1. health and fitness
2. disease
3. autism and pdd

Asperger’s Syndrome:
From Diagnosis
By Dr Tony Attwood
ASPERGER’S SYNDROME
The information contained
in this booklet was most
generously provided to
Autism South Africa by the
UK National Autistic Society
The production and printing of this and 11 other brochures
was made possible purely through
exceptionally generous sponsorship from
The D G Murray Trust
This brochure is overseen and
distributed by Autism South Africa
Brochure Design By Dizenyo Design
PAGE 2
ASPERGER’S SYNDROME
BY DR TONY ATTWOOD
Sometimes the best presents come in
small packages and although this is
a relatively small book on Asperger’s
Syndrome, it will be an invaluable gift for
parents, grandparents and other family
members.
This guide will be a source of information
and inspiration, providing explanations to
understand and strategies to encourage
a child who has recently been diagnosed
as having Asperger’s Syndrome. The
words of wisdom in this guide will help
you recognise that the world can be
perceived through different, not defective,
eyes.
PAGE 3
I would like to thank my supervisor,
Oonagh Nugent, for her continuous
support and encouragement. We also
want to thank the children who inspired
this book and all the parents who gave
such valuable comments. Our gratitude
to the Department of Health, Social
Services and Public Safety in Northern
Ireland, who awarded funding for the
development of this book through its
cash grant scheme. Finally thanks to all
our colleagues in the Clinical Psychology
Department of the former Down Lisburn
Health and Social Services Trust for their
help and advice.
ASPERGER’S SYNDROME
INTRODUCTION
If you are reading this booklet you are
probably a parent whose child has been
diagnosed with Asperger’s Syndrome.
Whoever you are, I hope this booklet
will help you to understand Asperger’s
Syndrome and what life may be like for
your child.
We know that all children are
individuals who are born with their own
unique personality, range of abilities,
strengths and limitations. The child with
Asperger’s Syndrome is no different; he
or she is an individual with his or her own
unique patterns of strengths and abilities.
Regardless of having a diagnosis of Asperger’s Syndrome, your child is still the
same person that you have known and
loved from birth. Though you may not be
an expert on this condition, you are an
expert on your own child.
As with any child, what works with one
may not work with another. Through trial
and error you have come to know what
works and what does not work for him or
her. You may be the greatest resource
that your child has. As well as being his
or her best friend you may need to be
his/her main advocate, supporter and
teacher.
The aim of this book is to help you
understand more about Asperger’s
Syndrome and also to help you to focus
on your child’s strengths; in this way you
can find solutions that work for your child
and help promote positive self-esteem.
Many of the difficulties that face children
with Asperger’s and their parents can be
overcome, and with your help your child
can lead as full, happy, and successful a
life as any other person, reaching his or
her fullest potential.
In fact some of the most successful
people of our time, have had
characteristics that would now be
consistent with a diagnosis of
Asperger’s.
While it is recognised that both boys
and girls can have Asperger’s
Syndrome, it is generally accepted
that many more boys present with
Asperger’s than girls.
The term ‘he’ has been used
throughout this booklet for simplicity.
The term ‘Asperger’s’ has been used
rather than Asperger’s Syndrome.
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ASPERGER’S SYNDROME
WHAT IS ASPERGER’S
SYNDROME?
Children with Asperger’s Syndrome typically have difficulty with social interaction and
communication and may also have a restricted range of interests and behaviours. This
does not mean that your child does not have these skills, just that they may be unusual
or limited when compared to others of a similar age.
Though there may be differences between children with Asperger’s and children who
have Autism, Asperger’s Syndrome is considered to fall within the Autistic Spectrum.
A spectrum is a bit like an umbrella. Under this umbrella we find children with varying
degrees of difficulty as well as a wide variety of strengths and abilities. Asperger’s sits
under this umbrella.
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ASPERGER’S SYNDROME
WHAT CAUSES
ASPERGER’S SYNDROME
If you have recently been told that your
child has Asperger’s, you may be feeling
very mixed up and confused. You may
have a lot of questions that you want
answers to. One of the first questions
parents often ask is what causes
Asperger’s. Unfortunately no-one has a
definite answer to this question. What is
clear is that Asperger’s is not an illness,
and your child is not sick.
Scientists and researchers believe that
Asperger’s is probably a genetic disorder
that affects the brain, though they are
not sure exactly how. This means that
Asperger’s or other Autistic Spectrum
Disorders may run in families, and that
there is nothing you could have done to
prevent your child having Asperger’s.
Some parents have said that they feel
that they may have somehow contributed
to their child’s difficulties. Whilst parents
may feel guilty if their child is diagnosed
with any difficulty, guilt is rarely helpful to
anyone, either you or your child. In fact
guilt can often divert energy that could
otherwise be used to help your child.
CORE DIFFICULTIES
(i) Social Interaction
& Communication
While our knowledge of the cause of
Asperger’s remains in its infancy, major
advances have been made in recent
years in terms of what works for this
group of children.
We now know that children with
Asperger’s have difficulty with social
interaction and communication. Social
interaction refers to our desire and ability
to relate to and mix with other people.
This is something that most of us take
for granted. We tend to know what to do
when we meet other people. In general
most of us enjoy meeting people, and
talking and laughing with them. We are
usually interested in listening to what
people have to say and want to exchange
information. This type of social interaction
comes naturally to many of us. However
this is more difficult for children with
Asperger’s.
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ASPERGER’S SYNDROME
Communication in social situations does not always come naturally; it can seem
strange and unnatural. When we look at it closely, the process of communication is
actually quite complex. Faherty (2000) outlines this process as:
– putting thoughts into words
– getting someone’s attention and saying the words to them
– listening to what that person says
– thinking about what that person has said
– then returning to the first step.
Children with Asperger’s often have difficulty with this process.
We know that children with Asperger’s have difficulty with
social interaction and communication.
PAGE 7
ASPERGER’S SYNDROME
EXPLAIN SOCIAL RULES:
SOLUTIONS
MODEL APPROPRIATE SOCIAL
BEHAVIOUR:
You and your family are your child’s first
teachers; he will learn from seeing how
you act in different situations.
PRACTISE DIFFERENT SITUATIONS
WITH YOUR CHILD:
Practise different social situations with
your child. You could enlist the help of
family members to practise conversation
in different situations i.e. how to start or
end and conversation, how to get someone’s attention or interrupt if necessary.
Encourage your child to ask for help when
he does not understand what is being
asked of him. It is sometimes difficult for
children with Asperger’s to admit that
they don’t know the answer to a question.
Teach phrases such as ‘I don’t understand, could you repeat that?’
Encourage your child to try out the things
he has practised in a variety of settings.
He might ask for some items in a shop
and pay for them or he could try ordering
his own food in a restaurant.
Explain what is usually expected in
social situations i.e. the importance of
good manners (please and thank you),
not interrupting when people are talking,
holding doors open or giving up your seat
for an older person.
Let your child know that a pause in the
conversation usually means that it is time
for the other person to speak.
Ask your child to listen and think about
what the other person is saying, then to
think about an answer.
Use a visual reminder, perhaps a
pencil or small ball, in order to get into the
rhythm of turn taking in a conversation
e.g. you can only speak when holding
the red pencil. Make it fun, by thinking of
unusual or exciting situations (e.g.
Disneyland or the zoo), as well as the
more mundane everyday situations.
(e.g. in local shops or church).
When things go well praise and
encourage your child. Talk through the
situation and help your child to see what
went well.
If things don’t go so well, talk about what
they could have done differently.
Encourage your child to mix with other
children from an early age e.g. brothers,
sisters, cousins.
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ASPERGER’S SYNDROME
See developing appropriate social
behaviour as a series of small steps
rather than one large goal, this way your
child is guaranteed some success.
Children with Asperger’s often have a
really good memory, so they often
remember what has been taught.
In today’s society there is considerable
emphasis placed on being social,
however we must accept that not
everyone wants to be the ‘life and soul
of the party’, nor should this be imposed
on individuals. Children will usually
develop in whatever way their
personality dictates and this should be
accepted and encouraged.
Use a visual reminder, perhaps a pencil or small ball, in order to
get into the rhythm of turn taking in a conversation e.g. you can
only speak holding the red ball.
PAGE 9
ASPERGER’S SYNDROME
(ii) Friendships
Your child may not be interested in
making friends or mixing with other
children his age, and may appear aloof.
Often children with Asperger’s are
happiest or more content when playing
on their own, particularly if they have a
special interest; this may absorb them
for hours. However other children with
Asperger’s long to have friendships, and
are usually painfully aware that they have
difficulty in this area. Many are anxious
about making friends in case they are
rejected or misunderstood. Friendships,
when they do exist, can be difficult to
maintain.
Some children with Asperger’s are only
interested in what they have to say,
therefore conversations are often
one-sided. Some may ask the same
question over and over, even when the
answer is the same every time. Children
with Asperger’s often have difficulty
taking turns and may prefer to be the
leader rather than the follower. This often
puts a strain on relationships with other
children.
SOLUTIONS
Observe your child’s current play skills
in as many situations as possible, with
as many children as possible. Take note
of any errors that you think he is making
which may make play less enjoyable for
the other child e.g. refusal to
compromise, sticking rigidly to rules.
TEACH YOUR CHILD
PLAY SKILLS
Play games with your child. This gives
you the chance to model expected
behaviour and explain the rules.
Encourage your child to take on different
roles, e.g. follower as well as leader.
Reward your child if he can be a ‘good
loser’ as well as a winner occasionally.
When your child has mastered the game,
try to introduce other people e.g. brothers
or sisters.
Invite other children to play with your
child. In the early stages stay involved so
that this is a positive experience for your
child. Organise a special treat afterwards
so that the other child is keen to repeat
the experience.
PAGE 10
ASPERGER’S SYNDROME
Get your child involved in clubs or
activities that might interest him. Again
it might be better if you remain available
in the early stages. You can help by
explaining to your child that listening is
as important as talking. Encourage him
to listen to what other people are saying.
Try to encourage friendships with a child
who is accepting of your child, perhaps
one who has some of the same interests
and is kind and understanding. Your child
might find it easier to relate to one or two
children rather than a group.
Birthdays, Christmas, Easter and
summer holidays are special times when
you can support your child to turn
acquaintances into friendships.
(iii) Non-Verbal
Communication
Whether we realise it or not, an
enormous amount of our communication
is through facial expressions and body
language. Most of us are good at
reading other people’s facial
expressions; we can usually tell when
someone is happy or sad, angry or
annoyed. We also use body language to
guess how another person is feeling, e.g.
we know when someone is waving their
fist they are probably annoyed. All this
makes it easier for us to understand what
is going on around us. If we can guess
what people are thinking we can explain
their behaviour and predict what they
might do next.
PAGE 11
Your child may have difficulty with this.
He may not know instinctively what other
people mean by their facial expression or
body language, and therefore may not be
able to explain behaviour or predict what
is going to happen next.
SOLUTIONS
This is why it is really important to let your
child know exactly what you are feeling
and thinking. Don’t expect him to ‘mind
read’. Give your child this information in
words and facial expressions in the first
instance. You may need to be very
obvious and exaggerate some feelings
initially to help your child understand the
emotion. You can then practise
showing that all emotions are on a scale
e.g. slightly irritated to really annoyed.
Ask your child to ‘mirror’ or copy your
range of emotional expressions. You
might give your child marks out of 10 for
accuracy. Keep it fun and encourage your
child to practise different emotions in front
of the mirror.
With practice your child may get better at
recognising facial expression.
ASPERGER’S SYNDROME
Practise expressing different emotions i.e. happy, sad, angry,
disappointed, worried and excited, with your child.
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ASPERGER’S SYNDROME
Posture and movement
EMPATHY
Some people say that children with
Asperger’s lack empathy. This implies
that the child with Asperger’s does not
care about other people’s feelings. This
is not usually the case. Children with
Asperger’s are often very sensitive.
However, because they have difficulty
reading facial expressions and body
language, and may not show facial
expressions or have a limited use of
gestures, the child with Asperger’s often
‘misses’ what is being expressed by the
other person and so it can seem that they
do not care.
SOLUTIONS
If your child has difficulty reading body
language it is important that you give
clear instructions and convey your
message clearly. As before, practise
expressing different emotions i.e. happy,
sad, angry, disappointed, worried and
excited, with your child.
Play games where you guess what the
other person is feeling from their facial
expression or body language. Collect
pictures of different facial expressions
from magazines, working on one emotion
at a time.
PAGE 13
Some children with Asperger’s may
move in a stiff and formal manner, while
others move in a clumsy and uncoordinated way. Children usually know
instinctively that they are uncoordinated
and may avoid sports such as football, or
activities such as riding a bike, that they
know are more difficult for them.
SOLUTIONS
A wide variety of physical activities
should be encouraged as they are likely
to help coordination. Pick games that
encourage motor skills, e.g. jigsaws,
building blocks, Lego, climbing
equipment, play tunnels, bike riding etc.
You might encourage your child to take
gymnastics, dance classes, judo etc.
However, you may need to be around in
the background with a lot of
encouragement and even a treat on the
way home.
ASPERGER’S SYNDROME
(iv) Language
EYE CONTACT
Most people make eye contact without
thinking about it. The child with
Asperger’s may find it difficult to make
consistent and continuous eye contact, or
may stare for long periods of time. In
extreme cases eye contact can actually
disrupt concentration. Eye contact may
be so uncomfortable that they cannot
think about what is being said. Often
children with Asperger’s appear not to
be listening and this can be interpreted
as rudeness. This is usually not the case
and often when questioned you find that
the child knows exactly what has been
said.
SOLUTIONS
Encourage your child to make eye
contact. With younger children you could
play peek-aboo. With older children you
can remind him to look at you
occasionally. Encourage your child to
watch eye contact between a number of
other people e.g. TV interviews or
brothers and sisters having a chat.
Encourage your child to find a level of
eye contact that is comfortable for him.
However eye contact is something that
should not be forced, as it may just be
too difficult.
Children with Asperger’s often have
a very good vocabulary and may talk
in a rather formal manner that seems
more advanced than their age. However
sometimes children with Asperger’s do
not fully understand what is being said.
The child with Asperger’s may also
speak in the same tone all the time with
little variation throughout a conversation. Sometimes he may even speak in a
different accent from other people in his
family. You may notice that your child can
speak really well when he is interested
in a certain subject. In fact children with
Asperger’s can usually talk for hours if it
involves their special interest,
regardless of whether other people are
really listening.
Children with Asperger’s are often
described as taking things literally. This
means that they may believe that
phrases have only one meaning. You
may also notice that your child accepts
what is said without question.
PAGE 14
ASPERGER’S SYNDROME
Children with Asperger’s are usually very honest. You may notice
that your child always tells the truth and may be unable to
tell even a ‘white lie’.
PAGE 15
ASPERGER’S SYNDROME
SOLUTIONS
It is a good idea to spend time explaining
the meaning of different phrases that your
child has heard. If it is helpful, ask him to
write them down when he hears them, so
that you can discuss their meaning later.
Make a list of common idioms or ‘figures
of speech’ and explain them to your child.
Find an outlet for your child’s ability to
mimic or use accents e.g. consider
enrolling him in a speech and drama
class or local amateur dramatics society.
Children with Asperger’s are usually very
honest. You may notice that your child
always tells the truth and may be unable
to tell even a ‘white lie’. While this is an
admirable quality and can be a
refreshing antidote to today’s tendency
towards extreme political correctness,
sometimes it means that your child may
say things that sound insensitive to other
people.
Using diagrams of speech and thought
bubbles, you can show your child
visually the difference between thinking
some things and saying them out loud.
(v) Special Interests
Children with Asperger’s often have
specific special interests. This usually
involves collecting things or a fascination with a certain topic e.g. cars, trucks,
trains, dinosaurs, computers, planets or
science. These interests do not usually
involve other people, so a child who is
really fascinated with football i.e. reading
about football, talking about players, or
collecting football cards, may not actually
want to be involved in playing football on
a team. Your child may want to talk about
or work on his special interest all the
time, regardless of whether or not other
people are interested.
Your child does not mean to be
insensitive; he just thinks he is telling the
truth. While you do not want to encourage
your child to tell lies, you can explain that
sometimes we think things about other
people and that these thoughts should
not be said out loud if they would hurt the
other person’s feelings. It may even help
to write down some of the things that your
child should avoid saying to other people.
Role play is a good way of teaching your
child when something might be hurtful.
This may take a bit of practice.
PAGE 16
ASPERGER’S SYNDROME
SOLUTIONS
Many children have special interests
that are enjoyable and do not cause a
problem. A special interest may help your
child to relax and feel good about himself.
You could try using special interests or
skills to develop weaker areas or extend
to related areas, e.g. learning to count
with toy cars, if this is what they are
interested in. Use special interests as a
way of developing friendships – sharing
knowledge with other children who are
interested in the same thing.
USE YOUR CHILD’S SPECIAL
INTEREST AS A REWARD
Gradually extend your child’s experience
by doing new activities and reward with
some uninterrupted time to carry out
his special interest. If a special interest
takes over or dominates your child’s life,
it can be very difficult to eliminate or even
change. Any attempt to refuse access to
the special interest is usually met with
very strong resistance. Controlled access, where you set aside regular periods
of time when your child can engage in his
special interest, is a much more effective
strategy. At other times try to encourage
your child to enjoy other activities.
PAGE 17
(vi) The Sensory
Experience
Children with Asperger’s often have
heightened sensation in one or all of their
senses. They often find it hard to cope
if too many senses are bombarded with
information. By senses we mean what we
see, hear, touch or feel, smell, and taste.
Imagine sitting in a café with a friend
having a conversation. You would
probably be aware of other noises around
you – people talking, passing traffic,
maybe if you really listen you could hear
birds singing outside, but normally you
will be able to ignore these other noises
and concentrate on the conversation you
are having. This may be more difficult for
children with Asperger’s; all the noises
may sound the same; the distant sound
of the birds outside might seems as loud
as the person talking across the table.
Too much noise, particularly if too many
sounds or instructions are coming at
once, e.g. a few people talking at the
same time, maybe with background
music added, can be overwhelming for
the child with Asperger’s. The feel of
certain materials or surfaces, certain
smells, foods or bright lights may also
make the child with Asperger’s feel very
uncomfortable or even anxious.
ASPERGER’S SYNDROME
Too much noise, particularly if too many sounds or instructions are
coming at once, e.g. a few people talking at the same time,
maybe with background music added, can be overwhelming
for the child with Asperger’s.
PAGE 18
ASPERGER’S SYNDROME
SOLUTIONS
If you notice that your child reacts to too much sensory stimulation, try to keep his
environment quiet and calm, limiting as many of the things that disturb him as
possible. You might encourage your child to do things that he likes, e.g. reading,
listening to music with headphones.
When giving instructions, keep them clear and simple – try writing down important
information or drawing pictures to show what is expected.
Try to make a quiet place for your child, at home; somewhere he can go when he feels
uncomfortable or overwhelmed. This place might have favourite things that soothe your
child – a cosy chair, cushions or blanket, books or toys. Some children like headphones
with relaxing music, or even ear plugs.
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ASPERGER’S SYNDROME
WHAT ELSE CAN I DO TO
HELP MY CHILD?
(i) Routine and
Consistency
Some people like life to be unpredictable
and unplanned. They seem to relish new
and exciting challenges. Life seems like
one endless rollercoaster ride. But many,
many other people like life to be
predictable, planned and ordered.
Surprises and changes of plan can make
some of us anxious and uneasy. Children
with Asperger’s tend to be in this second
group. They like to know what is going
to happen each day and in what order.
They feel less anxious and more secure
when things are structured and planned.
Sometimes children with Asperger’s are
described as being rigid. This simply
means that they do not like change or
surprises. You may find that your child
likes to do things in a certain way and
do it this way every time. If, for example,
you go to the shops a certain way, your
child may not like travelling by a
different route. Often children with
Asperger’s like to arrange things in a
certain way or pattern, and can spend
hours lining up toys or arranging games
without playing them. This repetition of
routine may help to make children with
Asperger’s feel safe in a confusing world.
Children who like structure often do well
in school where they know exactly what
happens every day. There are rarely
any surprises. Home life is naturally less
structured; things do not always go as
planned in most families. This can be
difficult for children with Asperger’s.
SOLUTIONS
You can help your child by providing
structure for him. Many children with
Asperger’s like to have a schedule or
timetable. This is no different to how
many of us use a diary or write lists
to organise our day. A written, visually
presented schedule can provide the
structure and advance warning that your
child enjoys.
Children with Asperger’s often have
particular strengths and difficulties in
their thinking skills. Many children with
Asperger’s are visual learners. This
means that they may remember things
better when material is presented
visually. This is why written or pictorial
schedules often work well. They present
the child with clear information about
what is going to happen during the day
and the sequence of events, in a way
they understand immediately.
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ASPERGER’S SYNDROME
A schedule can let your child know what is going to happen each day, what will be the
same and what will be different. It shows what will happen first and what will
happen later. Your child’s schedule can let him know when there will be different
people around e.g. a new teacher if his regular teacher is sick. It could tell him when
he will eat or have a snack.
A schedule can also be used to prepare your child for upcoming social events. It helps
if the beginning middle and end of an activity is clearly demonstrated. If you are going
somewhere it often helps to explain in advance where you are going, how you will get
there, who will be there, how long you will stay. As far as possible, try to keep to the
arrangements on the schedule. Give advance warning when one thing is finishing and
a new activity is about to begin.
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ASPERGER’S SYNDROME
For smaller children symbols or pictures can be used instead of written words. It is i
mportant to actively involve your child in checking his schedule. His schedule may
have boxes that can be ticked off when an activity is finished. Keep your child’s
schedule in the same place, somewhere prominent where he can have easy access
to it when necessary.
Catherine Faherty (2000) recommends using a calendar alongside a schedule. This
can be marked off by your child every day and used to give advance warning about
things that are coming up e.g. haircuts, holidays, visitors coming to stay, or when
parents are going to be away. However while a schedule can be used to give
advanced warning of upcoming events, some children become anxious if they know
about changes too far in advance. You probably know what your child likes and can
adjust this to suit him.
PAGE 22
ASPERGER’S SYNDROME
While we know that children with
Asperger’s like structure and while we
should facilitate this as much as possible,
it is not always possible to keep rigidly to
a schedule. Life throws all sorts of things
at us. It is important therefore that you
have strategies to help your child cope
when things have to change. When this
happens, it is best to give as much
advance warning as possible, and to
have a special symbol for changes.
However last minute changes are often
unavoidable. If this happens it may help
to write it down and present it visually on
your child’s schedule.
Remember that this preference for
structure and routine is also one of the
strengths that people with Asperger’s
have and one that many people
appreciate, particularly in the workplace.
These individuals are often able to focus
on tasks and on small details, that other
people cannot cope with.
We may not realise it but parenting any
child is a bit like being an investigator
– you are constantly trying to anticipate
your child’s needs – what he likes, what
he dislikes, what he is good at, what he
has more difficulty with, what works for
your child, what does not work. Being a
parent of a child with Asperger’s is no
different.
PAGE 23
Remember, you can be as creative as
you want to be in developing your own
solutions.
Most people learn through trial and error
– we learn from our mistakes and make
changes accordingly. A child with
Asperger’s does not necessarily learn
from their mistakes. They may not link
behaviour with consequences as we do.
They learn best when they are
successful. If they do something that is
successful they are more likely to repeat
that behaviour correctly and consistently.
Sometimes changes in your child’s
surroundings, such as a different setting,
teacher, materials or too much stimulation, may cause your child to act in a
different way. It is really important that,
as far as possible, the external environment is kept the same. This is where a
schedule is useful which may help your
child to feel secure when he can predict
what is going to happen and who will be
there.
Changes inside your child’s body may
also contribute to inconsistencies in
behaviour. If he is tired, sick or anxious,
you may notice changes in the way he
is able to deal with things. Children with
Asperger’s often bottle up their feelings
and may be less able to seek help from
a responsible adult, than other children.
ASPERGER’S SYNDROME
You may notice that your child has worries that he does not talk about. This can lead to
an explosion in the form of anger or pent up anxiety. It is not unusual for the child with
Asperger’s to think you will automatically know what is wrong. Though it is not always
easy, it is a good idea to encourage regular, open communication. Try to set aside
a few minutes every evening when your child is relaxed, perhaps at bed time. Talk
through your child’s day – the good things that happened as well as any worries that he
might have. By doing this you are encouraging your child to get in the habit of talking
over problems before they build up. Together you can work out solutions or alternative
ways of thinking about the problem. If you talk about your day and then include brothers or sisters in these conversations, it encourages turn taking and also shows your
child that everyone has good and bad days. This may help your child to develop his
‘emotional intelligence’. These types of discussions are becoming a regular feature of
the school curriculum and often take place in small groups, e.g. circle time or feelings
corner.
We may not realize it but parenting any child is a bit like being an
investigator, you are constantly trying to anticipate your child’s needs.
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ASPERGER’S SYNDROME
(ii) School and
Homework
For most children who do not have
Asperger’s the greatest demand of the
school day is the educational curriculum.
The child with Asperger’s has the added
stress of dealing with the social curriculum. According to Tony Attwood (2000,
see website) children with Asperger’s
have the extra task of ‘deciphering the
social cues and codes and cognitively
determining what to do and say in social
situations, as well as dealing with noise
and other intense sensory experiences
and changes in routine throughout the
school day’. As a result the child is often
‘intellectually and emotionally exhausted
at the end of the school day making
homework an extremely demanding and
distressing task’.
Some children may cope well throughout the day but are difficult to manage
at home. It may be that the stress of the
school day is spilling over onto home life
particularly if the child has to come home
and begin doing homework.
PAGE 25
Many children with Asperger’s also find
that they have difficulty planning, organising and prioritising for themselves. You
may find that your child comes home
without homework written down. He may
have difficulty getting down to doing
homework or may lose pens, pencils and
even books. Writing may also be difficult
for children with Asperger’s and may look
messy and untidy; this may improve with
practice but sometimes writing does not
change a great deal.
ASPERGER’S SYNDROME
SOLUTIONS
The following are some of the strategies
that we have found to work:
• Provide a clear work-space with only
the things that are needed, somewhere
with no clutter that is quiet and free
from distractions such as noise, toys,
television, windows and strong light.
• Have pens, pencils and other items of
equipment close by.
• Use a schedule that tells your child
how long to work (eg 20-minutes at
a time) and when he will get a break or
snack (usually a 10-minute break). It is
best to allow regular breaks. A schedule
might also include a reminder to pack
a P.E. uniform or a musical instrument
when they are needed for the following
day.
• Sometimes a timer is useful to keep a
child on task.
• If your child does not already use a
homework diary, encourage him to start
using one. Homework can be written
down in class and marked off at home
as it is completed.
• It may help to colour code school
books, e.g. all Maths books covered in
red paper, all English books covered in
yellow paper.
• Encourage your child to pack his
school bag the night before and re
check that he has not forgotten any
thing by using his timetable.
• Encourage your child to write clearly
and space things out on the page so
that any problems with poor presenta
tion are minimised.
Parents have a really important role in
supervising homework – help your child
to get started, check in regularly to see
that his work is progressing. Help him to
organise, plan and prioritise work.
Motivate your child with small rewards
e.g. stickers.
It is important that your child’s school and
homework is appropriate to his ability
level. It is vital that there is an open line
of communication between school and
home so that any problems can be addressed as early as possible. Sometimes
when things are not going well at school,
there is a tendency to sit back and hope
that they work themselves out, but this
is rarely successful. Good communication and rapport with teachers is far more
effective in the long term. When teachers are made aware of any difficulties
that home or school work is causing they
are usually only too happy to adjust the
child’s work load.
Both primary and secondary schools
have homework policies that contain
guidelines on the amount of time to be
spent on homework and study. Make contact with your child’s school so that you
can get specific guidance on the issue of
homework.
Finally, if all else fails and homework is
becoming more and more stressful, Tony
Attwood (2000, see website) suggests
that ultimately a child who is experiencing
major distress should be exempted from
doing homework.
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ASPERGER’S SYNDROME
Will my child have Asperger’s for life?
COMMONLY ASKED
QUESTIONS
Is there a cure for Asperger’s?
No, there is currently no known cure
for Asperger’s. However some people
believe that dietary changes and vitamin
supplements have improved their child’s
behaviour and concentration.
The most successful interventions are
those involving a high degree of structure
and focus on the development of more
appropriate social and communication
skills.
Yes, Asperger’s is a lifelong condition.
However early intervention and understanding of Asperger’s will help your child
to adapt better to the demands of adult
life.
Do more boys have Asperger’s than
girls?
Yes, we know that many more boys than
girls have Asperger’s; in fact the ratio of
males to females is 10:1, though research
shows that this should be about 4:1. Tony
Attwood (1998) suggests that girls may
not present with the same degree of difficulty or may cope better and therefore
may not come to the attention of health
professionals as frequently.
How will I explain the diagnosis of
Asperger’s Syndrome to my child
- what will I say?
You know your child better than anyone,
and are the best person to choose the
right time to tell him that he has
Asperger’s. However it is better that you
have fully come to terms with your child’s
diagnosis, and have gathered sufficient
information about Asperger’s before you
can cope with telling him. Some parents
have said that talking to other parents in
the same situation at this early stage, has
really helped them.
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ASPERGER’S SYNDROME
When you decide to tell your child,
choose the right time and place. You
might involve other family members if this
is helpful. In our experience children
respond best to clear and age
appropriate information. Do not overload
your child with too much information too
soon.
Focus on your child’s strengths and
talents. Make a list of these. Write down
the things you love and admire about
him. Remind your child that people are
not all the same.
Some people are good at some things
and not so good at others. You could
make a list of the ways your child is like
other people, and the ways he is
different. Asperger’s may be one of the
ways he is different from some other
people. Some people have said that
Asperger’s is just a different way of
thinking.
It may be helpful to have some written
information for your child to read or a
workbook that you can work through
together. Give your child time to absorb
the information you have given him.
It may be helpful to join a support
group. Many of these groups also
provide opportunities for children to
meet up with others who have
Asperger’s.
How can I enhance my child’s self
esteem?
Find out what your child is good at and
promote this activity. Many children with
Asperger’s are good at drawing and
painting. Some children enjoy listening
to music or playing a musical instrument.
Others enjoy reading, writing or drama.
Others are good with computers.
Children with Asperger’s often have really
good memories, particularly for details;
things that other people miss. They are
often good at completing activities and
can be single minded and determined,
sticking with something once it is started.
Does my child have to disclose
Asperger’s on job applications?
No, it is not necessary to mention
Asperger’s on job applications, unless
you feel you wish to disclose this
information.
Can my child get a driving licence?
There is no reason why a person with
Asperger’s should not drive or do any of
the other things that other young people
do.
PAGE 28
ASPERGER’S SYNDROME
PUBLICATIONS
There are literally hundreds of books about Asperger’s Syndrome. This is a short list of
some of the books that we have found most useful.
Asperger’s Syndrome – A guide for parents and professionals
Tony Attwood. Jessica Kingsley Publishers, London and Philadelphia, 1998
Tony Attwood is world renowned for his work in this area. He has spent many years
working tirelessly researching Asperger’s, working with, and advocating for, people
with this syndrome. His books and website (see below) provide an invaluable source of
information for parents and professionals. His work is always easy to read and understand. It is often humorous and ultimately inspiring and hopeful. If you buy one book
about Asperger’s Syndrome, it should be this one.
What does it mean to me? A workbook explaining self awareness and life lessons to
the child or youth with High Functioning Autism or Asperger’s.
Catherine Faherty. Future Horizons, Arlington, 2000
This is an excellent workbook for children and parents to work through, and fill in
together. It is a great source of information for children who have been recently diagnosed, providing a structured means of working through many of the issues that are
important to children with Asperger’s in a very positive way.
Teaching Children with Autism to Mind-Read. Howlin, Baron-Cohen and Hadwin. 1999.
An excellent book with lots of practical activities to teach your child.
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ASPERGER’S SYNDROME
ORGANISATIONS &
SERVICES
Tony Attwood www.tonyattwood.com
This site provides invaluable information for both parents and professionals.
Treatment and Education of Autistic and related Communication handicapped
CHildren [and adults] (TEACCH) www.teacch.com
A system of structured teaching which maximises the visual presentation of information
and helps to physically structure the environment.
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ASPERGER’S SYNDROME
Autism South Africa has the following brochures available either as downloads from
www.autismsouthafrica.org or as hard copies that may be requested from the
Autism South Africa office.
The material contained in booklets numbered 1 through to 12, was provided by UK
National Autistic Society under a Memorandum of Understanding with Autism South
Africa.
1. Early Years and Autism Spectrum Disorders. By Christine Deudney and Lynda
Tucker.
2. Going to the Shops: a guide for parents of children with autistic spectrum disorders.
By Catriona Hauser
3. Bullying and how to deal with it: a guide for pupils with an Autism Spectrum
Disorder. By Patricia Thorpe.
4. Going to the doctor: a guide for children with an Autism Spectrum Disorder.
By Emma Jones.
5. Patients with an Autism Spectrum Disorder – information for health professionals.
By Christine Deudney.
6. Classroom and playground support for children with an Autism Spectrum Disorder.
By Prithvi Perepa.
7. Why does Chris do that? By Tony Attwood.
8. Environment and surroundings - How to make them autism-friendly.
By Anh Nguyen.
9. Asperger’s Syndrome from diagnosis to solutions – A guide for parents.
By Tony Attwood.
10. Working with an Asperger pupil in secondary schools.
By Judith Colley.
11. The sensory world of the autistic spectrum: a greater understanding.
By Kate Wilkes.
12. Understanding difficulties at break time and lunchtime guidelines for pupils with an
Autism Spectrum Disorder. By Patricia Thorpe.
13. Asperger Syndrome. By Dr Cobie Lombard (Autism South Africa)
14. Autism – Practical Aspects (In English, isiXhosa, isiZulu, Setswana, Sesotho,
Sepedi and Afrikaans) (Autism South Africa)
15. Sexuality Brochure – “I’m growing up”. By Rebecca Johns. (Autism South Africa)
16. Thoughts of a young sibling. By Kim Stacey (Autism South Africa)
17. Dietary Intervention. By Paul Shattock and Paul Whitely. (Autism South Africa)
PAGE 31