is, the school Occupational Therapist can provide helpful input. The school counselor or social worker can provide direct social skills training, as well as general emotional support. Finally, a few kids with very high management needs may benefit from assistance from a classroom aide assigned to them. On the other hand, some of the higher functioning kids and those with milder Aspergers, are able to adapt and function with little in the way of formal support services at school, if staff are understanding, supportive and flexible. There are a number of general principles of managing most kids with PDD of any degree in school, and they apply to Aspergers, as well: Try to avoid escalating power struggles. These kids often do not understand rigid displays of authority or anger and will themselves become more rigid and stubborn if forcefully confronted. Their behavior can then get rapidly out of control, and at that point it is often better for the staff person to back off and let things cool down. It is always preferable, when possible, to anticipate such situations and take preventative action to avoid the confrontation through calmness, negotiation, presentation of choices or diversion of attention elsewhere. The classroom routines should be kept as consistent, structured and predictable as possible. Kids with Aspergers often don't like surprises. They should be prepared in advance, when possible, for changes and transitions, including things such as schedule breaks, vacation days, etc. Staff should take full advantage of a youngster's areas of special interest when teaching. The youngster will learn best when an area of high personal interest is on the agenda. Teachers can creatively connect the youngster's interests to the teaching process. One can also use access to the special interests as a reward to the youngster for successful completion of other tasks or adherence to rules or behavioral expectations. Rules should be applied carefully. Many of these kids can be fairly rigid about following "rules" quite literally. While clearly expressed rules and guidelines, preferably written down for the child, are helpful, they should be applied with some flexibility. The rules do not automatically have to be exactly the same for the youngster with Aspergers as for the rest of the kids--their needs and abilities are different. Most kids with Aspergers respond well to the use of visuals: schedules, charts, lists, pictures, etc. In this way they are much like other kids with PDD and autism. Insure that school staff outside of the classroom, such as physical education educators, bus drivers, cafeteria monitors, librarians, etc., are familiar with the youngster's style and needs and have been given adequate training in management approaches. Those less structured settings where the routines and expectations are less clear ten to be difficult for the youngster with Aspergers. In general, try to keep teaching fairly concrete. Avoid language that may be misunderstood by the youngster with Aspergers, such as sarcasm, confusing figurative speech, idioms, etc. Work to break down and simplify more abstract language and concepts. Explicit, didactic teaching of strategies can be very helpful, to assist the youngster gain proficiency in "executive function" areas such as organization and study skills. A major area of concern as the youngster moves through school is promotion of more appropriate social interactions and helping the youngster fit in better socially. Formal, didactic social skills training can take place both in the classroom and in more individualized settings. Approaches that have been most successful utilize direct modeling and role playing at a concrete level (such as in the Skillstreaming Curriculum). By rehearsing and practicing how to handle various social situations, the youngster can hopefully learn to generalize the skills to naturalistic settings. It is often useful to use a dyad approach where the youngster is paired with another to carry out such structured encounters. The use of a "buddy system" can be very useful, since these kids relate best 1-1. Careful selection of a non-Aspergers peer buddy for the youngster can be a tool to help build social skills, encourage friendships and reduce stigmatization. Care should be taken, particularly in the upper grades, to protect the youngster from teasing both in and out of the classroom, since it is one of the greatest sources of anxiety for older kids with Aspergers. Efforts should be made to help other kids arrive at a better understanding of the youngster with Aspergers, in a way that will promote tolerance and acceptance. Teachers can take advantage of the strong academic skills that many Aspergers kids have, in order to help them gain acceptance with peers. It is very helpful if the Aspergers youngster can be given opportunities to help other kids at times. Although most kids with Aspergers are managed without medication and medication does not "cure" any of the core symptoms, there are specific situations where medication can occasionally be useful. Teachers should be alert to the potential for mood problems such as anxiety or depression, particularly in the older youngster with Aspergers. Medication with an antidepressant (e.g., imipriamine or one of the newer serotonergic drugs such as fluoxetine) may be indicated if mood problems are significantly interfering with the youngster's functioning. Some kids with significant compulsive symptoms or ritualistic behaviors can be helped with the same serotonergic drugs or clomipramine. Problems with inattention at school that are seen in certain kids can sometimes be helped by stimulant medications such as methylphenidate or dextroamphetamine, much in the same way they are used to treat Attention Deficit Disorder. Occasionally, medication may be needed to address more severe behavior problems that have not responded to non-medical, behavioral interventions. Clonidine is one medication that has proven helpful in such situations and there are other options if necessary. In attempting to put a comprehensive teaching and management plan into place at school, it is often helpful for staff and moms & dads to work closely together, since moms & dads often are most familiar with what has worked in the past for a given youngster. It is also wise to put as many details of the plan as possible into an Individual Educational Plan so that progress can be monitored and carried over from year to year. Finally, in devising such plans, it can sometimes be helpful to enlist the aid of outside consultants familiar with the management of kids with Aspergers and other forms of PDD, such as Boces consultants, psychologists, or physicians. In complex cases a team orientation is always advisable. COMMENTS: • Anonymous said... A MUST READ for Parents! • Anonymous said... Maybe people should read this and have a better understanding • Anonymous said... The best article I've seen to date. My 13 y/o would have benefited greatly in her younger years had family and school officials known this information. In many places nailed our experience exactly. • Anonymous said... The information about how Asperger's presents is very informative and interesting; just be aware that the diagnostic information in the beginning of the article is outdated - the new DSM-5 has changed the diagnostic criteria somewhat and no longer separates Asperger's from other autism spectrum disorders. • Anonymous said... It's not outdated for those in other countries - just the U.S. It's still "Aspergers" in the U.K., for example. Also, those who have been diagnosed with "Aspergers" prior to the DSM-5 keep their original diagnosis of Aspergers. • Anonymous said... This is a wonderful and informative article! It is spot on with our daughter. I wish more people would take the time to read things like this so they will better understand what Asperger's is all about. • Anonymous said... This is the best and most complete article ive ever read for my 8 yr old. Post your comment below…

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Individuals with Aspergers (high functioning autism) often find social situations very difficult. There are so many social rules that "neurotypicals" (i.e., people not on the autism spectrum) learn instinctively. "Aspies" often have to work at learning these rules. It can often be confusing and cause anxiety as many social rules are unwritten and not spoken about. Unfortunately it would be impossible to fit every helpful idea into this article, but it does offer some basic suggestions that you could begin to think about. Discussing these with someone you feel safe with may help you to think of some other ideas. Starting a conversation: 1. If the individual you would like to talk to is already talking to someone else, especially if it is someone you do not know, it may be better to speak to them later when they are free. 2. Approach the individual, but stop when you are about an arm’s length away and face them. 3. Saying 'Hello' is normally a good way to start a conversation. Try to think of some other good greetings as well (e.g., 'Hi' to a friend or 'Excuse me' if you wish to attract someone's attention). It is important to remember that the appropriate type of greeting changes depending on the situation and individual you are speaking to (e.g., you may say 'Hey' to a friend but 'Hello' to your boss). 4. Using the individual's name before or after your greeting will help them to know you are talking to them. In some families, individuals do not address elder relatives by their name, but call them Aunt, Uncle, Grandma as appropriate. Think about the names that you use when you speak to the individuals in your family. 5. If the individual you speak to answers 'Hello' (or something similar) it usually means that they want to talk. 6. It is a good idea to ask some general questions at the beginning of the conversation rather than starting on a certain topic. Some ideas of things to say here are: Did you enjoy the film/concert/TV program? How are you? It's nice to see you. Try writing down some other general questions and topics that you can use when you are talking to other individuals. What to say during a conversation: 1. Remember to take it in turns when talking to someone. Let them answer your questions and give them a chance to ask you one in return if they want to. 2. Talk about things that you know the other individual likes as well as the things that you like. If you both like the same things, then you could talk about these. However, it is not appropriate to talk to some individuals about certain topics. It is probably a good idea to avoid talking about them if you do not know the individual well. Try to make a list of things that are - and are not - appropriate to talk about. 3. If you find it hard to understand that someone else may feel differently to you, you may not realize that not everyone is as interested in a certain topic or hobby as you are. You may want to talk about it a lot, but the other individual may not be as interested or knowledgeable about the topic as you are. If you are talking to someone about a topic and they begin to look like they want to end the conversation, you could say 'Would you like me to tell you more?' or 'Would you like to talk about something else?' However, sometimes the individual will want to end the conversation altogether for another reason. For example, they may need to get to work. 4. You may also find it difficult to tell how someone else is feeling because they are not actually saying how they feel and you find it difficult to read body language and facial expressions. What is appropriate to say to them will sometimes be different depending on how they are feeling about the topic. If you are not sure how someone is feeling, you can ask them. How to end a conversation: Watch out for signals that someone wants to end a conversation with you. These may include: looking around the room not asking questions back saying they have something else to do yawning Do not get upset if the individual does this. Sometimes it is better to end a conversation before you run out of things to say. If you want to end the conversation, say something like, "Well I'd better be going now" before saying "Goodbye" because it is more polite than just saying "Goodbye" and walking away. Try to think of some other ways to end a conversation. Making friends: Making friends can be difficult for Aspies, but once you have established them, they can be enjoyable. You will have someone to go out with, talk about things you enjoy, and discuss your problems with. It can be difficult to tell if someone is not a real friend. This can be especially difficult for Aspies. This is because the signs that someone is pretending to be your friend are often very difficult to detect, because they include body language and tone of voice. You may not find it easy to notice these. A true friend will always make you feel welcome and talk to you if they have the time. A true friend will treat you the same way that they treat all of their friends. Someone pretending to be a friend will sometimes make you feel welcome, but show signs that they do not want to talk almost immediately. Someone pretending to be a friend may treat you differently to their other friends. Telling others that you have Aspergers: Sometimes people find others who behave differently to themselves hard to understand. Neurotypicals may find it hard to understand why you may prefer not to look them in the eye while you speak or why you like to talk a lot about a special interest. A way of helping others to understand your differences and communicate well with you is to tell them that you have Aspergers. Obviously, it is your choice whether or not to tell others, but it can often be a positive decision. You do not have to go into great detail about what Aspergers is. Perhaps you could tell them about the triad of impairments and the difficulties that you have because of this. Things to think about include: Social interaction - Do you prefer to be alone? Do you find it difficult to make friends? Do you find it difficult to keep a conversation going? Imagination - Do you find it difficult to imagine how someone else feels? Do you find it distressing when things change? Do you have a special interest? Communication - Do you find body language difficult to understand? Do you find it hard to tell what emotion others are feeling? Do you find it difficult to say what you mean? Not all of these difficulties will apply to you. You could ask someone who knows you well how you behave differently in social situations in comparison to a neurotypical. Knowing this can be very useful as you will then be able to tell others about these difficulties and also work on improving them. Social skills: Here are some additional ideas and things to remember to help you when dealing with social situations. This does not cover every possible situation you may find yourself in, but it does provide advice for some of the most common circumstances: 1. Even if you do not want to socialize with others and prefer to be on your own, it is a good idea to develop your social skills. 2. If you make a mistake and upset someone, it does NOT mean they don’t like you. Usually, saying sorry helps. If you are not sure what you have done to upset someone, ask. 3. Rules change depending on the situation and individual you are speaking to. For example, it would be appropriate to say ‘Hey’ to a friend but 'Hello' to your boss. A good example of this is the story of a man who was told that it was polite to go up to people and smile and shake their hand when he met them. This was appropriate most of the time. However, when he attended a family member's funeral, people thought he was being insensitive because he was walking around with a big smile when they were feeling sad. 4. Saying 'please' and 'thank you' is appropriate in all situations. This shows other individuals that you are polite. 5. Sometimes it is ok not to tell the truth to make someone else happy (e.g., saying they do not look fat, even if they do). Some call these 'little white lies'. Try thinking of situations where this may be the case with a family member or co-worker. How to develop and practice social skills: Social skills groups are run in most countries. They usually focus on the main areas that Aspies find difficult (e.g., making friends, having a conversation, identifying and expressing emotions, problem solving, body language and tone of voice, etc.). You could also ask a family member or friend to help you practice social skills. You could do this using role play. Things that you could practice include approaching others, starting a conversation, taking turns and ending a conversation. You could ask the individuals who know you well which skills they think it would be a good idea for you to practice. Watching soaps on TV might give you some ideas of how to act in different social situations. You could also record an episode and ask someone to press pause during the program and talk about what you would do next in that situation. Joining a social group: Social groups provide the opportunity to meet others and socialize in a safe environment. They do not offer structured social skills training but are a good place to practice those that you have learned. All groups operate differently. Most groups meet on a regular basis (e.g., weekly or monthly), and at an agreed place (e.g., a pub or community hall). The activities will vary depending on the interests of the members. Some may focus on one hobby, such as drama, while others may offer a wider range of activities, such as cinema one week and bowling the next. How to meet and socialize with neurotypicals: There are lots of different types of social groups. Many of these meet because members have similar interests (e.g. sports, reading, art or religion). For someone with Aspergers, joining a social group where the members have similar interests to your own would be beneficial. This is because you would have something to talk about and to use to start conversations. Individuals at these groups will probably be keen to talk about your special interest if they enjoy it too. Do keep in mind that some social groups require you to become a member to attend, and for this, you sometimes have to pay. It may be a good idea to call the organizer to find out about this to avoid disappointment. ==> Living With Aspergers: Help for Couples

Pooky bears, I’ve written often about having Autism – you can find all my writings about it & recommended resources here. Today I wanted to share with you a quick poster on what helps with managing my Autism. Pop your details in the form below to download! Most of these tools are there to help […]

Social scripts, also known as stories, are one of the most effective and simple ways to provide support to kids with autism. A social script is a short narrative written in first person that discusses one problem situation. So, they come in especially handy for really any situation that comes up. So

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

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

You may have heard the saying, “If you’ve met one child with autism, you’ve met one child with autism.”

Cognitive flexibility is necessary to develop problem-solving and coping skills. Autistic children often struggle with flexible thinking and require ...

As many as one third of U.S. children diagnosed with autism spectrum disorder (ASD) don't get behavioral or medication treatment to help them manage their neurodevelopmental challenges.

Support Communication, Learning, Behavior and Social Skills by Creating Custom Resources. Stop struggling with complicated programs and outdated images. Create your custom visual support materials with easy drag and drop tools and contemporary images that the kids will love. Sign

Share & Help Me GrowThis week, I am very honored to be a part of the Special Needs and Homeschooling Blog Tour, coordinated by Marla at Musings From A Special Needs Mom. While homeschooling looks different in every home, our version of homeschool definitely has some unique qualities as I teach a child with high-functioning Autism (PDD-NOS) […]

This is going to be one of my shorter articles – largely, I imagine, to be posted in reply to those who “correct” my language when I refer to myself or others as autistic, as opposed to “having autism”.

Things aren't always perfect behind the scenes of pretty furniture finishes. Today I am looking for blessings through trials.

Below you will find the majority of symptoms associated with High-Functioning Autism (HFA), also referred to as Asperger’s. The HFA child will not usually have all of these traits. We will look at the following categories: sensory sensitivities, cognitive issues, motor clumsiness, narrow range of interests, insistence on set routines, impairments in language, and difficulty with reciprocal social interactions. Sensory Sensitivity Checklist— 1. Difficulty in visual areas: Avoids eye contact Displays discomfort/anxiety when looking at certain pictures (e.g., the child feels as if the visual experience is closing in on him) Engages in intense staring Stands too close to objects or people 2. Difficulty in auditory areas: Covers ears when certain sounds are made Displays an inability to focus when surrounded by multiple sounds (e.g., shopping mall, airport, party) Displays extreme fear when unexpected noises occur Fearful of the sounds particular objects make (e.g., vacuum, blender) Purposely withdraws to avoid noises 3. Difficulty in olfactory areas: Can recognize smells before others Displays a strong olfactory memory Finds some smells so overpowering or unpleasant that he becomes nauseated Needs to smell foods before eating them Needs to smell materials before using them 4. Difficulty in tactile areas: Complains of a small amount of wetness (e.g., from the water fountain, a small spill) Complains of clothing feeling like sandpaper Displays anxiety when touched unexpectedly Does not respond to temperature appropriately Difficulty accepting new clothing (including for change of seasons) Difficulty using particular materials (e.g., glue, paint, clay) Difficulty when touched by others, even lightly (especially shoulders and head) Difficulty with clothing seams or tags Overreacts to pain Under-reacts to pain 5. Difficulty in gustatory areas: Can’t allow foods to touch each other on the plate Displays unusual chewing and swallowing behaviors Easily activated gag/vomit reflex Rigidity issues tied in with limited food preferences (e.g., this is the food he always has, it is always this brand, and it is always prepared and presented in this way) Makes limited food choices Must eat each individual food in its entirety before the next Needs to touch foods before eating them Will only tolerate foods of a particular texture or color 6. Engages in self-stimulatory behaviors (e.g., rocking, hand movements, facial grimaces) 7. Is oversensitive to environmental stimulation (e.g., changes in light, sound, smell, location of objects) 8. Is under-sensitive to environmental stimulation (e.g., changes in light, sound, smell, location of objects) ==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's Cognitive Issues Checklist— 1. Mind-blindness: Displays a lack of empathy for others and their emotions (e.g., takes another person’s belongings) Displays difficulty with inferential thinking and problem solving (e.g., completing a multi-step task that is novel) Impaired reading comprehension; word recognition is more advanced (e.g., difficulty understanding characters in stories, why they do or do not do something) Is unaware he can say something that will hurt someone's feelings or that an apology would make the person "feel better" (e.g., tells another person their story is boring) Is unaware that others have intentions or viewpoints different from his own; when engaging in off-topic conversation, does not realize the listener is having great difficulty following the conversation Is unaware that others have thoughts, beliefs, and desires that influence their behavior Prefers factual reading materials rather than fiction Views the world in black and white (e.g., admits to breaking a rule even when there is no chance of getting caught) 2. Lack of cognitive flexibility A. Distractable and has difficulty sustaining attention: Engages in competing behaviors (e.g., vocalizations, noises, plays with an object, sits incorrectly, looks in wrong direction) Difficulty when novel material is presented without visual support Difficulty with direction following Difficulty with organizational skills (e.g., What do I need to do, and how do I go about implementing it?) Difficulty with sequencing (e.g., What is the order used to complete a particular task?) Difficulty with task completion Difficulty with task initiation B. Poor impulse control, displays difficulty monitoring own behavior, and is not aware of the consequences of his behavior: Displays a strong need for perfection, wants to complete activities/assignments perfectly (e.g., his standards are very high and noncompliance may stem from avoidance of a task he feels he can't complete perfectly) Displays rigidity in thoughts and actions Engages in repetitive/stereotypical behaviors Difficulty incorporating new information with previously acquired information (i.e., information processing, concept formation, analyzing/ synthesizing information), is unable to generalize learning from one situation to another, may behave quite differently in different settings and with different individuals Difficulty with transitions Shows a strong desire to control the environment C. Inflexible thinking, not learning from past mistakes (note: this is why consequences often appear ineffective) D. Can only focus on one way to solve a problem, though this solution may be ineffective: Continues to engage in an ineffective behavior rather than thinking of alternatives Does not ask a peer or adult for needed materials Does not ask for help with a problem Is able to name all the presidents, but not sure what a president does Is unable to focus on group goals when he is a member of the group 3. Impaired imaginative play: Attempts to control all aspects of the play activity; any attempts by others to vary the play are met with firm resistance Engages in play that, although it may seem imaginary in nature, is often a retelling of a favorite movie/TV show/book (note: this maintains rigidity in thoughts, language, and actions) Focuses on special interests such that he dominates play and activity choices Follows a predetermined script in play Uses limited play themes and/or toys Uses toys in an unusual manner 4. Visual learning strength A. Benefits from schedules, signs, cue cards: Uses visual information as a “backup” (e.g., I have something to look at when I forget), especially when new information is presented Uses visual information as a prompt Uses visual information to help focus attention (e.g., I know what to look at) Uses visual information to make concepts more concrete Uses visual information to provide external organization and structure, replacing the child’s lack of internal structure (e.g., I know how it is done, I know the sequence) B. Has specific strengths in cognitive areas: Displays average or above average intellectual ability Displays average or above average receptive and expressive language skills Displays high moral standard (e.g., does not know how to lie) Displays strong letter recognition skills Displays strong number recognition skills Displays strong oral reading skills, though expression and comprehension are limited Displays strong spelling skills Displays strong word recognition skills Excellent rote memory Has an extensive fund of factual information ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism Motor Clumsiness Checklist— A. Difficulties with gross motor skills An awkward gait when walking or running Difficulty coordinating different extremities, motor planning (shoe tying, bike riding) Difficulty when throwing or catching a ball (appears afraid of the ball) Difficulty with motor imitation skills Difficulty with rhythm copying Difficulty with skipping Poor balance B. Difficulties with fine motor skills Has an unusual pencil/pen grasp Difficulty applying sufficient pressure when writing, drawing, or coloring Difficulty with handwriting/cutting/coloring skills Difficulty with independently seeing sequential steps to complete finished product Frustration if writing samples are not perfectly identical to the presented model Rushes through fine motor tasks Narrow Range of Interests/Insistence on Set Routines Checklist— A. Rules are very important as the world is seen as black or white Has a set routine for how activities are to be done Difficulty with any changes in the established routine Has rules for most activities, which must be followed (this can be extended to all involved) Takes perfectionism to an extreme — one wrong answer is not tolerable, and the child must do things perfectly B. Few interests, but those present are unusual and treated as obsessions Has developed narrow and specific interests; the interests tend to be atypical (note: this gives a feeling of competence and order; involvement with the area of special interest becomes all-consuming) Patterns, routines, and rituals are evident and interfere with daily functioning (note: this is driven by the child’s anxiety; the world is confusing for her; she is unsure what to do and how to do it; if she can impose structure, she begins to have a feeling of control) Displays rigid behavior: Arranges toys/objects/furniture in a specific way Can't extend the allotted time for an activity; activities must start and end at the times specified Carries a specific object Colors with so much pressure the crayons break (e.g., in order to cover all the white) Erases over and over to make the letters just right Feels need to complete projects in one sitting, has difficulty with projects completed over time Narrow clothing preferences Narrow food preferences Has unusual fears Insists on the parent driving a specific route Is unable to accept environmental changes (e.g., must always go to the same restaurant, same vacation spot) Is unable to change the way she has been taught to complete a task Needs to be first in line, first selected, etc. Only sits in one specific chair or one specific location Plays games or completes activities in a repetitive manner or makes own rules for them Selects play choices/interests not commonly shared by others (e.g., electricity, weather, advanced computer skills, scores of various sporting events) but not interested in the actual play (note: this could also be true for music, movies, and books) C. Failure to follow rules and routines results in behavioral difficulties, which can include: Anxiety Emotional responses out of proportion to the situation, emotional responses that are more intense and tend to be negative (e.g., glass half-empty) Inability to prevent or lessen extreme behavioral reactions, inability to use coping or calming techniques Increase in perseverative/obsessive/rigid/ritualistic behaviors or preoccupation with area of special interest, engaging in nonsense talk Non-compliant behaviors Tantrums/meltdowns (e.g., crying, aggression, property destruction, screaming) Impairments in Language Checklist— A. Impairment in the pragmatic use of language Uses conversation to convey facts and information about special interests, rather than to convey thoughts, emotions, or feelings Uses language scripts or verbal rituals in conversation, often described as “nonsense talk” by others (scripts may be made up or taken from movies/books/TV). At times, the scripts are subtle and may be difficult to detect Difficulty initiating, maintaining, and ending conversations with others: Does not inquire about others when conversing Does not make conversations reciprocal (i.e., has great difficulty with the back-and-forth aspect), attempts to control the language exchange, may leave a conversation before it is concluded Focuses conversations on one narrow topic, with too many details given, or moves from one seemingly unrelated topic to the next Knows how to make a greeting, but has no idea how to continue the conversation; the next comment may be one that is totally irrelevant Once a discussion begins, it is as if there is no “stop” button; must complete a predetermined dialogue 4. Unsure how to ask for help, make requests, or make comments: Engages in obsessive questioning or talking in one area, lacks interest in the topics of others Fails to inquire regarding others Difficulty maintaining the conversation topic Interrupts others Makes comments that may embarrass others B. Impairment in the semantic use of language Displays difficulty understanding not only individual words, but conversations Displays difficulty with problem solving Displays difficulty analyzing and synthesizing information presented: Creates jokes that make no sense Creates own words, using them with great pleasure in social situations Does not ask for the meaning of an unknown word Has a large vocabulary consisting mainly of nouns and verbs Difficulty discriminating between fact and fantasy Interprets known words on a literal level (i.e., concrete thinking) Is unable to make or understand jokes/teasing Uses words in a peculiar manner C. Impairment in prosody Rarely varies the pitch, stress, rhythm, or melody of his speech. Does not realize this can convey meaning Has a voice pattern that is often described as robotic or as the “little professor”; in children, the rhythm of speech is more adult-like than child-like Displays difficulty with volume control (i.e., too loud or too soft) Uses the voice of a movie or cartoon character conversationally and is unaware that this is inappropriate Difficulty understanding the meaning conveyed by others when they vary their pitch, rhythm, or tone D. Impairment in the processing of language When processing language (which requires multiple channels working together), has difficulty regulating just one channel, difficulty discriminating between relevant and irrelevant information Has difficulty shifting from one channel to another; processing is slow and easily interrupted by any environmental stimulation (i.e., seen as difficulty with topic maintenance). This will appear as distractibility or inattentiveness. (Note: When looking at focusing issues, it is very difficult to determine the motivator. It could be attributed to one or a few of the following reasons: lack of interest, fantasy involvement, anxiety, or processing difficulty.) Displays a delay when answering questions Displays difficulty sustaining attention and is easily distracted (e.g., one might be discussing plants and the HFA child will ask a question about another country; something said may have triggered this connection or the individual may still be in an earlier conversation) Displays difficulty as language moves from a literal to a more abstract level (generalization difficulties found in the HFA population are, in part, due to these processing difficulties) ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism Difficulty with Reciprocal Social Interactions Checklist— A. Inability and/or a lack of desire to interact with peers Displays an inability to interact because she does not know how to interact. She wants to interact with others, but does not know what to do: Compromises interactions by rigidity, inability to shift attention or “go with the flow,” being rule bound, needs to control the play/activity (play may “look” imaginative but is most likely repetitive — e.g., action figures are always used in the same way, songs are played in the same order, Lego pieces are always put together in the same way) Displays a limited awareness of current fashion, slang, topics, activities, and accessories (does not seem interested in what peers view as popular or the most current craze, unless it happens to match a special interest) Displays a limited awareness of the emotions of others and/or how to respond to them (does not ask for help from others, does not know how to respond when help is given, does not know how to respond to compliments, does not realize the importance of apologizing, does not realize something she says or does can hurt the feelings of another, does not differentiate internal thoughts from external thoughts, does not respond to the emotions another is displaying) Displays narrow play and activity choices (best observed during unstructured play/leisure activities: look for rigidity/patterns/repetitive choices, inability to accept novelty) Engages in unusual behaviors or activities (selects play or activity choices of a younger child, seems unaware of the unwritten social rules among peers, acts like an imaginary character, uses an unusual voice — any behaviors that call attention to the child or are viewed as unusual by peers) Initiates play interaction by taking a toy or starting to engage in an ongoing activity without gaining verbal agreement from the other players, will ignore a negative response from others when asking to join in, will abruptly leave a play interaction Is unable to select activities that are of interest to others (unaware or unconcerned that others do not share the same interest or level of interest, unable to compromise) Lacks an understanding of game playing — unable to share, unable to follow the rules of turn taking, unable to follow game-playing rules (even those that may appear quite obvious), is rigid in game playing (may want to control the game or those playing and/or create her own set of rules), always needs to be first, unable to make appropriate comments while playing, and has difficulty with winning/losing Lacks conversational language for a social purpose, does not know what to say — this could be no conversation, monopolizing the conversation, lack of ability to initiate conversation, obsessive conversation in one area, conversation not on topic or conversation that is not of interest to others Lacks the ability to understand, attend to, maintain, or repair a conversational flow or exchange — this causes miscommunication and inappropriate responses (unable to use the back-and-forth aspect of communication) Observes or stays on the periphery of a group rather than joining in 2. Prefers structured over non-structured activities 3. Displays a lack of desire to interact: Does not care about her inability to interact with others because she has no interest in doing so. She prefers solitary activities and does not have the need to interact with others, or she is socially indifferent and can take it or leave it with regard to interacting with others Is rule bound/rigid and spends all free time completely consumed by areas of special interest. Her activities are so rule bound, it would be almost impossible for a peer to join in correctly. When asked about preferred friends, the child is unable to name any or names those who are really not friends (family members, teachers) Sits apart from others, avoids situations where involvement with others is expected (playgrounds, birthday parties, being outside in general), and selects activities that are best completed alone (e.g., computer games, Game Boy, books, viewing TV/videos, collecting, keeping lists) B. Lack of appreciation of social cues Lacks awareness if someone appears bored, upset, angry, scared, and so forth. Therefore, she does not comment in a socially appropriate manner or respond by modifying the interaction Lacks awareness of the facial expressions and body language of others, so these conversational cues are missed. He is also unable to use gestures or facial expressions to convey meaning when conversing. You will see fleeting, averted, or a lack of eye contact. He will fail to gain another person's attention before conversing with her. He may stand too far away from or too close to the person he is conversing with. His body posture may appear unusual When questioned regarding what could be learned from another person's facial expression, says, “Nothing.” Faces do not provide him with information. Unable to read these “messages,” he is unable to respond to them Has difficulty with feelings of empathy for others. Interactions with others remain on one level, with one message: Fails to assist someone with an obvious need for help (not holding a door for someone carrying many items or assisting someone who falls or drops their belongings) Ignores an individual’s appearance of sadness, anger, boredom, etc. Talks on and on about a special interest while unaware that the other person is no longer paying attention, talks to someone who is obviously engaged in another activity, talks to someone who isn’t even there C. Socially and emotionally inappropriate behaviors Laughs at something that is sad, asks questions that are too personal Makes rude comments (tells someone they are fat, bald, old, have yellow teeth) Engages in self-stimulatory or odd behaviors (rocking, tics, finger posturing, eye blinking, noises — humming/clicking/talking to self) Is unaware of unspoken or “hidden” rules — may “tell” on peers, breaking the “code of silence” that exists. He will then be unaware why others are angry with him Responds with anger when he feels others are not following the rules, will discipline others or reprimand them for their actions (acts like the teacher or parent with peers) Touches, hugs, or kisses others without realizing that it is inappropriate D. Limited or abnormal use of nonverbal communication Averts eye contact, or keeps it fleeting or limited Stares intensely at people or objects Does not observe personal space (is too close or too far) Does not use gestures/body language when communicating Uses gestures/body language, but in an unusual manner Does not appear to comprehend the gestures/body language of others Uses facial expressions that do not match the emotion being expressed Lacks facial expressions when communicating Does not appear to comprehend the facial expressions of others Displays abnormal gestures/facial expressions/body posture when communicating: Confronts another person without changing her face or voice Does not turn to face the person she is talking to Has tics or facial grimaces Looks to the left or right of the person she is talking to Smiles when someone shares sad news Stands too close or too far away from another person More information can be found here: Parenting Children and Teens with High-Functioning Autism Resources for parents of children and teens with High-Functioning Autism and Asperger's: ==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism ==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism ==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook ==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book ==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism

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