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