| This article offers guidance for families | | | | family. All too often, parents may feel |
| with a child who has been diagnosed with, or | | | | embarrassed by their child's behaviour, and |
| is suspected to suffer with, Asperger's | | | | feel they have no option but to isolate their |
| Syndrome. It offers helpful ideas on how to | | | | child so that problems are managed. However, |
| support the child, and help them meet their | | | | this comfort zone serves only to take away |
| potential. | | | | important opportunities for practice. |
| | | | |
| Asperger's Syndrome is understood by many | | | | 4. For example, if the child behaves in a |
| professionals in the field of child | | | | hurtful manner towards others, there is an |
| development, to be a form of higher | | | | opportunity to offer a consistent consequence |
| functioning Autism. It is described as a | | | | (e.g. a few minutes time out) during or soon |
| triad of impairments, namely problems witha) | | | | after the hurtful behaviours are observed. |
| social communication b) social relating | | | | Alternatively, pro-social behaviour can be |
| c) imagination / imaginative play. | | | | praise and rewarded. |
| | | | |
| Problems with change, need for routines and | | | | 5. On a similar point, parents can explain to |
| extreme anxiety when they are compromised, | | | | their child what is desirable behaviour and |
| are also common features of this syndrome. | | | | what is unacceptable behaviour. By using |
| Further signs may be difficulties with | | | | rewards and sanctions, with pictorial |
| reciprocal (two way) conversation and | | | | targets, desirable behaviour can be shaped, |
| difficulties with empathic responses to | | | | and unwanted behaviour can be reduced. Such |
| others (i.e. lacking emotional | | | | boundaries and rules often help the child |
| understanding). | | | | feel less anxious, and by extension, help |
| | | | them behave in a calmer manner. |
| Usually, a person with Asperger's Syndrome | | | | |
| can be supported to find ways of adapting to | | | | 6. Children with Asperger's can also benefit |
| the challenges of their diagnosis. They tend | | | | from anxiety management training, and |
| to progress within a context where pro-social | | | | guidance in terms of how to develop and use |
| activity and peer relationship building can | | | | self-soothing strategies, at times of |
| be gently encouraged, over their developing | | | | distress. Relaxation tapes, with soothing |
| years. Such individuals can benefit from; | | | | melodies and sounds, are readily available in |
| | | | bookshops on the high street. |
| 1. social skills training, to learn about how | | | | |
| to establish, maintain and (where required) | | | | 7. Skills training in the recognition and |
| repair friendship situations. Where this | | | | expression of emotions (particularly hurt |
| occurs as part of a group of children with | | | | feelings, anxious feelings and angry |
| similar social needs (not necessarily having | | | | feelings) can also be greatly beneficial. |
| ASD diagnoses), this can be most helpful. | | | | Books and posters with feelings faces, can be |
| Being in a group situation, the child can be | | | | an invaluable aide. By asking the child to |
| supported with learning how to co-operate and | | | | point at a face that shows how they feel, |
| take turns. | | | | emotional communication can be encouraged. |
| | | | |
| 2. For younger children, small playgroups may | | | | 8. Children can be prompted to maintain eye |
| support the child with Asperger's to meet | | | | contact during conversation, whilst giving or |
| peers and persist in socialising behaviour. | | | | receiving information. A gentle hand on their |
| Thought should be given to make free time at | | | | shoulder, or calling them in a reassuring |
| school feel like a more enjoyable experience. | | | | manner to look towards you as you speak, can |
| Children will need encouragement to play | | | | be helpful. |
| with others, rather than spend time playing | | | | |
| alone. | | | | 9. Parents should access the National |
| | | | Autistic Society for further information, or |
| 3. Parents can be supported to explain and | | | | to be placed them in contact with local |
| model to their child how to play/share with | | | | support groups. |
| siblings or other children in the extended | | | | |