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Asperger Syndrome and High Functioning Autism Tool Kit
Asperger Syndrome and High Functioning Autism Tool Kit
A tool kit to assist families in getting the critical information they need in the first 100 days after an Asperger Syndrome or High Functioning Autism diagnosis.
Autism Speaks does not provide medical or legal advice or services. Rather, Autism Speaks provides general information about autism as a service to the community. The information provided in this kit is not a recommendation, referral or endorsement of any resource, therapeutic method, or service provider and does not replace the advice of medical, legal or educational professionals. This kit is not intended as a tool for verifying the credentials, qualifications, or abilities of any organization, product or professional. Autism Speaks has not validated and is not responsible for any information or services provided by third parties. You are urged to use independent judgment and request references when considering any resource associated with the provision of services related to autism
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Asperger Syndrome and High Functioning Autism Tool Kit Advisory Committee
Ann Brendel Geraldine Dawson, Ph.D.
Chief Science Officer, Autism Speaks Research Professor, University of North Carolina, Chapel Hill
Sallie Bernard
Parent, Executive Director, SafeMinds
Farah Chapes
Chief Administrative Officer, The Marcus Autism Center
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T. Michael Glenn*
Parent
Brian Kelly * **
Parent
Artie Kempner*
Parent
Gary S. Mayerson*
Founding Attorney, Mayerson & Associates
Kevin Murray*
Parent
Denise D. Resnik
Parent, Co-Founder Southwest Autism Research and Resource Center (SARRC)
Stuart Savitz
Parent
Michelle Smigel
Parent
Kim Wolf
Parent *Autism Speaks board member **Chairperson Family Services Committee Parent indicates a parent of a child with autism
2010 Autism Speaks Inc. Autism Speaks and Autism Speaks Its Time To Listen & Design are trademarks owned by Autism Speaks Inc. All rights reserved.
Autism Speaks. Asperger Syndrome and High Functioning Autism Tool Kit
Introduction, Symptoms and Causes
What is Asperger Syndrome/HFA?..........................................................................Page 2 What are the Symptoms of Asperger Syndrome/HFA..Pages 2,3,4 What Causes Asperger Syndrome/HFA?.................................................................Page 4
Diagnostic Overview
DSM-IV Criteria...Page 8 Diagnosing Asperger Syndrome/HFA..Page 9
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Resources
Resource ListPages 25, 26, 27
Safety Kit Useful Forms Useful Books and Websites Your Local Resources
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Your child has normal cognitive abilities and has experienced normal language development, but has been diagnosed with Asperger Syndrome or High Functioning Autism, and you have asked for help. This is an important turning point in your journey. For some families, this may be the point when, after a long search for answers, you now have a name for something you didnt know what to call, but you knew existed. Many families report mixed feelings of sadness and relief when their child is diagnosed. You may feel completely overwhelmed. You may also feel relieved to know that the concerns you had for your child are valid. Whatever you feel, you should know that thousands of parents share this journey. You are not alone. There is help and reason to hope. Now that you have the diagnosis, the question is: Where do you go from here? This handbook, part of Autism Speaks 100 Day Kit, focuses specifically on Asperger Syndrome (AS) and High Functioning Autism (HFA). It was created to help you make the best possible use of the next 100 days in the life of your child. It contains information and advice collected from trusted and respected experts on Asperger Syndrome /HFA and parents just like you.
Contact Us...
Ask for Help! Contact the Autism Response Team (ART). Our ART team members are specially trained to help families with the day-to-day challenges of living with Asperger Syndrome or High Functioning Autism. Contact ART for resources, support and information. Call us at 888-AUTISM 2 (288-4762) or email familyservices@autismspeaks.org. More information... There is a wealth of information on the Autism Speaks web site. Visit www.AutismSpeaks.org
Share your comments. To share your comments on the kit - What was helpful? What additional information could be included? etc. - please email them to 100daykit@AutismSpeaks.org, with the word feedback in the subject line.
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hyperactivity disorder (ADHD). As a result, your child may have first been diagnosed with disorders such as ADHD, until the issues appear to be caused by more of an inability to socialize than an inability to focus. The following is a list of symptoms that may present themselves in children with Asperger Syndrome:
improper or very few social interactions "robotic" or repetitive speech average or below average nonverbal communication skills, yet average or above average verbal communication skills tendency to discuss self rather than others inability to understand issues or phrases that are considered common sense lack of eye contact or reciprocal conversation obsession with specific unique topics one-sided conversations awkward movements and/or mannerisms
A very obvious and distinct indicator of Asperger Syndrome is preoccupation with one particular issue, from simple things like refrigerators or weather, to complex topics like President Franklin D. Roosevelt during the Great Depression. They become so attentive to these topics that they strive to learn every possible fact and detail, and as a result become incredible experts. Children with AS might initiate one-way conversations with others by speaking only about the facts related to their particular topic of interest. They may not like the idea of discussing anything else, or may be unable to listen to and understand the responses of others. Your child may not be aware that his or her audience may no longer be listening, or may not be in the topic of discussion. Another symptom of Asperger Syndrome is an inability to understand the actions, words or behaviors of other people. Individuals with AS very often dont understand humor or the implications of particular phrases or actions of other people. Subtle gestures or expressions such as a smile, a frown or a come here motion may not phase children with AS because they are unable to see the relationship between these nonverbal communication methods, and verbal methods like speech and language. Because they are often incapable of understanding these nonverbal cutes, the social world can seem very confusing and overwhelming to these individuals. To compound the problem, people with Asperger Syndrome have difficulty seeing things from another persons perspective. This inability leaves them unable to predict or understand other peoples actions. Although not universal, it is common for people with AS to have difficulty regulating their emotions. Individuals with Asperger Syndrome may have an awkward or peculiar way of speaking. They might speak extremely loudly, constantly in a monotone, or with a particular accent. These individuals lack understanding of social interactions, and as a result, are unaware that their topics of discussion or method of speaking might be inappropriate or awkward, particularly in specific situations. For example, children who speak very loudly might enter a church and not understand that they can no longer speak at the same volume.
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Another typical sign of Asperger Syndrome may be awkward movements, or a delay in motor skills. They may have an abnormal walk or a poor sense of coordination. Though these individuals might be very intelligent and might display expert language skills, they may not be able to catch a ball or understand how to bounce on a trampoline, despite the many attempts of others to teach them. It is important to note that not all individuals with Asperger Syndrome display each of these symptoms, and that the presence and severity of each symptom is likely to vary between individuals with the same diagnosis. While displaying some or all of these symptoms, each child with autism also possesses many unique gifts.
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Strengths
Attention to detail Often highly skilled in a particular area Deep study resulting in encyclopedic knowledge on areas of interest Tendency to be logical (helpful in decisionmaking where emotions may interfere) Less concern for what others may think of them (can be a strength and a challenge). Also known as independent thinking. Often results in novel "big picture" insights due to different ways of looking at things, ideas, and concepts. Usually visual processing (thinking in pictures or video) Often very verbal (Propensity of giving detailed descriptions may be useful in providing directions to lost persons) Direct communication Loyalty
Challenges
Grasping the big picture Uneven set of skills Difficulty in developing motivation to study areas not of interest Difficulty perceiving emotional states of other Perceiving unwritten rules of social interaction. But can learn these rules through direct instruction and social narratives social as Power Cards (Gagnon, 2004)
Difficulty processing in non-favorite modalities such as aural, kinesthetic, etc. Difficulty parsing out and summarizing important information for a conversation Sensory integration problems where input may register unevenly, distorted, and difficulty in screening out background noise Generalization of skills and concepts
Honesty Nonjudgemental listening Average to above average intelligence Difficulty expressing empathy in ways that others expect or understand Executive functioning resulting in difficulties planning long-term tasks
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1. Difficulty explaining ones behaviors 2. Difficulty understanding emotions 3. Difficulty predicting the behavior or emotional state of others 4. Problems understanding the perspectives of others 5. Problems inferring the intentions of others 6. Lack of understanding that behavior impacts how others think and/or feel 7. Problems with joint attention and other social conventions 8. Problems differentiating fiction from fact
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Ozonoff, Dawson, and McPartland, in their book A Parents Guide to Asperger Syndrome and High Fuctioning Autism, offer several suggestions for helping children with AS/HFA succeed in the classroom. To address challenges in the area of Executive Functioning, they offer the following suggestions: Use a weekly homework log that is sent from school to home and back, keeping all parties informed of work due and progress. Assignment checklists can be used to break large, often overwhelming tasks into manageable unites. Day planners, including PDAs, can help organize your child. A posted classroom schedule. Allocation of sufficient time for instructions, repetition of instructions, and individual student assistance. Preferential desk placement near teacher and away from distractions
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Diagnostic Overview
Asperger Syndrome and HFA are terms applied to the high functioning end of what is known as the spectrum of pervasive developmental disorders, or the autism spectrum. Asperger Syndrome is a relatively new category, as it was officially recognized in the Diagnostic and Statistical Manual of Mental Disorders (DSM) for the first time in 1994. In the future, it is possible that the DSM may combine AS and HFA into one category, as they are very similar and the treatment approaches for each are the same. Since AS/HFA shows a range or spectrum of symptom severity, many individuals who might meet criteria for that diagnosis are viewed as "unusual" or awkward," or are misdiagnosed with other conditions such as Attention Deficit Disorder. .DSM-IV Criteria for a Diagnosis of Asperger Syndrome
A. Qualitative impairment in social interaction, as manifested by at least two of the following: 1. marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction 2. failure to develop peer relationships appropriate to developmental level 3. a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g. by a lack of showing, bringing, or pointing out objects of interest to other people) 4. lack of social or emotional reciprocity B. Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following: 1. encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus 2. apparently inflexible adherence to specific, nonfunctional routines or rituals 3. stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements) 4. persistent preoccupation with parts of objects C. The disturbance causes clinically significant impairment in social, occupational, or other important areas of functioning D. There is no clinically significant general delay in language (e.g., single words used by age 2 years, communicative phrases used by age 3 years) E. There is no clinically significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior (other than social interaction), and curiosity about the environment in childhood F. Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia (DSM IV, p. 77)
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This experience comes with many challenges that we must surmount in order to lovingly support our children and to assimilate their acute sensory sensitivities into a world that is oftentimes overwhelmingly intolerant of diversity. But it also comes with a myriad of gifts if you can be open to seeing this perspective. Your child requires you in their life; and indeed, dozens of parents have told me they are better people than they wouldve been had they not been blessed to raise this child. Rest assured, given the proper respect, appreciation, and opportunity, your child will change the world in ways that are right and true and good and kind.
William Stillman, Empowered Autism Parenting
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How Will I Deal with the Diagnosis? How Will this Affect My Family?
Even though it is your child who has the Asperger Syndrome/HFA diagnosis, it is important to acknowledge that autism spectrum disorders happen to the whole family. They affect every member of the household. Asperger Syndrome can be difficult to deal with, both for the person diagnosed, and the family. It can lead to many changes in the family, both inside and outside the home. Luckily, with heightened awareness, there are many places to go for support and help. As you move forward with your child and your family as a whole, the staff at the Mayo Clinic has come up with the following advice to help you on your journey:
Learn about the disorder. Just 15 years ago, many pediatricians hadn't heard of Asperger Syndrome/HFA. Now, there are numerous books and Web sites dedicated to the disorder. Do some research so that you better understand your child's challenges and the range of services in your school district and state that may help. Learn about your child. The signs and symptoms of Asperger Syndrome/HFA vary for each child, and young children have a hard time explaining their behaviors and challenges. But, with time and patience, you'll learn which situations and environments may cause problems for your child and which coping strategies work. Keeping a diary and looking for patterns may help. Find a team of trusted professionals. You'll need to make important decisions about your child's education and treatment. Find a team of teachers and therapists who can help evaluate the options in your area and explain the federal regulations regarding children with disabilities. Help others help your child. Most children with Asperger Syndrome/HFA have no visible sign of disability, so you may need to alert coaches, relatives and other adults to your child's special needs. Otherwise, a well-meaning coach may spend time lecturing your child on "looking at him while he's talking" something that can be very difficult for a child with Asperger Syndrome/HFA. Help your child turn his or her obsession into a passion. The tendency to fixate on a particular narrow topic is one of the hallmarks of Asperger Syndrome/HFA, and it can be annoying to those who must listen to incessant talk about the topic every day. But a consuming interest can also connect a child with Asperger Syndrome/HFA to schoolwork and social activities. In some cases, kids with Asperger syndrome can even turn their childhood fascination into a career or profession.
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Reactions vary widely. But whatever reaction you get, it will be very important to educate your parents about the nature of autism after you have told them about the diagnosis. To begin your discussion, you might talk about specific behaviors. For example: You know those behaviors weve been confused about for so long? Well, now we have a name for them and an explanation for why they occur. Howie doesnt act the way he does because hes spoiled or because hes shy or because he doesnt like us he acts that way because he has autism. Autism explains why he doesnt speak or use gestures and why he doesnt seem to understand what we say. It explains why hes not as interested in interacting with us as the other children in the family have been and why he plays with spoons and bottles instead of toys. I know this is upsetting news for all of us. But the good news is that the disorder has been diagnosed early, and there are a lot of things we can do to help him. Hell be starting some therapies soon, and Ill be learning about things I can do to help him at home. I know that you will need some time to think about all of this. But if you have any questions as we begin his therapy, Ill be glad to try my best to answer them. I know were all hoping for the best outcome possible. After the initial conversation about this diagnosis, continue to keep your other children and your extended family in the information loop.
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Telling Others
The following article from the book Overcoming Autism, by Lynn Kern Koegel, Ph.D. and Claire LaZebnik, offers a suggestion for how to tell people, and explains why for some people, it can make life easier for you and your friends.
You should, you know. Tell people. You dont have to walk up to strangers on the street or anything, but confide in the people who love you. That was one thing we did right: we told our families and our friends right away. First we called them, and then we copied a good comprehensive article someone wrote about autism and annotated it with specifics about Andrew, and we mailed it out to everyone we knew. (You could do the same things with sections from this book, by the way.) None of our good friends pulled away from us because our kid had autism. Just the opposite our friends and families rallied around us in amazing ways and have continued to cheer Andrews progress on year after year. In all honesty, telling people what we were going through only made our lives easier. Before then, we worried that Andrews occasionally aberrant behavior was off-putting. But once he had a formal diagnosis, everyone cut us a lot of slack, and instead of wondering what the hell was wrong with us as parents, most people we knew admitted to a newfound respect for us for dealing with so much. Real friends dont love you more for being successful or less for having problems. If anything, it works the opposite way were all so busy that sometimes we forget to stay in touch with friends when everythings fine for them, but we rush forward when they need us. Now is the time to take advantage of that. Talk your friends ears off, complain, bitch and moan to them. Youre dealing with a huge challenge, take advantage of every minor plus it has to offer.
Telling Peers
Talking with peers and other students is crucial to helping a child with AS become more comfortable in school or social settings. If peers are aware of their classmate with AS and understand the reasons behind their sometimes odd behavior, this will increase acceptance and limit bullying or taunting. It is important to explain Asperger Syndrome to children in a way that they will best understand their friend or classmate. For example, talk about the fact that many of us have challenges. While one classmate might be unable to see and might need glasses as a result, this other child has trouble in social situations and needs support as a result. It may help to identify one or two peers who can serve as buddies to help your child feel more comfortable in school. Stephen Shore developed a four-step process for disclosing AS, which he has found effective in a number of settings. In essence, it's a tool for placing a child's AS in context, and helping others to understand that AS is not a "handicap," but rather a collection of strengths and challenges. Through accommodations and support, people with AS can not only succeed but can even thrive.
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Start by delineating your childs strengths and challenges. Use the word challenges instead of weaknesses because you can address challenges. If Joes been in class for a little while, a parent might say Joey is very good at following the rules. When theres a change in the schedule, though, youll see Joey get a little anxious. Try to find a strength that your child uses to accommodate for a challenge. For example, during lecture parts of class, your child might use a computer to take notes. A parent might say Joey finds that writing by hand is very tough, so this is how he takes notes. Talk about other peoples characteristics to place your child in a broader context. A parent might say, Joey has these strengths; other people have other strengths. We all try to build on our strengths to lead to productive lives. Lastly, bring out the label. Explain that AS is a set of traits, strengths and challenges, and that doctors and scientists have identified these characteristics as Asperger syndrome.
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In fact, sometimes the symptoms of AS/HFA can instead be seen as strengths and can be used to help your child be successful in life. Other times, your childs unique behaviors can be channeled into strengths given the proper support, a little creativity, and a shift in perspective. In order to determine what treatments and interventions will be most effective for an individual with AS, a thorough assessment of all symptoms must be done. The evaluation must examine a wide variety of factors including behavioral history, current symptoms, communication patterns, social competence and neuropsychological
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functioning. It is crucial to look at the strengths and weaknesses of the child in each of these areas in order to paint a full and clear picture. An individual with AS/HFA may have completely different strengths and weaknesses than another individual with the same diagnosis. One treatment that is the most significant and most effective for one child may be completely unnecessary and ineffective for another. As a result, treatments and interventions must be very individualized based on the information gathered from the thorough assessment. The factor that has proved to be the most critical in terms of improvements in these children is early intervention. If behavior management and social skills training begin at a young age, the chances of progress are significantly greater. An effective treatment program includes parents as part of the treatment process, builds on the childs interests, promotes self-esteem, and offers a predictable schedule. Such a program also teaches tasks as a series of simple steps, actively engages the childs attention in highly structured activities, helps include the child in a typical social environment, and provides regular reinforcement of behavior.
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Medication
No medications specifically treat Asperger Syndrome. However, some children with AS experience symptoms that can be controlled by medication: depression, anxiety, attention deficits, or hyperactivity. Though the symptoms of Asperger Syndrome can only be improved through treatments and interventions, it is important to also assess and treat associated conditions such as depression, anxiety, and attention problems as these symptoms can often be more debilitating than AS/HFA itself.
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You, as a parent, are entitled to be treated as an equal partner with the school district in deciding on an education plan for your child.
Throughout your childs educational process, it is important to remember that each child has a unique set of abilities and challenges. Educating both yourself and your childs educational team at school will be fundamental to your childs success in the classroom. Since children with AS/HFA can be diagnosed at all different stages of the education process, it is imperative to make sure that the proper accommodations are given to them no matter when they are diagnosed. Individuals with AS may show evidence of distinct issues; they may struggle more with social interactions and communication than with their studies and schoolwork. Since each child is different, the parents and educators need to work collaboratively in order to play on the childs strengths and enable them to have a positive and successful educational experience. Once your child is diagnosed, it is crucial to make sure they have the proper supports in school. As you work with your school system, it is important to remember that your childs program should be designed individually, as each child has unique needs, even if the diagnosis is the same as that of another child. Acquiring these services will help your child and will also ensure that his or her teacher can provide the best and most effective education possible.
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In the classroom, the student and the teacher will face different challenges. The Organization for Autism Research (OAR) offers the following six step plan, which is included in their comprehensive kit entitled, An Educators Guide to Asperger Syndrome, to help your child enter a classroom, and throughout their education:
Operate on Asperger time. Asperger time means Twice as much time, half as much done. Students with Asperger Syndrome/HFA often need additional time to complete assignments, gather materials, and orient themselves during transitions. Manage the environment. Any change can increase anxiety in a student with Asperger Syndrome/HFA. Strive to provide consistency in the schedule and avoid sudden changes. Create a balanced agenda. Make a visual schedule that includes daily activities for students with Asperger Syndrome/HFA. Some parts of the daily schedule or certain classes or activities should be monitored or restructured, as needed. Simplify language. Keep your language simple and concise, and speak at a slow, deliberate pace. Students with Asperger Syndrome/HFA have difficulty reading between the lines, understanding abstract concepts like sarcasm, or interpreting facial expressions. Be clear and specific when providing instructions. Manage change of plans. Make sure the student with Asperger Syndrome understands that sometimes planned activities can be changed, canceled, or rescheduled. Have backup plans and share them with the child with Asperger Syndrome/HFA. Be generous with praise. Find opportunities throughout the day to tell the student with Asperger Syndrome what he or she did right. Compliment attempts as well as successes. Be specific to ensure that the student with Asperger Syndrome knows why you are providing praise.
about specific approaches for structuring the academic and physical environment to address the needs of your student with Asperger Syndrome.
Step 5: Collaborate on the Educational Program Development. Step 6: Manage Behavioral Challenges
School is a stressful environment. Commonplace academic and social situations may create extreme stress for students with Asperger Syndrome/HFA. The stressors may include difficulty predicting events because of changing schedules, tuning into and understanding teachers directions, interacting with peers, anticipating changes, such as classroom lighting, sounds/noises, odors, and so on. Tantrums or meltdowns (terms that are often used interchangeably) typically occur in three stages that can be of variable length. Students with Asperger Syndrome/HFA rarely indicate that they are under stress. While they may not always know when they are near a stage of crisis, most of their meltdowns do not occur without warning. There is a pattern of behavior, which is sometimes subtle, that suggests an imminent behavioral outburst. Prevention through the use of appropriate academic, environmental, social, and sensory supports and modification to environment and expectations is the most effective method. There are many strategies that can be used to help your child avoid tantrums or meltdowns. By using a functional behavior assessment, a professional trained in ABA, education, or psychology can help you determine what triggers the tantrum, change the environment to reduce the stress it is causing, and teach your child to express his or her desires or feelings in a more adaptive manner.
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You may also find useful information in the Autism Speaks School Community Tool Kit at www.autismspeaks.org/community/family_services/school_kit
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is designed to be within a results-oriented process that is focused on improving the academic and functional achievement of the child with a disability to facilitate the childs movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment); continuing and adult education, adult services, independent living, or community participation, is based on the individual childs needs, taking into account the childs strengths, preferences, and interests; and includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation.
A successful transition will lead your child with AS/HFA on the path to a fulfilling life that enables him or her to learn and grow. This type of planning should take place around 16 years of age. The transition plan will begin with individuals assessing their own skills and interests with their families. This will allow them the time and space to reflect on the best way to hone their skills on things that interest and excite them. With your family and educational team, your child may look into options such as college, employment, vocational training, life skills training, and residential opportunities.
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As you move forward in you planning, it is essential to remember that young adults are protected by the Americans with Disabilities Act (ADA). The ADA notes that a child with ASD/AS cannot be discriminated against in school and beyond. The law also provides protections for young adults while in college, noting that supportive services should be available and that all programs should be accessible, including extracurricular activities. The ADA also prohibits qualified individuals from being discriminated against in the workforce. Some individuals with AS/HFA may decide to move on to college as part of their transition plan. Making this decision will require research to find out which institutions of higher learning offer the best supports for individuals with AS/HFA. Since each individuals needs are unique, it will be important for these young adults to see what their strengths are and what type of environment they will thrive in. Some students choose to go to a traditional college setting, while others may look to go into a non-degree program, or an associates degree program. It is important that individuals with AS/HFA choose colleges that will help them meet their future goals, but that will also be able to support their specific needs. There is a place for each individual, and before making any decisions, it is essential to find the best match for your child based on his or her strengths, desires, and challenges. For young adults who go directly into the employment world, it will also be critical for them to focus on their strengths and what brings them the greatest joy. They will want to explore different areas of the job market. Different work environments may help different individuals to excel. There are many opportunities for supported employment, where the employer offers supports to a worker with different challenges. Other individuals will require less support and may do better independently. Each individual has unique skills that will lend themselves to certain jobs, so it is important for your child with AS/HFA to be open to all options throughout the transition to adulthood.
You should know what you want to do, what you can do, what your interests
are, what your capacity for multitasking is. There can be challenges sometimes associated with the diagnosis of AS. But there are potential gifts, and the ability to bury yourself in deep interests and passions is the greatest one we know of. Cultivate this; it is a gift to yourself, and to others.
-Adapted from Aspergers from the Inside Out, by Michael John Carley
The experience of having your child diagnosed with Asperger Syndrome/HFA can be overwhelming and difficult. Staying positive and focusing on the things that make your child with AS/HFA special will help you immensely on this journey with your family. Individuals with AS/HFA can make huge strides with the right treatments and just like other children, can go on to accomplish great things. We hope this kit has helped ease your fears and answer your questions. We have many other valuable resources for your child and your family on our website, www.autismspeaks.org. If you have any additional questions or would like to talk to someone, please contact our Autism Response Team at 888-AUTISM2, or contactus@autismspeaks.org.
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Diagnostic Overview
Diagnostic and Statistical Manual of Mental Disorders (DSM-IV)
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How Will I Deal With the Diagnosis? How Will This Affect My Family?
Asperger Syndrome Mayo Clinic www.mayoclinic.com/health/aspergers-syndrome/DS00551 Attwood, Tony. Ph.D. Should You Explain the Diagnosis to the Child? www.ahany.org/ShouldYouExplainTheDiagnosis.htm Ozonoff, S., Dawson, G., and McPArtland, J. (2002) A Parents Guide to Asperger Syndrome and High-Functioning Autism: How to Meet the Challenges and Help your Child Thrive. NY: Guilford Publications.
Office for Civil Rights - Frequently Asked Questions About Section 504 and the Education of Children with Disabilities www.ed.gov/about/offices/list/ocr/504faq.html U.S. Department of Education, Office of Special Education Programs (2007) http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalBrief%2C 17%2C Asperger Center for Education and Training www.aspergercenter.com U.S. Department of Justice, Civil Rights Division, Disability Rights Section (2005). A Guide to Disability Rights Laws www.ada.gov/cguide.htm
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We had no idea Louis was out of the house, when we received a call from a neighbor. Thankfully, they were familiar with Lou and knew how to reach us.
Make sure any alterations you make to your home not delay or prevent fire, police, ambulance or rescue personnel from getting to her or him immediately in an emergency.
An ounce of prevention You know the expression, an ounce of prevention is worth a pound of cure. Following are some tools and ideas to help you plan for and prevent emergencies.
2010 Autism Speaks Inc. Autism Speaks and Autism Speaks Its Time To Listen & Design are trademarks owned by Autism Speaks Inc. All rights reserved.
2010 Autism Speaks Inc. Autism Speaks and Autism Speaks Its Time To Listen & Design are trademarks owned by Autism Speaks Inc. All rights reserved.
Give your neighbor a simple handout with your name, address, and phone number. Ask them to call you immediately if they see your child outside the home. This approach may be a good way to avoid problems down the road and will let your neighbors: Know the reason for unusual behaviors Know that you are approachable Have the opportunity to call you before they call 911
Knowing your neighbors and making them comfortable with your childs differences can lead to better social interactions for your child.
For more information on safety you can visit: Autism Safety Toolkit www.nationalautismassociation.org/safetytoolkit.php or www.unlockingautism.org and The Autism Safety Project www.autismsafetyproject.org
2010 Autism Speaks Inc. Autism Speaks and Autism Speaks Its Time To Listen & Design are trademarks owned by Autism Speaks Inc. All rights reserved.
Contacts
A section for service providers, caregivers and others
Schedules
A section for therapy times, program start and end dates, deadlines
Diagnosis
A section for medical documents and any prescriptions
Therapy
A section for Speech, Occupational Therapy, SI, and so on (Multiple or sub sections may be necessary)
Individualized Education Plan (IEP) A section for your childs IEP and
related documents (For children older than three years)
The Binders
Many parents find that binders are a
great tool for keeping the mountains of paperwork down to a more manageable, mole hill size and for sharing information. You may want to organize by subject or by year. In either case, here are some of the subjects that you are likely to want to have at your fingertips:
The
time frame and action items will vary depending on your childs symptoms, your childs age, where you live and what you have already accomplished. Even if you are very on top of this, it may take a while to be able to access additional evaluations and the services that your child needs
Start now.
2010 Autism Speaks Inc. Autism Speaks and Autism Speaks Its Time To Listen & Design are trademarks owned by Autism Speaks Inc. All rights reserved.
Week 1
Complete Evaluations If your child has
not had a complete work up, schedule the remainder of necessary evaluations (see Getting Services below).
Week 2
Getting Support Find a support group or a
parent mentor. If your child is in school, you may also want to find out if your district has a Special Education Parent Teacher Association (SEPTA), which may offer informational meetings and parent outreach.
Week
2010 Autism Speaks Inc. Autism Speaks and Autism Speaks Its Time To Listen & Design are trademarks owned by Autism Speaks Inc. All rights reserved.
Week
Week 5
Continue Building Your Team
See Week 4.
Get to know Your Childs Legal Rights Familiarize yourself with your childs
rights. There is a wealth of information available. You may find out your child is entitled to services you werent aware of or hadnt considered.
2010 Autism Speaks Inc. Autism Speaks and Autism Speaks Its Time To Listen & Design are trademarks owned by Autism Speaks Inc. All rights reserved.
Week 6
Continue to Research Treatment Options Continue to research treatment
options. If possible, go to a workshop or look for additional information online.
Week 7
Become Competent in the Intervention Methods you have Chosen for Your Child Take advantage of
parent training. Therapists often provide parent training that will help bring the methods used at therapy into your home and help your childs progress.
qualified baby-sitting services and respite care. Dont wait until youre desperatefind someone youre comfortable with and plan a night out. If you already have a great baby-sitter, invite her or him to spend some time with you and your child so Continue research they can adjust to the new techniques your family is using at home. on treatments and services. Consult the Autism Continue to follow up on Speaks web site for contacts in your area.
Spend some time organizing your Schedule a Team Meeting If youve built paperwork Organize any paperwork that may
have piled up. Try to eliminate any materials you a team of therapists, you may want to call a meeting to establish procedures and goals and wont need. open lines of communication. Youll also want to continue observing therapy sessions and using what you learn at home. If its difficult to schedule a time for the service providers to meet in person, you may want to schedule a conference call instead.
Week 8
Investigate Recreational Activities for your Child Add a recreational activity, such
as gymnastics or swimming to broaden your childs development.
2010 Autism Speaks Inc. Autism Speaks and Autism Speaks Its Time To Listen & Design are trademarks owned by Autism Speaks Inc. All rights reserved.
Plan more Sibling Time Your typicallydeveloping children will no doubt be richer for having a sibling with Autism. But maintaining as much normalcy as possible will help them reach their potential too.
Continue to Connect with Other Parents Stay active with a support group or, if
possible, socialize with other parents of children with Autism. Being around other adults who understand what your family is going through will help you stay strong.
Make Contact with Friends and Family Stay connected. Make contact with your
friends and family and participate in community events. Keeping up your social life will help you safeguard against feelings of isolation.
Week 9
Round out Your Team
Continue to evaluate service providers and therapists.
Week 10
Schedule a Team Meeting Its team
meeting time again. Schedule a meeting to discuss progress and strategies. Stay involved with your team by continuing to attend as many sessions as possible.
Week 11
Check Your Childs Progress Look for
progress. Hopefully, your child has been through a consistent month of therapy at this point. Review your binder and videos to see if you notice improvements. Continue to attend sessions too. Take notes on what you see. Keep a copy in your binder and bring them to your next team meeting.
Week 13 Week 12
Reconnect with Your Spouse Take
some one-on-one time to enjoy each others company. If communication has been difficult, consider scheduling time with a counselor to keep your relationship healthy.
2010 Autism Speaks Inc. Autism Speaks and Autism Speaks Its Time To Listen & Design are trademarks owned by Autism Speaks Inc. All rights reserved.
Adapted from: Does My Child Have Autism? By Wendy L. Stone, Ph.D. with Theresa Foy DiGeronimo
MEASURING PROGRESS
How will I know if my child is making progress?
How long will it be before I see changes? What types of improvements should I expect?
What will happen if my child doesnt make progress with this treatment?
THERAPIST QUALIFICATIONS
How many children with Autism have you worked with? What ages? Do you serve children over three years old? What are your qualifications? What type of training do you have?
Do you have a professional degree or certificate (Ask for details) Are you affiliated with a professional organization? (Ask for details) What do you see as your strongest skills in working with children with Autism? Are there issues or problems you consider to be outside of your realm of expertise?
PROFESSIONAL INVOLVEMENT
Who will be providing the direct intervention with my child? What type of training do they have? Who will be supervising them and how? How often will you see my child personally?
PARENT INVOLVEMENT
Will I be able to participate in the treatment? Will you teach me to work with my child? How? What skills will you teach me? (Ask for examples)
How do you collaborate with other therapy providers on my childs team? (get examples)
Phone #
555-555-555 1/7/08
Phone #
Other Info
555-555-555
CONTACTS - Medical
Specialty
Contacts
Neurology
Dr. Sample Doctor Childrens Hospital (508)555-1000 2000 Summit Drive Anytown, MA 01000
Sample.doctor@childrens.edu
Address
Address
Email Address/ Website Specialty Name of Contact Name of Practice Phone Number
Email Address/ Website Specialty Name of Contact Name of Practice Phone Number
Address
Address
Email Address/ Website Specialty Name of Contact Name of Practice Phone Number
Email Address/ Website Specialty Name of Contact Name of Practice Phone Number
Address
Address
Email Address/ Website Specialty Name of Contact Name of Practice Phone Number
Email Address/ Website Specialty Name of Contact Name of Practice Phone Number
Address
Address
CONTACTS - Therapy
Specialty
Neurology
Dr. Sample Doctor Childrens Hospital (508)555-1000 2000 Summit Drive Anytown, MA 01000
Sample.doctor@childrens.edu
Address
Address
Email Address/ Website Specialty Name of Contact Name of Practice Phone Number
Email Address/ Website Specialty Name of Contact Name of Practice Phone Number
Address
Address
Email Address/ Website Specialty Name of Contact Name of Practice Phone Number
Email Address/ Website Specialty Name of Contact Name of Practice Phone Number
Address
Address
Email Address/ Website Specialty Name of Contact Name of Practice Phone Number
Email Address/ Website Specialty Name of Contact Name of Practice Phone Number
Address
Address
CONTACTS - Support
Specialty
Neurology
Dr. Sample Doctor Childrens Hospital (508)555-1000 2000 Summit Drive Anytown, MA 01000
Sample.doctor@childrens.edu
Address
Address
Email Address/ Website Specialty Name of Contact Name of Practice Phone Number
Email Address/ Website Specialty Name of Contact Name of Practice Phone Number
Address
Address
Email Address/ Website Specialty Name of Contact Name of Practice Phone Number
Email Address/ Website Specialty Name of Contact Name of Practice Phone Number
Address
Address
Email Address/ Website Specialty Name of Contact Name of Practice Phone Number
Email Address/ Website Specialty Name of Contact Name of Practice Phone Number
Address
Address
CONTACTS - Other
Specialty Name of Contact Name of Practice Phone Number
Address
Address
Email Address/ Website Specialty Name of Contact Name of Practice Phone Number
Email Address/ Website Specialty Name of Contact Name of Practice Phone Number
Address
Address
Email Address/ Website Specialty Name of Contact Name of Practice Phone Number
Email Address/ Website Specialty Name of Contact Name of Practice Phone Number
Address
Address
Email Address/ Website Specialty Name of Contact Name of Practice Phone Number
Email Address/ Website Specialty Name of Contact Name of Practice Phone Number
Address
Address
Phone Log
Name of Contact Phone Number Date/Time
Phone Log
Summary of Call
Summary of Call
Summary of Call
Summary of Call
Summary of Call
Follow up Required
Phone Log
Name of Contact Phone Number Date/Time
Summary of Call
Summary of Call
Summary of Call
Summary of Call
Summary of Call
Follow up Required
Date
Assessment Tracking
Type of Therapy: Evaluator Standard Score Age Equivalent Change in Standard Score Change in Age Equivalent Test Administered
Oral & Written Language Scales 49 48 Ms. Jones 50 57 10 2 4.1 9 1 3.8 1 3.5 3.4
Ms. Smith
1/12/07
2/8/08
4 months 8 months
Team Meeting/Review
Type of Therapy:
Date
Test Administered
Evaluator
Standard Score
Age Equivalent
Goal Tracking
0 2 4
0 10 10
10 3 2
6 3 1
Date
Comments
Goals Mastered
Aspie Land
www.aspieland.com/directory/
Coulter Videos
www.coultervideo.com
Daily Strength
www.dailystrength.org/c/Asperger-Syndrome/support-group
Disability Scoop
www.disabilityscoop.com/
2010 Autism Speaks Inc. Autism Speaks and Autism Speaks Its Time To Listen & Design are trademarks owned by Autism Speaks Inc. All rights reserved.
Asperger's Syndrome inYyoung Children: A Developmental Guide for Parents and Professionals
By Laurie Leventhal-Belfer, Cassandra Coe
2010 Autism Speaks Inc. Autism Speaks and Autism Speaks Its Time To Listen & Design are trademarks owned by Autism Speaks Inc. All rights reserved.
Asperger Syndrome and Adolescence: Helping Preteens and Teens Get Ready for the Real World
By Teresa Bolick
Can I Tell You About Asperger Syndrome?: A Guide for Friends and Family
By Jude Welton, Jane Telford
Help for the Child with Asperger's Syndrome: A Parent's Guide to Negotiating
By Gretchen Mertz
I Am Utterly Unique: Celebrating the Strengths of Children with Asperger Syndrome and High-Functioning Autism
By Elaine Marie Larson
A Parent's Guide to Asperger Syndrome and High-Functioning Autism: How to Meet the Challenges and Help Your Child Thrive
By Sally Ozonoff, Geraldine Dawson, James McPartland
Talking Teenagers: Information and Inspiration for Parents of Teenagers with Autism or Asperger's Syndrome
By Ann Boushy
Education Books
Asperger's Syndrome: Intervening in Schools, Clinics, and Communities
By Linda J. Baker, Lawrence A. Welkowitz
2010 Autism Speaks Inc. Autism Speaks and Autism Speaks Its Time To Listen & Design are trademarks owned by Autism Speaks Inc. All rights reserved.
Inclusive Programming for High School Students with Autism or Asperger's Syndrome
By Sheila Wagner
Navigating the Social World: A Curriculum for Individuals with Asperger's Syndrome, High Functioning Autism and Related Disorders
By Jeanette L. McAfee
Realizing the College Dream with Autism or Asperger Syndrome: A Parent's Guide
By Ann Palmer
The Hidden Curriculum: Practical Solutions for Understanding Unstated Rules in Social Situations
By Brenda Smith Myles, Melissa L. Trautman and Ronda L. Schelvan
You're Going to Love This Kid!: Teaching Students With Autism in the Inclusive Classroom
By Paula Kluth
Elijahs Cup
By Valerie Paradiz
The Asperger's Answer Book: The Top 300 Questions Parents Ask
By Susan Ashley
2010 Autism Speaks Inc. Autism Speaks and Autism Speaks Its Time To Listen & Design are trademarks owned by Autism Speaks Inc. All rights reserved.
The OASIS Guide to Asperger Syndrome: Completely Revised and Updated: Advice, Support, Insight, and Inspiration
By Patricia Romanowski, Barbara L. Kirby, Simon Baron-Cohen and Tony Attwood
2010 Autism Speaks Inc. Autism Speaks and Autism Speaks Its Time To Listen & Design are trademarks owned by Autism Speaks Inc. All rights reserved.
Useful information can be found in the Autism Speaks Family Services Resource Guide. We have provided information on resources and services in your area that may be helpful to you and your family.
The Family Services Resource Guide can be found on the Autism Speaks website, www.AutismSpeaks.org/community/fsdb/index.php.
Autism Speaks maintains the Family Services Resource Guide as a service to families as a reference tool. Every effort is made to ensure listings are up-to-date. Autism Speaks does not endorse or claim to have personal knowledge of the abilities of those listed. The resources listed in these pages are not intended as a recommendation, referral, or endorsement of any resource or as a tool for verifying the credentials, qualifications, or abilities of any organization, product or professional. Users are urged to use independent judgment and request references when considering any resource associated with diagnosis or treatment of autism, or the provision of services related to autism.
2010 Autism Speaks Inc. Autism Speaks and Autism Speaks Its Time To Listen & Design are trademarks owned by Autism Speaks Inc. All rights reserved.