Adult Life Planning – Housing

As with all other aspects of Asperger Syndrome, the more the person with AS understands him or herself and his or her needs in the context of AS, the more successful the housing experience will be. People have found a variety of creative solutions to make housing work for them. It’s important for people with AS to choose housing that will support their sensory, social and environmental needs.

Many adults with AS need a designated space where they can be alone and fully in control, and their choice of housing should fulfill this need. It should be comfortable and quiet – a haven from a busy, demanding world.

Some housing choices include:

* Living independently
* Living with housemates
* Living with parents and family
* Living with partner and/or children

Living Independently for single adults

Many adults with AS are capable of living independently without supports.

Others can live independently with minimal supports for tasks such as paying bills, keeping the house clean, or general organization.

Although adults with Asperger Syndrome can be very bright, it is reasonable to expect that they may need some assistance in order to maintain their independence.

Social service agencies that serve adults with disabilities may be able to provide these services. Usually it is necessary to pay out of pocket, although this may vary from state to state. Some people may prefer to hire someone privately.

Isolation can be an issue for Adults with AS who live on their own. It is a good idea to plan for some structured social occasions in your schedule. This might include get-togethers with colleagues from work, classmates, membership in hobby clubs, or participation in religious or social activities.
Living with a housemate(s)

Living with a housemate or two can pose different challenges. It is extremely important to communicate verbally or with written notes or emails. Making assumptions about division of labor and responsibility within a household will likely result in misunderstandings that could have been avoided with up-front communication. It may be a good idea to schedule a particular time to meet with housemates and discuss issues related to the living situation.

If you are in a communal living situation, remember to make sure you have a place to yourself where you can be alone and in control.
Living with Parents and Family

Often it makes the most financial or practical sense for an adult with AS to continue to live with their parents or other family members. It can be helpful to have this support while pursuing other, more independent goals, such as school or employment. In this case, we suggest that the adult with AS share responsibility for household chores, especially if they are preparing to live independently.

Even in one’s own home, it often helps to carve out your own space where you can have privacy and quiet.
Living with Partners and/or Children

Many adults live with partners and/or children. See Partners page for issues particular to this kind of relationship.
Public and Private Supported Housing Options
Public Housing Programs

Public housing is available in all states and includes both subsidized housing through housing authorities and Section 8 housing, a federal voucher program run by the states which may offer the most flexibility in terms of choosing your own apartment.

For information on affordable housing in Massachusetts visit:

http://www.chapa.org/index.htm

For General Section 8 information visit: http://www.hud.gov/offices/hsg/mfh/progdesc/disab811.cfm
For local information contact your local housing authorities.
Private Housing Programs

Supported Housing Options are sometimes available through local social service agencies that work with adults with disabilities.

Some adults with AS may live in housing managed by an agency working with adults with disabilities. Housing may range from group homes (not highly recommended for AS adults) to shared or non-shared apartments.

A wide range of independent living supports are available through these social service agencies, depending on level of need and ability to pay.
Creative Living Options

Many people have found their own unique solution for their housing and living needs including:

* Communities with a shared sense of purpose
* Mutually beneficial partnerships with exchange of room and board for services such as house-sitting, yard work, companion care or pet sitting.

Think creatively when thinking about housing!

I recently found an article discussing this topic and felt compelled to write about it.  The article started out by stating that Asperger's does not cause Alcoholism or to define it a bit broader, especially in this age, addiction. 

The "causes" of addiction, as stated in the article where a number of circumstances, including social reasons, depression and even genetics.  I agree with all of that but there is one thing I don't agree with. 

One of the things I do know about is addiction.  I have been sober for 10 years now and work closely with addicts and have been a step parent to an Asperger's child for about the same amount of time.  The compulsiveness and desire to be accepted is the part of the equation that must be considered.  The situations we have found ourselves in over the years with our Asperger's son was a direct result of his desire to fit in. 

The wild thing to the whole thing is it has been a miracle as well.  The addiction part of his life never really took control, except for cigarettes, which is another conversation but through the process he has convinced himself that he is an addict and has been going to AA meetings.  If you don't know anything about AA you should because regardless of the situation you might be in the common denominator with Asperger's is their desire to be accepted.  AA is a group that accepts you, no matter what.  Through the meetings and the program he has finally found a group of friends that has accepted him and are not trying to manipulate him. 

I guess the point I wanted to make in this brief article is the idea that Asperger's is a high risk addiction population but through this there can be a miracle or two that comes of it. 

I would suggest taking your Asperger's individual to an AA meeting and you might want to attend too.  It's a great experience to be around a bunch of people that accept you for you.

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 impairments 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

What is The Language of Aspergers

Over the course of time I have been involved with the development of Aspergers children, my step son and some students I work with at my Muay Thai school I have realized a great dynamics in the consideration of the language of Aspergers. 

The language of Aspergers can be filled with many words.  In fact there might be a a mild form of hyperlexia, which means large vocabulary.  There are also some words you might not want to hear at times.  I know I have certainly heard my share, good and bad. 

What causes this excessive use of the language, could it be an attempt to fit in, to be noticed.  Perhaps.  I have my theories about the use of profanity and lashing out.  It is usually based on fear and being hyper sensitive to a particular situation. 

Merry Christmas

One of these more common episodes for our family occurred around Christmas time.  We would have a Christmas Eve party and although the house would fill up with people we knew there was an excitement about the night that was overwhelming for our son.  As the night wore on we would try to keep the excitement under control but at some point in time it would spill over and the profanity would be delivered or the inappropriate thing would be said. 

As he got older the hyper-sensitivity became less drastic but unfortunately he became more withdrawn from the activities all together.   Even when we would ask him to participate in the gathering he would refuse and spend his time playing video games.  

Do You Really Hear Me?

Many Asperger's voices are sometimes monotonous and emotionless but sometimes when you engage them one on one they will begin to have more expression in their delivery.  It's like you need to attempt to make a direct connection, focused and engaging.  You will see an acknowledgement from them and a realization that someone is really trying to connect with them and sometimes they react to that.  My experience is the more stimulation you can give the more connection you can get.  Of course each case is different but I have experienced this with my step son and many of the students I teach in Muay Thai.   

The communication process is a challenge but throughout the work it is rewarding to see the changes that take place when a connection is made.  There will be difficulties in reading facial expressions and body gestures so it is important to work steadily and repetitively to make sure the message is clear.  In my work with kids in the Muay Thai class I work a lot in the mirror.  Sometimes that is very distracting to an Aspergers child.  To help them work on verbal and body language it is important to keep them looking at you and repeat things. 

So the language of Aspergers is multi-dimensional in my opinion.  There can be such brilliance and articulation and at the same time complete withdraw.  When you think there is no connection you can discover a complete connection in the next moment.  The process of working through the difficulties of reading facial and body language can be overcome with some repetitive practices and some verbal acknowledgment that the point of idea was understood. 

I have realized some growth in my own ability to communicate and make sure my point was understood through this process so once again, I am not sure who is the teacher and who is the student.

Comorbidities is a term used for several conditions common in individuals with Asperger's Syndrome.

Sensory Processing Disorder (SPD)

The over responsiveness to sensory stimuli; loud noises, light touching, clothing that is a little scratchy is called sensory processing disorder.  This is widespread among individuals on the autism spectrum.

Attention-Deficit Hyperactivity Disorder (ADHD)

A study of children with Asperger's Syndrome has shown that 62.5% of the participants showed clinical symptoms of attention -deficit hyperactivity disorder (ADHD)

Anxiety

Many people with Asperger's Syndrome experience anxiety and depression.   These can come in other forms.  Anxiety can take on the form of obsessive-compulsive disorder, phobias and specific fears with generalized anxieties.

Depression

Depression is very common in individuals with Asperger's Syndrome.  Some studies have it as high as 1 out of 15.  Little is known about what causes it but it is likely that it is related to the struggles of realizing the differences they have from their peers and the how they are rejected from these peers.  There is also a great deal of bullying and teasing associated with these peers groups.  The continued desire to fit into a peer group and the rejection that comes from the group and leads to a solitary existence is very likely to lead to increased depression among the Asperger's Syndrome population. 

Dyspraxia

This particular disorder is also called motor-planning disorder.  Dyspraxia is so common that one diagnostic model requires it to be present in the individual to diagnose Asperger's Syndrome.   Motor clumsiness is a frustrating disorder for the individual and can also lead to some degree to the Depression disorder as there are certain things the individual will struggle with but be unable to accomplish.  This leads to frustration and low self-esteem.

Tourette’s Syndrome

Although not seen as commonly as ADHD and anxiety disorders, it is not unusual to see individuals with Tourette’s syndrome as well as Asperger’s Syndrome. Tourette’s syndrome is characterized by repetitive vocal and motor tics.

These six conditions exist in the general public and in the absence of Asperger’s Syndrome. However, the rate of diagnosis among individuals with AS is unusually high when compared with those not on the spectrum. In time, scientists hope to better understand the link between these conditions.

I recently came across this word that I did not know existed.  Anosognosia.   It means denying that you have a medically diagnosed condition and refuse to follow doctors' orders.   This is very common in children with conditions like diabetes, bi-polar disorders and of course Asperger Syndrome, among others. 

I always remember this time when I was in grade school and one of my friends, named Paul, had diabetes.  There was a birthday party and Paul desperately wanted to have some cake.  He actually ran up and got some and ran to the back of the room to eat it.  His mother was there and frantically tried to get Paul to give it back saying that he was diabetic and it would be bad for him.   I remember feeling sorry for Paul because I wanted some cake too but Paul could not have any.  I don't think he cared whether it would harm hm or not and I am sure he had many other situations as a child that were similar.  He didn't want to be different but he was. 

I have experienced a similar situation with Asperger Syndrome.  The child or young adult will not acknowledge that there is something different about them.  Even though they go to different schools, have difficulty making friends and experience many of the other signs and evidences of Asperger Syndrome.   One possible element of this is prolonging the information from the child. 

Luke Jackson, a thirteen-year-old author with Asperger Syndrome, speaks out about how he believes adults should tell children about their condition as soon as possible. 

He says, "You (doctors) may think you are doing them a favor if you can't fit them neatly into your checklist off criteria and say them haven't got it but it just muddles them up more and makes them and all around them think they are even more freakish."  He believes that getting the diagnosis is only a positive experience because you can learn what worked for others. 

It would certainly be a case by case situation but in my experience my stepson would have possibly accepted it easier and possibly embraced it more if he would have been diagnosed and told what was going on at an earlier age.  He was on 3 or 4 medications a day and there was never really a solid reason explaining why.  Fundamentally he just wanted to be accepted and once he hit the age that being accepted took on a much larger concern of his it was too late to give him a reason why he had some challenges.  At that point he was trying desperately to prove to himself and those around him that he had no challenges. 

This left him to be very frustrated and probably much more lonely then he would have been if he knew and accepted what was going on. 

The need to be accepted is a core human fundamental need and now until that need can be met at some level it is difficult for the Asperger individual to begin to transform into a more willing individual.  This has started to happen for my step son and you will be amazed at the catalyst that started the process. 

There is actually a word for it. Anosognosia means denying that you have a medically diagnosed condition and not following doctors' orders. Children with Asperger Syndrome, diabetes, alcoholism and bi-polar disorder commonly react with anosognosia. Diabetic teens typically go through several hospitalizations and insulin crises before they accept the fact that they will have to spend the rest of their lives monitoring their blood sugars, injecting insulin and following a special diet. No one, especially teenagers, wants to accept the idea of a lifelong disorder that makes him or her different from peers. They often take three to five years to process a diagnosis such as diabetes or Asperger Syndrome.

Natural Remedies for Asperger’s Syndrome

Through the course of the childhood of my stepsons life he was on an extensive mixture of various synthetic drugs.  Depakote and other drugs that are typically prescribed in the autism spectrum, I am sure he was on most everything you can think at one time or another.   At one point in time we tried to have him come off the drugs and the side effects that showed up were crazy. 

At this point in time he is not on any medications and doing very well.  If we would have known about some natural options it would have been a much better option.  The options below in many cases can be just as effective as the synthetic options with far less risks and side effects.

There is some important points to pay attention to when you are going to use natural remedies for Asperger's Syndrome.

One of the most critical points to consider is the source you are getting the natural remedies from.  The quality of the herbs and the methods of preparation will affect the effectiveness and strength of the remedy.

Natural Herbal Medication for  ADHD
Natural solution for children and teens Depression
Natural tantrum and bad behaviour Natural Medication

Here are a few of the herbal ingredients that can be used as part of a herbal, natural treatment plan for Asperger's Syndrome:

• St. John’s Wort, which has been used in traditional medicine for centuries and research has confirmed the positive effects of this herb on mental and emotional health.
• Melissa officinalis has been studied for its beneficial effect on the nervous system, and is well-known for its soothing and calming properties.
• Cina (6C) is used homeopathically to relieve irritability, increase tolerance and prevent temper tantrums. Regular use of Cina is also thought to make children less stubborn and more affectionate..
• Passiflora is known for its soothing properties as a general nerve tonic to help naturally maintain a positive demeanor, balance emotions, settle the nerves and ease minor worries, as confirmed by clinical research.
• Chamomila (6C) is used homeopathically for children who are irritable and difficult to please, as well as for those with a low pain threshold. It is also well–known for its soothing effect on infant colic, symptoms of teething babies and its ability to promote sleepiness naturally.

If you have any questions or comments please leave them below.  I will be adding more information about the natural remedies for Asperger's Syndrome.

A Little Asperger Syndrome History

Asperger syndrome is estimated to be occurring in 1 out of every 100 children.  That has risen since the 1980's when a study estimated that 36 per 10,000 children were diagnosed with Asperger syndrome.  That might be related to the fact that term or category of Asperger syndrome did not start to used until 1981.  

Misdiagnosis or delayed diagnosis of this disorder is a serious problem, and the average age at diagnosis is several years later than for autism.  The problem is this can be a traumatic situation for the individuals and families and since the most effect intervention programs begin early, and the establishment of strategies to manage the conditions to minimize later behavioral problems later in life are most effective at an early age.  

Hans Asperger – The First To Describe The Condition

In 1944 Hans Asperger described a condition he termed autistic psychopathy, characterised by problems in social integration and non-verbal communication associated with idiosyncratic verbal communication and an egocentric preoccupation with unusual and circumscribed interests. Patients with this condition had difficulties with empathy and intuition and had a tendency to intellectualisation. They were also clumsy (50–90% had motor coordination problems), found it hard to take part in team sports and exhibited behavioural difficulties including aggression and being victims of bullying. Asperger did not provide diagnostic criteria for this condition and it remained obscure until a review article by Lorna Wing in 1981.

Lorna Wing's Description of Difficulties For the First 2 Years of Life

Wing renewed interest in the condition, which she renamed Asperger syndrome, and described the following difficulties in the first 2 years of life of children with the condition:

1. a lack of normal interest and pleasure in people around them;

2. a reduction in the quality and quantity of babbling;

3. a significant reduction in shared interests;

4. a significant reduction in the wish to communicate verbally or non-verbally;

5. a delay in speech acquisition and impoverishment of content;

6. no imaginative play or imaginative play confined to one or two rigid patterns.

Gilberg's criteria list is widely used as a basis of diagnosis.

In order to be able to get a diagnosis for Asperger Syndrome, all the six criteria must be met



1. Severe impairment in reciprocal social interaction at least two of the following:

a) inability to interact with peers

b) lack of desire to interact with peers

c) lack of appreciation of social cues

d) socially and emotionally inappropriate behavior

2. All-absorbing narrow interest at least one of the following:

a) exclusion of other activities

b) repetitive adherence

c) more rote than meaning





3. Imposition of routines and interests at least one of the following:

a) on self, in aspects of life

b) on others





4. Speech and language problems at least three of the following:

a) delayed development

b) superficially perfect expressive language

c) formal, pedantic language

d) odd prosody, peculiar voice characteristics

e) impairment of comprehension including misinterpretations of literal/implied meanings

5. Non-verbal communication problems at least one of the following:

a) limited use of gestures

b) clumsy/gauche body language

c) limited facial expression

d) inappropriate expression

e) peculiar, stiff gaze

6.  Motor Clumsiness

Poor performance on neuro-developmental examination.

1. Social isolation (at least two of the following):

a. no close friends

b. avoids others

c. no interest in making friends

d. a loner









2. Impaired social interaction (at least one of the following):

a. approaches others only to have own needs met

b. clumsy social approach

c. one-sided responses to peers

d. difficulty sensing feelings of others

e. indifference to the feelings of others





3. Impaired non-verbal communication (at least one of the following):

a. limited facial expressions

b. impossible to read emotions through facial expression of the child

c. inability to convey message with eyes

d. avoids looking at others

e. does not use hands to aid expression

f. large and clumsy gestures

g. infringes on other people’s physical space





4. Speech and language peculiarities (at least two of the following):

a. abnormalities of inflection

b. over-talkative

c. non-communicative

d. lack of cohesion to conversation

e. idiosyncratic use of words ( uses words in a different way then what they would normally mean)

f. repetitive patters of speech