Aspergers Living

Aspergers & Sexuality (Book Review)

admin — Sun, 06 Jun 2010 16:09:20 +0000

Asperger’s Syndrome & Sexuality, written by: Isabelle Henault (London, 2006).

The forward to Ms. Henault’s extraordinary manual is written by renowned asperger’s expert Tony Attwood. He unreservedly recommends the content to any person dealing with asperger’s disorder and those who specifically have questions about aspergers & sexuality. It is also helpful for caregivers who want to understand the specific issues related to sexuality within this population of adults with aspergers.

After reading Asperger’s Syndrome and Sexuality, this reviewer would concur, and add that any professional in the area of teaching or mental health, as well as an adult with aspergers would greatly benefit from it’s content.

Ms. Henault has a broad spectrum of expertise in both asperger’s syndrome (AS) and sexuality issues. Her integration of the two topics brings relevant information to the forefront. There is significantly little research pertaining to the concerns of adults with aspergers & sexuality brought forth by social deficits combined with naturally occurring sexual issues.

The book is extremely reader friendly and is split into two sections. The first section provides a comprehensive outline of factors ranging from puberty issues, problematic behaviors, intimacy and emotion, gender identities, and couple issues. The second section outlines a socio-sexual education program of 12 workshop sessions. It is detailed and practical, and can be incorporated into a variety of settings for adults with aspergers. The book concludes with a research study comparing the sexual profile of AS individuals and that of the general population.

This is a comprehensive look at aspergers & sexuality. It incorporates both issues and strategies for compensation facing those who deal with the complex social and emotional factors associated with AS. It could easily be used as model for psycho educational treatment by numerous professionals. Adults with aspergers, parents ,partners and friends in the AS community will all greatly benefit from the excellent delivery performed by Ms. Henault.

Purchase the book here on the website and explore the possibilities!

Cognitive Behavioral Intervention Program for Teens with ASD

admin — Tue, 01 Jun 2010 02:01:35 +0000

May 31, 2010 Autism Community

A recent article published in the journal Clinical Child and Family Psychology Review, written by Susan W. White et al., discusses the intervention program she and her colleagues have developed to treat adolescents with autism and anxiety. The manual-based treatment program they’ve developed is a cognitive-behavioral treatment program designed to target anxiety symptoms as well as social skill deficits in adolescents with Autism Spectrum Disorders (ASD). The intervention program is called MASSI (Multimodal Anxiety and Social Skills Intervention).

The program is comprised of three facets: individual therapy, group therapy, and parent involvement. There are nine components of the treatment program the authors call “essential elements”. They are:

(1) Parent and family involvement: parents learn about the intervention and are taught how to support the things being taught at home and in the community to help promote generalization of skills.

(2) Regular practice: children are taught skills in individual and group therapy and these skills are practiced with the therapist and with other members of the group. The parents are also encouraged to practice the strategies learned with their children out in the community.

(3) Immediate, direct and specific feedback: the children are given feedback in the moment to help them learn the skills more quickly and not practice the wrong way of doing things. Additionally, video feedback is used to illustrate specific skills or skill deficits.

(4) Emphasis on corrective, positive social learning experiences: especially in the group therapy component, time is spent with the group members building group cohesion and establishing group rules so help establish a sense of safety and comfort in the group environment. There is an emphasis placed on this upfront because many of the children have potentially had many negative social experiences and the developers want to ensure the stage is set for maximum productivity.

(5) Modeling new skills: the program utilizes modeling of skills by therapist and peer tutors to help the adolescents learn the skills being taught. In addition to the physical modeling, the models explicitly state what they’re doing and why to ensure they to teach the skill and the logic behind it.

(6) Psychoeducation and explicit teaching about ASD and anxiety: this element is pervasive throughout all treatment modalities and focuses on honest, candid explanations of how the teen’s behavior affects how other people treat him. The developers believe that this component of treatment can be very powerful.

(7) Structured delivery: the delivery of the material itself is not scripted, but there is a set agenda for each session and examples about how to deliver the material. This structured yet unstructured format allows for flexibility in delivering the material based on the needs of the teen but also takes into account the need for structure and predictability.

(8) Therapeutic rapport: this is an important component of any therapeutic intervention, but for some youth with ASD it may be difficult to achieve quickly. The developers of the program suggest that time be taken at the beginning of each session to build rapport with the teen and their family to help them feel safe and comfortable with the therapy process.

(9) Integration of creative, alternative and varied teaching strategies: the curriculum includes other teaching modalities in addition to the traditional verbal explanation and examples. These alternative teaching strategies include visual supports, writing and drawing activities, drama and tactile reminders.

The developers have just completed phase one (manual development) for this program and are now moving into the second phase of development which includes evaluation for efficacy via controlled clinical trials. The “essential components” listed above, therefore, have not been empirically validated but they are based on research on the cognitive and learning styles of people with ASD and theoretical explanations of social deficits seen in ASD.

It is very exciting to potentially have a comprehensive program available sometime in the near future to help treat teens with ASD and anxiety. This is a new area of development and exploration and will be exciting to see the results that come out of the clinical trials of this treatment protocol.

PDA: Pathological Demand Avoidance syndrome or Autism? ( Or Aspergers??)

admin — Mon, 02 Nov 2009 05:17:33 +0000

(PDA) is a pervasive developmental disorder. PDA is related to, but separate from, what is currently termed the autistic spectrum, namely autism and Asperger syndrome. Individuals with PDA are typically socially manipulative with people, and are thus superficially socially skilled, which sets them apart from autism and Asperger syndrome.

People with PDA usually have good eye contact, and use this to good effect when socially manipulating others. They lack self identity, and children find it difficult to recognise that they are not adult, and seldom identify with other children. While people with PDA usually know how others should behave, they are unable to include themselves within these expectations. They are often imitative of inappropriate behaviour, and it is for this reason that, wherever feasible, support should be given in mainstream school to provide them with as normal a peer group as possible. They show an obsessive need to dominate in social interactions, and to ensure that everything is done on their own terms, and often come across as overbearing. It is helpful to view this behaviour as a defensive strategy that is borne out of deep anxiety about the demands that they fear will be made of them, and a need to control their environment to prevent this.

People with PDA seem to feel an urgent need to avoid the ordinary everyday demands placed on them, to a pathological degree which is not normal laziness or timidity. Their social skills allow them to use excuses; distraction attempts (such as ‘Wow, look over there!’ just as you are asking for their cooperation), or controlling the interaction by refusing to speak or trying to drown out your voice with speech or singing (according to the child’s personality) are all very common. For more descriptive details of ways in which different children try to resist demands, please refer to the Diagnostic Criteria section.

People with PDA may remind others of autism/Asperger syndrome. However, because they do not fulfil those criteria precisely, or have other features that are unusual in autism and Asperger syndrome, they may have been described as having ‘atypical’ or ‘non-typical’ Asperger or autism, or ‘Pervasive Developmental Disorder n.o.s’ (not otherwise specified).

Children with PDA usually under-achieve in school compared with what is perceived as their ‘true’ potential, only producing the barest minimum of work. This is reflected by frustrated teachers in comments such as ‘I know he could do better if only he tried’ or ‘She must be more intelligent than she seems because she’s so devious!’ Some children try to keep a very low profile, trying to blend in to avoid any attention being drawn to them, and this has been described by some as the ‘Camouflage Effect’; however, when they receive unwanted attention they may become actively disruptive. Some hit out or swear as another way of stopping imminent demands. These two types of PDA behaviour both seem anxiety-induced and might be described as ‘actively passive’ to ‘actively disruptive’; they could be seen as possible sub-groups, but some children move from one type of behaviour to another at different ages. It is important to remember that these children do not choose to behave in these ways. It is their inability to cope with what they perceive as the stress of everyday demands that manifests itself differently according to their individual personalities, and possibly underlying cognitive deficits and neurological pathologies.

Examples of PDA VS. Aspergers Syndrome statistics

PDA children are LESS likely:

to have caused anxiety to parents before 18 months of age
to show stereotypical motor mannerisms
to show (or have shown) echolalia or pronoun reversal
to show speech anomalies in terms of pragmatics
to show (or have shown) tiptoe walking
to show compulsive adherence to routines

PDA children are MORE likely:

to resist demands obsessively (100%)
to be socially manipulative (100% by age five)
to show normal eye contact
to show excessive lability of mood and impulsivity
to show social mimicry (includes gestures and personal style)
to show role play (more extended and complete than mimicry)
to show other types of symbolic play
to be female (50%)

The above data is taken from Pathological Demand Avoidance syndrome: Discriminant Functions analysis demonstrating its essential differences from autism and Asperger syndrome: Elizabeth Newson and Kathryn le Marechal, Early Years Diagnostic Centre and University of Nottingham, England.

People with PDA can become obsessive about particular individuals or relationships. They tend to show a high level of impulsivity, excitability and sometimes violent behavior, often associated with these obsessive interests, and occasionally involving harassment of another child or adult. Their obsessive interests are qualitatively different from those seen in autism/Aspergers.

Like all children with a pervasive developmental disorder, people with PDA will have certain communication problems, although these may be masked by their superficially high social skills of distraction and avoidance, thus the underlying deficits can be quite easily overlooked. Semantic pragmatic language (the social use of language, including body language) may also be affected, but not to the degree found in autism and Asperger syndrome. Bizarre content of language is more common than in autism, sometimes due to interest in fantasy.

Individuals with PDA tend to have over-active imagination as opposed to under-active, and this clearly sets them apart from Wing’s description of the autistic Triad of Impairments. Individuals with PDA quite often become confused as to the boundaries of reality and imagination (as they also do with other boundaries). They may submerge themselves into characters that they have modeled themselves on, either from TV or from real life, and sometimes they can seem to have lost touch with their ‘real’ selves. Many children with PDA take on the role of their teacher in great detail, and will tell other children what to do (much to their annoyance!) Keeping the tolerance and sympathy of other children in the classroom can be a difficult task for teachers who are trying to meet the needs of a child with PDA.

Most of the characteristics mentioned tend to persist in various forms into adult life, but research in this area is not extensive at present. The prevalence of PDA compared with autism is presently not known.

Couples Communicating with Aspergers Disorder

admin — Mon, 02 Nov 2009 05:10:00 +0000

Couples Communicating with Aspergers Disorder

By Jody Smith | EmpowHer

This is an era of transition for adults with Asperger’s Syndrome (AS) and their spouses. Until recently, these couples battled unanswered questions and unresolved pain. But because of research and support groups, this can now change.

There is no one personality type for the Asperger’s adult. The traits they have in common are neurological in origin, and hamper their ability to read and respond to people around them. But these neurological markers, misunderstood in the past, damage their relationships, particularly if they are married.

For the non-Asperger’s, or neurotypical, partner there has been a barrier to emotional intimacy throughout the relationship. This may have caused resentment and grief that their AS mate does not love or value them. The neurotypical spouse (NT) may withdraw, or criticize their Aspie, and unhealthy patterns mushroom over years of misunderstanding.

The Aspie may despair that they will always fail in pleasing their mate, and may become hostile or give up trying. The ripples of rejection grow.

Enter new research into Asperger’s Syndrome. For couples starting out, and for couples who have weathered this storm for years and still want to weather it together, there is hope. Is it easy?

Probably not. Is it simple? Well, yes, in some ways.

The NT will need to accept the fact that they must learn a new way of communicating. They’ll need to understand that their partner does not “catch” nuances and hints and intimations that a neurotypical individual might. These things are invisible to the Aspie. Not because they have chosen this to be so. But simply because it is so. Facial expressions, small sighs, innuendo … these are wasted and non-productive. A straightforward and verbally precise manner is needed on the part of the NT.

And, if their AS mate values the relationship, and is willing to listen to this direct communication, life can change for the better. The Aspie needs to heed the NT’s feelings, even though the Aspie has no sense of this for themselves. If the Asperger’s spouse is willing to act on the NT’s stated needs, the partnership can work. The partners can find fulfillment together.

Does it mean saying goodbye to romance? Perhaps. Or, perhaps it means changing one’s idea of what romance is. Does it mean having to come out and say what you mean and mean what you say? Most definitely. And that isn’t a bad thing in any relationship.

Source: http://www.empowher.com/news/herarticle/2009/10/08/communication-between-aspergers-adults-and-their-spouses?page=0,0

Couples Communication with Aspergers

admin — Mon, 02 Nov 2009 04:53:01 +0000

By Jody Smith | EmpowHer

The Aspie may despair that they will always fail in pleasing their mate, and may become hostile or give up trying. The ripples of rejection grow.

Enter new research into Asperger’s Syndrome. For couples starting out, and for couples who have weathered this storm for years and still want to weather it together, there is hope. Is it easy?

Probably not. Is it simple? Well, yes, in some ways.

Source: http://www.empowher.com/news/herarticle/2009/10/08/communication-between-aspergers-adults-and-their-spouses?page=0,0

“Asperger’s Syndrome & Sexuality” (Book Review)

admin — Thu, 07 May 2009 20:21:33 +0000

written by: Isabelle Henault (London, 2006).

The forward to Ms. Henault’s extraordinary manual is written by renowned asperger’s expert Tony Attwood. He unreservedly recommends the content to any person dealing with asperger’s disorder and to caregivers who want to understand the specific issues related to sexuality within this population of individuals.

After reading Asperger’s Syndrome and Sexuality, this reviewer would concur, and add that any professional in the area of teaching or mental health would greatly benefit from it’s content.

Ms. Henault has a broad spectrum of expertise in both asperger’s syndrome (AS) and sexuality issues. Her integration of the two topics brings relevant information to the forefront. There is significantly little research pertaining to the concerns brought forth by social deficits combined with naturally occurring sexual issues.

The book is extremely reader friendly and is split into two sections. The first section provides a comprehensive outline of factors ranging from puberty issues, problematic behaviors, intimacy and emotion, gender identities, and couple issues. The second section outlines a socio sexual education program of 12 workshop sessions. It is detailed and practical, and can be incorporated into a variety of settings. The book concludes with a research study comparing the sexual profile of AS individuals and that of the general population.

The book provides a comprehensive look at both issues and strategies for compensation facing those who deal with the complex social and emotional factors associated with AS. It could easily be used as model for psycho educational treatment by numerous professionals. Individuals, parents ,partners and friends in the AS community will all greatly benefit from the excellent delivery performed by Ms. Henault.

Purchase the book here on the website and explore the possibilities!

Additional Asperger Support Resources:

admin — Thu, 09 Apr 2009 14:48:02 +0000

ASPERGER’S DISORDER HOMEPAGE:

www.aspergers.com

Meeting for parents of adults with aspergers:

Decatur, GA
Third Thursday of Every Month
Meeting for Parents of Adult Children with Autism, Asperger’s or PDD
7 p.m. to 9 p.m
The Emory Autism Center
1551 Shoup Court
Decatur, GA 30033
Contact Toni Thomas 404-727-8350 or tthoma2@emory.edu

Young Adults with Aspergers and Healthy Living, an article posted by Dave Angel.

admin — Sun, 29 Mar 2009 18:53:21 +0000

Question:
I have a partner and many family members with Asperger’s,
but the worst affected is 19. He has very limited social
skills, his eating pattern is poor, and so is his sleeping
pattern. But he is addicted to a game on his computer. How
do we as parents encourage him to spend less time on the
computer, eat better, and sleep more?

Answer
Playing electronic games provides repetition, consistency,
and security in his life. Also, electronic games are
predictable. He can count on the same actions and results
every time he plays the games. People with Asperger’s
Syndrome want to feel safe and secure in their activities.
The electronic games allow him to follow predetermined rules
that result in predictable outcomes.
It sounds like your son is concentrating on electronic games
at the expense of his health. He spends time in front of a
video screen that could be better spent learning new eating
habits and practicing better sleeping patterns.
Check into Asperger’s support groups for your son; there
might be one in your local area. Support groups give advice
on daily living skills and healthy lifestyles. Encourage
your son to join one of these groups; he will meet people
who are his age and may be experiencing similar difficulties
with Asperger’s Syndrome. In addition to information, a
support group can give your son the opportunity to talk
about his feelings about Asperger’s and the help necessary
for him to cope with adult responsibilities.
Another resource for your son is an Asperger’s specialist
who can inform and teach your son social skills. A
specialist, such as a psychiatrist, might prescribe
Melatonin, which will help your son sleep better at night.
Your son is in his late teens, and he is fast approaching
adulthood. You can use reasoning and negotiation instead of
rules and orders. However, if the excessive computer use
continues, you might need to move it into a room that
restricts his access to it. Also, the computer can be used
as a reward if your son tries new foods and establishes a
regular pattern of sleep. Although your son is getting
older, there are rules that are still effective in changing
his behaviour; you should establish those rules in your
household.
In terms of nutrition, many autistic children suffer from
food allergies, overgrowth of intestinal yeast, and
sensitivity to sugar and dairy products. Consult a doctor
to see if your son needs to adjust his diet. Changing your
son’s diet to wheat-free, dairy-free, and sugar-free
products requires patience because people with Asperger’s
can be very strong-willed, and implementing change can be
difficult for both of you. See if other family members will
adopt a diet similar to your son’s; this will make him feel
integrated into the family. Also, read diet books, look
into websites, and read advice from nutritionists.
Your son’s sleep patterns can be changed with consistent
hours. He needs to establish a time that he will go to bed
each evening and get up each morning. If he complains that
he cannot get to sleep or wake up at a given time, tell him
that there are parts of our bodies called circadian rhythms,
and they help our bodies rest. If your son can get to bed
at a specific time several nights in a row, the circadian
rhythms in his body will reset and help him go to sleep and
wake up at a given time each evening and morning. Remove
all distractions from his bedroom to help him concentrate on
rest and sleep.
That’s all for this week … and don’t forget to take
advantage of the extended special offer to join The
Parenting Aspergers Community go straight to:
http://www.parentingaspergerscommunity.com/public/10.cfm

Single mom talks about the challenges faced when raising children with aspergers

admin — Thu, 19 Mar 2009 14:20:12 +0000

I’m sure that many parents can identify with this single mom. Many of the daunting emotional and financial challenges are common to any family dynamic.

Ryan talks about coping with asperger’s challenges in the working world. A remarkable young artist shares his thoughts.

admin — Sun, 15 Mar 2009 16:34:29 +0000