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