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Melinda Docter Ed.D. - Aspergers Syndrome: A Guide to Helping Your Child Thrive at Home and at School

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How parents can help children with Aspergers Syndrome to grow and prosper

If you are raising a child with Aspergers Syndrome, it can be a real challenge to find answers to your questions and make decisions while trying to keep pace with the latest developments in research and changes in the growth and behavior of your child. This book comes to the rescue by combining the latest medical information and interventions with clearcut strategies to help your child thrive at home and at school.

  • Covers the biological, psychological, social, and spiritual development of children with Aspergers syndrome from 18 months through adolescence
  • Presents the most up-to-date scientific data on Aspergers Syndrome, including the latest neuro-imaging research
  • Offers practical strategies for shaping social interactions, coping with repetitive thoughts and behavior, addressing sensory needs or avoidance, encouraging interests without enabling obsessions, and other challenges
  • Reviews the advantages and disadvantages of available medical treatments, complementary therapies, and early intervention strategies
  • Written by a medical doctor and an educator who has a child with Aspergers

From getting a diagnosis, to finding the best schooling options, to helping your child with day-to-day issues and challenges, Aspergers Syndrome is an essential practical resource you will turn to again and again for reliable and current information.

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Melinda Docter Ed.D.
Aspergers Syndrome: A Guide to Helping Your Child Thrive at Home and at School

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Table of Contents Introduction Aspergers syndrome is defined as a lack - photo 1
Table of Contents

Introduction Aspergers syndrome is defined as a lack of effective reciprocity - photo 2
Introduction
Aspergers syndrome is defined as a lack of effective reciprocity in verbal and nonverbal social interaction and of the ability to put yourself in someone elses shoes. The description of the higher-functioning characteristics of this disorder has changed little from that given in the classic paper by Austrian pediatrician Hans Asperger in 1943.
Recent advances in biology, neuroimaging, clinical research, and medication intervention (psychopharmacology) have had an enormous impact on quality of life and long-term outcomes for individuals with Aspergers syndrome and their parents or other caregivers.
At present, the incidence of Aspergers syndrome, which is a higher-functioning form of autism, is found in one in one hundred and ten childrenwhich represents a 57 percent increase since 2002and it occurs in boys four times as often as it occurs in girls. Aspergers syndrome frequently manifests in social disturbances in day-to-day living, both at home and at school. Many of the afflicted children have issues of sensory sensitivity with touch, smell, taste, and sound that go way beyond what can be considered normal. Because of the significant disruption that this causes in their daily lives, these children are not able to participate in developmentally typical or normal activities, such as school events, public outings, and playdates.
An innate difficulty in understanding another persons state of mind or perception of a situation is a hallmark of this disorder, and it causes significant disruption in peer interactions and school functioning. Comorbiditywhich means having additional psychiatric and/or medical problems, such as attention or focus issues, anxiety, obsessions or compulsions, and mood instabilitycompounds the complexity of the primary diagnosis.
Enormous progress in understanding the syndrome, combined with early intervention and structured life at school and home, has had a significant impact on the long-term growth and prognosis of these children. Many now have a viable plan of self-care and are much more integrated into the larger society, which means being able to hold a job, live independently, and have close and fulfilling personal relationships.
These are exciting times in the field of Aspergers syndrome. Besides the recent advances in biology and neuroimaging, the Food and Drug Administration (FDA) approved the drugs risperidone in 2006 and aripiprazole in 2008 for irritability and aggression in children five to sixteen years old with autism. This has pushed many of us to reevaluate our treatment approaches for the higher-functioning children in the domain of Aspergers syndrome children. This book will reflect these advances.
The progress in dealing with this disease goes beyond biological interventions. The issues of sensory overload and behavioral abnormalities have been shown to respond favorably to behavior modification and sensory integration techniques. These supports are provided by schools and clinic-based occupational therapists. Speech and language therapy works on practical language and conversation skills, both receptive and expressive. Adaptive physical education provides support for modified physical activity and balance issues. Physical therapy enhances gross motor skills, range-of-motion capacities, and balance. Behaviorist psychology techniques in the home and in school teach appropriate social behavior, anger management, coping skills, and conflict resolution. Clinical studies have validated the importance of these interventions in the psychological and social lives of individuals with Aspergers syndrome. This book will give an overview based on personal professional experiences of these developments.
Finally, the spiritual lives of these individuals should not be ignored. We will try to reflect what is reasonable and amenable for change and what is not in the life journey of these individuals. Parents and other caregivers need to be aware that in their zeal to make a difference, the first maxim is to do no harm. This is difficult and at times impossible to accept, due to an often subjective interpretation of what is meant by harm.
The United States has a unique perspective on how to foster independence. At the age of eighteen, the parental cord is cut as many students move away from home and into college dorms. Children with Aspergers syndrome need to do this, too, but sometimes they are kept at home much longer than they should be. A typical thirteen- or fourteen-year-old is pushing away, and the parents are often trying to allow them to do so.
In Aspergers syndrome, however, this doesnt happen. The child does not push away, and the mother or father always comes to the rescue. Children with Aspergers syndrome should be allowed to fall. They shouldnt be allowed to break their legs, but they should be allowed to skin their knees and learn from the experience. Independence should be a goal. The social milieu must take over from the parents, but many parents disagree with us on this. Parents need to have a strategic plan to assist their children in becoming independent. We hope that this book serves as a guide to parents in easing the transition into adult independence, whatever that may mean for each child.
This book is meant to serve as a general guide to the biological, psychological, social, and spiritual developments in the management of children with Aspergers syndrome. It explores several areas of challenge for these children. Each chapter includes a medical perspective and a section on medical intervention written by Syed Naqvi, a medical doctor, as well as a home-to-school perspective and intervention written by Melinda Docter, a doctor of education and a parent of a child previously diagnosed with Aspergers syndrome. Some chapters will be written by only one author, depending on the subject matter.
We feel privileged to share the trials and tribulations and the joy in the lives of individuals who suffer from Aspergers syndrome. A decade of work in this field and our participation in the lives of these individuals has convinced us that there is always hope, and with that hope comes a great understanding of the human condition.
A Mothers Longing to Understand Her Son
I (Melinda) am not a psychiatrist or a psychologist. I am the mother of two children and an educator and a researcher in the field of people with disabilities. One of my children, my son, has received a diagnosis of Aspergers syndrome. The other child, my daughter, is relatively fine; however, she has my genetic predisposition for anxiety and depression.
My son has spent the first ten years of his life hoping that the world around him would understand him and that he would understand it. Sometimes this happens, and sometimes it does not.
When it does not, his world is filled with misunderstanding, misinterpretation, social blunders, depression, anxiety, and fear. He is depressed about today and afraid for tomorrow. His obsessions take over, and he is unable to use his skills to engage in typical daily activities.
When life is at its best, he is happy, relatively well-adjusted, interactive, and social. His world is filled with activities, friends, playdates, and sleepovers. During those times, he has somehow been given the opportunity to grow within a safe environment and has succeeded. He looks forward to tomorrow and to growing up. Most important, he lives with hope and self-confidence.
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