Practical Mathematics provides a set of simple, hands-on strategies and tools for teaching key mathematics concepts to children with an autism spectrum disorder and other developmental delays. With an emphasis on the importance of incorporating a child’s special interest into learning Adkins and Larkey strive to make maths fun for all children on the spectrum. Topics covered include colours, shapes, categories, numerals, sequencing, addition and subtraction and using money, and the book includes worksheets and activities for incorporating mathematics into daily living skills.

We have 5 copies to give away to anyone interested in writing an online or offline review.

If you’re interested add a comment to this post saying why you want to review this book.

We will get in touch.

Chris Mitchell author of Asperger’s Syndrome and Mindfulness considers how mindful thinking can reduce recurring episodes of depression and feelings of low self esteem.

Many adults with Asperger’s Syndrome, including myself, have obtained their diagnosis following a period of depression. An Asperger’s Syndrome diagnosis is a starting point in gaining a stronger understanding of who you are. It may take a little more time and patience though at the point of diagnosis to accept who you are as you are, as well as for those around you, especially your family. Initial relief and acceptance of the diagnosis though can then become clouded by anxiety of how the condition may affect one in their future, including in situations which they may be yet to experience. This is where adults with Asperger’s Syndrome may be liable to relapse into depression.

In this sense, depression is effectively present in a continual now within many people with Asperger’s Syndrome in that one can relapse into it at any point throughout their life. As those who have experienced depression will be familiar, some of its effects may also include high-level stress and anxiety. Often treated with anti-depressants, these are only effective if one keeps taking them. While it is not possible to cure or eliminate the possibility of relapsing into depression, including through medication, one can change their relationship with it so that one doesn’t become trapped by depression.

Simply noticing when you are relapsing into depression, as well as noticing its effects, is a good starting point in coping with it. Obsessive compulsive tendencies characteristic with Asperger’s Syndrome though may make it difficult to let go of feelings and thought patterns that arise during depression. Feelings that the mind may find itself lost in when depression recurs can include the mind forming comparisons of where we would like to be or how we would like it to be.

A person with Asperger’s Syndrome in adolescence or in adulthood may experience low self-esteem feeling that they have missed on things in life that appears to be the norm for their contemporaries, with the mind painting a picture that they are ‘inferior’ to others around them.  One’s natural tendency to cope with such feelings may be either to allow them to take hold to the extent where one’s actions and behaviour is controlled by them, which can potentially result in dangerous habits such as self-harm. Alternatively one may also try to cope by suppressing or banishing negative thoughts. This method though often only leads to higher levels of stress and anxiety when such thoughts keep coming back.

The next stage of coping effectively with depression, however, involves being able to notice that how you feel isn’t how it actually is, with our perception and reality being two different things as well as our thoughts and assumptions as to how things around us appear not necessarily being facts. When one is able to notice this, it enables one to work with depression rather than finding themselves trapped in it. Increasingly being recognised as a tool to help cope with anxiety and depression, including by the UK’s National Health Service (NHS), mindfulness practice, including meditation and related breathing exercises can give one control over depression through being able to acknowledge and accept negative thoughts and emotions, allowing them to arise and pass.

When hearing the term meditation, one may immediately think of sitting still in an uncomfortable cross-legged position, but the mindfulness practice offered by the NHS in a secular rather than spiritual context and delivered over an eight-week period is surprisingly flexible and much more accessible than one may perceive. What has been one of the most simple, accessible and effective practice for me to help cope work with negative thoughts and emotions has been the three minute-breathing space, which can be practiced at just about any time of day.

Over time, with a little patience and effort, mindfulness practice can enable people with Asperger’s Syndrome to reduce recurring depression and take more control over their lives, including being able to make the most of the strengths their condition may present.

 For more information about NHS Choices’ mindfulness programmes, see the following link http://www.nhs.uk/Conditions/stress-anxiety-depression/Pages/mindfulness.aspx

Chris Mitchell is currently raising money for the Daisy Chain project in Stockton-On-Tees. Daisy Chain is a charitable foundation that provides support services to the autism community, including animal therapy and arts therapy projects. To find out more about Daisy Chain and Chris’s fundraising events visit. www.justgiving.com/Chris-MitchellGNR

Asperger’s Syndrome and Mindfulness, Taking Refuge in the Buddah (2008) by Chris Mitchell is published by Jessica Kingsley Publishers.

As part of my job, it is my privilege to work with many children with ASD who work hard to cope with life in a mainstream setting. Sometimes their best efforts are thwarted because of an inability to control their temper. The idea for a ‘Red Beast thermometer’ came from a wonderful Special Ed teacher, called Rose.  Rose emailed, all the way from the USA, to see if it was possible for Haitham (Al-Ghani, illustrator of Kay’s books) to produce a set of pictures of the Red Beast in his various stages of growth. Haitham was happy to do this and Rose produced many wonderful visuals, one of which was the thermometer. Haitham adapted Rose’s prototype to produce this downloadable resource. I have tested it in many schools and it has been a resounding success.

This is James, with his brilliant INA, Dan. They are relaxing in James’ ‘safe place’. James is a big fan of Super Mario. Whenever he feels angry he retires to this place to practice some Red Beast calming techniques, and he is now able to regulate his temper and express how he feels, by grading Super Mario on this thermometer.

I think you will agree it was a Super Mario of an idea. Thank you, Rose!

You can download your own copy of the Red Beast thermometer here along with some ideas for classroom activities.

Click here to view the video on YouTube.

Will Hadcroft is the author of The Feeling’s Unmutual (2004) and Anne Droyd and Century Lodge (2004) both published by Jessica Kingsley Publishers.

Part of our celebration of World Autism Awareness Month 2013- see more posts on Autism, Asperger’s Syndrome and related conditions.

The man sitting next to me – noticeably upright in his seat – stiffens slightly as he hears the tiny deviation in sound.

‘F sharp’, he intones. ‘It’s F sharp, Adam.’

He leans towards me, demanding a response, and the sun bounces off his trademark Prada sunglasses, but without penetrating the world of darkness beneath.

‘Yes, Derek’, I reply, ‘We’ll soon be landing at LAX.’

‘Landing at LAX’, he echoes, apparently relishing the sound of the words – and their import – in equal measure.

‘And I will see Dana, and I will play the piano’, he continues.

‘Yes, Derek.’ I offer the same reply again, the sound of my voice as much as the words offering a reassurance forged in a relationship spanning 28 years – as Derek’s teacher, mentor and friend. ‘You’ll play the piano.’

Repetition confers calm, a hint of a smile crosses Derek’s features, and he relaxes back in his seat.

* * *

Derek Paravicini – blind autistic savant, musician extraordinaire, learning disabled genius, unflagging companion – is on his way to California to perform in a series of concerts: grist to his globe-trotting mill.

For him, aeroplanes are one of life’s many mysteries: a series of awkward slopes and steps to be negotiated; well-meaning helping hands; a waft of warm, stale air; ‘doors to automatic and cross-check’; the sound of the engines starting up. Soon the seat seems to move and bump about, then steadiness; a long, vibrating steadiness. Les Mis on the headphones – once, twice, three times?

At last, everything goes into reverse, and abruptly, we’re off the plane. Now there are new voices, new accents. A new hotel. Oatmeal instead of porridge for breakfast.

And … finally … the piano. At last, something familiar. Every note a close friend. The band plays the same as in England. The clapping is familiar too, though people seem to clap louder in America.

‘Good job, Derek!’ ‘Awesome!’ ‘Can you smile for the photo?’ Derek wrinkles his nose, and everyone laughs, infectiously. He catches the humour, and smiles as well. Music has worked its magic, as it always does.

* * *

Derek’s puzzling mixture of abilities and needs may be extreme, but spikey profiles like his are almost the norm among children and young people on the autism spectrum. And for around 5% of those with severe autism, music may be the key to unlock communication, shared attention and emotional understanding.

I explore these issues in my new book Music, Language and Autism: Exceptional Strategies for Exceptional Minds – not only looking at special talents like Derek’s, but suggesting ways in which music can support learning and development for all children with autism spectrum condition. The result is a radical re-think of pedagogical approaches for children with autism, which, since their inception, have tended to be dominated by visual materials in carefully controlled visual environments. Yet sound is crucial too, with the capacity to impact both negatively and positively.

Music, Language and Autism is intended to open the ears of teachers, parents and therapists to their children’s perception of the auditory landscapes that surround them. It becomes clear that music may be important for all of us, but for children on the autism spectrum, it is nothing less than essential brain food.

Adam Ockelford is the author of forthcoming title, Music, Language and Autism (2013) published by Jessica Kingsley Publishers.

Part of our celebration of World Autism Awareness Month 2013- see more posts on Autism, Asperger’s Syndrome and related conditions.

Unlike primary school, at secondary school, you are going to have lots of different subjects and teachers in a day. This means you have to be really organized, to make sure you bring all the right stuff on the right day. Get a box, and a series of colored cardboard folders – one for each subject. Keep the folders in the box, and when you have done your homework for the night, take today’s folders out of your school bag and replace them with the ones you will need tomorrow. Keep the box of folders, your school bag and a copy of your weekly schedule by the door ready to go in the mornings.

No 2. Build a schedule

Most schools will have particular classes which will set you homework, which will be due on particular days. Using this information, you can plan which subjects homework you will do when (and trust me, doing it soon after it is set is much easier than the night before!). It can also be helpful to build a schedule that covers from when you get up, to when you go to bed – so you know exactly what is happening, and when stuff gets done.

No 3. Use support

A lot of schools have a homework club, or a lunchtime club. These are great for getting work done, but can also be a way to meet people and make friends, without the pressure of the playground. If you are lucky enough to get some teaching assistant support through school then use it. Even if it might feel a bit embarrassing you will probably do better with it and you can always reduce it if you can manage with less of it.

No 4. Join clubs

The playground can be a really tough place to make friends, because all people do is chat, play team games, or otherwise socialize. Lunchtime or after school clubs are often a much easier way to make friends. Here, socialization is often a byproduct of what you are doing, rather than the main goal. It also immediately gives you a common point of interest, and something to start talking about.

No 5. Give yourself a break

School is hard work for most people, and you have to work even harder, so it is important to make sure you give yourself time off. Give yourself time every night to switch off, and do something you enjoy that takes your mind off school. Even now, I don’t let myself work past 7:30 in the evening, because I know I need to give myself a break to be at my best the next day. This is usually best done after you have done your homework.

No 6. Beat Bullies

Bullying happens to some people, and if it happens to you, you should not just let it happen. This is not to say you should get physically violent or verbally abusive. It is much better (and as you don’t get in trouble, its also much more effective and rewarding) to report it to both school and parents, and see action taken. I advise keeping a note of each bullying incident – who it was (if you know), where and when it happened, and what they did. This give the school something more concrete to go on, and might help you avoid bullies in the future

No 7. Say “Yes”

Earlier, I talked about how to make friends. However, it is really important that you keep these friends, and learn how to get the most out of the friendship. Socializing with really good friends can be one of the best ways of switching off, coping with stress, and cheering yourself up. I’ve learned that part of doing this often means saying “Yes” to things you would usually not do, for example, trying out their hobbies, or going round to their house. It may be a bit scary, but this can be fun, and often helps make friendships stronger (of course, while saying yes to some things may make you feel nervous or a little uncomfortable, you should never feel you have to say yes, and you should certainly not agree to anything illegal, immoral, dangerous (including drugs) or that you believe is wrong).

No 8. Find a good teacher

I remember I was quite scared of a lot of my teachers, and I didn’t really feel I could talk to them about any problems. However, often teachers in learning support are much more approachable, and you can start to develop a good working relationship with them. You may find, however, that you get on well with other teachers, and you may start to develop a good working relationship with them instead. Either way, having that relationship with a teacher often means they are great to go to with problems, or for advice, which can make things a lot easier when you are stressed or anxious. They may also be more likely to help you than others.

No 9. Explain your needs

Often, secondary schools are big places, with lots of people. This can make it really hard for them to see you as a person, and think about what you might need. Therefore, you are going to have to tell them yourself. The best way to do this is sit down and talk to parents about the problems you are having, why they are a problem, and try and come up with a realistic solution the school could use. Then you and your parents can write to the school, explain why something is causing you problems, and how it could be solved.

No 10. Don’t stress about exams

Some people are academic, some aren’t. Regardless of whether you are “good at school” or not, school puts pressure on you to do well in exams, and to always get highest mark as you can. However, while exams are important, they are not nearly as important as your mental health.

What is important is that you spend your life doing something you will really enjoy doing. You probably haven’t found it yet, or you may find it then find a completely different one. It may be this passion is something you need exams for, in which case it helps if you have the right exams, but if not, you can always go back and get them later. Or, it may be that you don’t need exams to get that job, but you have to do some other sort of course. Either way, exams are just something that can help you along the way – they are not the be all and end all to life, and not worth stressing or crying over.

Joshua Muggleton is the author of Raising Martians – from Crash-landing to Leaving Home (2011) published by Jessica Kingsley Publishers.

Part of our celebration of World Autism Awareness Month 2013- see more posts on Autism, Asperger’s Syndrome and related conditions.

The  Nautilus Book Awards have a long 25 year history of recognising books that make a literary and heartfelt contribution to society. The Nautilus Awards are passionate about promoting books which spark spiritual growth,  conscious living, and positive social change. The three tiered judging system is long and labour intensive. Carried out by teams of experienced reviewers from all across the U.S.  Editors, writers, librarians and school teachers who all passionate about books for a better world have their say in the judging process which selects the winning titles.

Follow this link for more information about the Nautilus Book Awards.

Kathy Hoopmann is the author of  Inside Asperger’s Looking Out (2012),  All Dogs have ADHD (2008), and All Cats have Asperger Syndrome (2006) all published by Jessica Kingsley Publishers.

“When do I talk to my child about ASD? He’s 10 at the moment.” From Lisa

As a general rule, I think the best time to explain your child’s diagnosis is when he or she starts asking about it, or seems to realize he or she is different. If you try to explain it much earlier they may not be able to see any difference (and so not really believe it) or they might not be able to fully understand it. However, if you leave it later, then realizing you are different, but not understanding how or why can be quite an upsetting or depressing experience.

I remember when I started to realize that when I different, I was about nine or ten (but other people will realize it at different times). There wasn’t one moment, but over a period of months, maybe a year, I started to see that I seemed to think in a different way, and that I had problems understanding how other people expressed themselves. This made me start to get a bit depressed, and encouraged me to spend more time alone. Other people get depressed, but express this by getting angry at other people – “its your fault, not mine” type thinking.

On balance, too early seems better than too late, so I would err on the side of caution. However, there is an important caveat to all of this. I can only tell you when I feel is best for most children, but this will not apply to all. Equally, knowing that your child has realized they are different is very subjective. Ultimately, nobody knows your child better than you. Most parents, when they ask me this question, tend to have a “gut feeling”, and are looking for re-assurance to follow their gut. My advice is to follow that gut.

On a final note, one way that I often recommend introducing the idea of ASD for younger kids is the excellent book All Cats Have Aspergers Syndrome by Kathy Hoopmann. For older kids, looking at some of the big figures in history who are thought to have had Aspergers Syndrome can be a good way (Michael Fitzgerald has two great books for this The Genesis of Artistic Creativity and Genius Genes). The important thing is to introduce it as a pattern of strengths and difficulties. The name is simply a way to describe that pattern, and to allow people to share strategies to maximize strengths, and find ways to overcome difficulties.

“Hi Josh how did you cope with the move from primary to high school and what tips would you suggest to help my son going through this transition?

Moving to secondary school is a demanding time for any child, but particularly for those on the spectrum. The unfortunate truth is that I didn’t cope at secondary school. I didn’t have a diagnosis at that time, or any sort of support from the school, which meant I went down hill quite quickly. Your child, however, is in a different position – he or she has a diagnosis. In the UK that gives you some leverage with the school, who, as far as I am aware, are required under the Disability Discrimination Act to make reasonable adjustments in order to accommodate disabilities, regardless of whether or not your child is statemented (quoting the disability discrimination act at them not only makes you look smart, but also tends to start things moving).

Ultimately, kids with a diagnosis going into secondary school are already going to be working much harder than every other kid, because lunch time and break time aren’t breaks for us, and in addition to learning the academic stuff, we are also learning the social stuff. If we are giving 100% to try and adapt, we need the school to come the rest of the way. Providing teacher training/education, safe areas to go during breaks, a single teacher who we go to for any problems, and the ability to leave classes to cool down for 5 mins, are all ways that have been used effectively in the past, to different degrees for different people. However, the most important thing by far is preparation.

Preparation is for both the school, and the student. For the student, it is getting to know teachers, rooms, routes, sights, sounds, smells, routines, schedules, and 101 other things, so that they are going into school on day one knowing exactly what is going to happen, and what to do. For the teachers, it is about learning about the student: understanding both the diagnosis and the individual, and how best to support that particular student. Through this preparation, student, parents, and school should be able to identify potential problems, and their solutions, well in advance, to try and facilitate a smooth transition.

I have created two documents to help with school transitions, both of which are available for free on my website (www.mugsy.org/josh). The first is a 1-page (double sided) information sheet about Aspergers Syndrome for teachers. This is designed to give them the basics of the diagnosis, and tips for teaching people with AS, all on one piece of paper that they can keep to hand. The second is an information sheet (double sided) to be filled in by the student, staff and parents, to give teachers a quick guide to this particular individual, and how to support them. The whole idea with both of these documents is to give teachers the necessarily information quickly, easily, and in a form that they can keep to hand.

Joshua Muggleton is the author of Raising Martians – from Crash-landing to Leaving Home (2011) published by Jessica Kingsley Publishers.

Part of our celebration of World Autism Awareness Month 2013- see more posts on Autism, Asperger’s Syndrome and related conditions.

Amanda asks “my two are hermits and hate socialising. They tolerate it but I would like to make it less stressful for them. I’ve tried all the usual things of iPod and head phones, shopping on quiet days, chew buddy, iPhone gaming… Any other suggestions would be good.”

It sounds like you’ve done a good job of considering some of the sensory concerns that may bother your kids, Amanda. That’s a great start. At least as important is making sure that “typical” social expectations aren’t being imposed upon kids who aren’t wired typically.  In other words, do they want to have new experiences and friends….or is that what others want for them? It’s so hard for us, parents, to tease apart our desires from our children’s.  And Asperkids, by their very nature, are going to need less (not none, just less) socializing and more “down” time.  That needs to be respected. But, if your kids are feeling “stressed” in social situations and you’ve got the sensory stuff nailed, the other major component is anxiety.  Your kids love gaming because the rules are clear and predictable. People are anything but! So who would want to get out there and hang? When the world feels chaotic, it feels scary.  That’s why I wrote The Asperkid’s (Secret) Book of Social Rules. It’s a comics-infused explanation of the world’s hidden social rules that levels the playing field for ALL of our kids.

Hannah asks, “How do you teach your child that there are hierarchy in roles , ie- mum and dad aren’t told what to do by a child, but a child is told what to do by an adult… Such complex understanding is needed from such a young age, mostly I guess its inflexible thinking that causes our son to tell us what to do- but we are the parents not him… But explaining that to a 5 year old is something that I’m having difficulty with! Can you offer any tips?”

This is a really common problem! In fact, it’s such a biggie that The Asperkid’s (Secret) Book of Social Rules has a whole chapter devoted to making corrections (or not) and the sticky hierarchies that complicate everything. Really, the issue is that we Aspies crave accuracy. When something’s amiss, it needs fixing….now. Leaving it “wrong” (or seemingly wrong, anyway) is as difficult and distracting as ignoring an itch. To really help your son understand the “why’s,” please read the Rule Book yourselves, and then simply translate for his age (I’ve done this for my 6 and 3 year-old). For right now, here’s a super-shorthand you can use for the “hierarchy” issue: Down, yes (gently). Across, maybe. Up, no way.

“You can kindly correct someone over whom you have control or influence…only correct a peer if you HAVE to — they won’t like it….and never, ever, ever correct an elder or authority figure…unless safety demands it, correcting “up” is just rude.”

Sarah asks,  ”how can we teach our 8 year old son the concept of time and being ready for things, such as school, outings, doing jobs etc by a certain time? We have tried timers and visual schedules but he gets lost in looking around and touching things he doesn’t take notice of his timer.”

Oh, Sarah, I know the feeling! This is a big one at our house, too. Generally, we rely on a few tools:

• a visual timer (see Resources in Asperkids — this is NOT the same thing as a regular timer)
• streamline your home. The Asperkid’s Launch Pad is all about how very specific, easy changes in the way you lay out his environment can have an enormous impact on the day.
• set way points – break down every task into smaller milestones so he doesn’t get lost mid-process and then be insurmountably behind.  So, instead of “You have 10 minutes to get dressed” say, “Change pants. Change shirt,” and have him repeat the shortened directions out loud as he does it (almost like a whispered chant). He shouldn’t say or do anything else until those words are “done.” Then, move on to the next step, be it brushing hair or getting socks.  The same thing goes for schoolwork, etc. (You can also read a blog I wrote about this at www.Asperkids.com/candyland)
• use technology! Reminder alarms and messages on iPod’s and smart phones can keep everyone more on-track.

Pam asks, “will his self stimming behaviors ever decrease? Every year I hear from his teachers and the Occupational Therapist that he has a “tool box” of sensory strategies to use, but it doesn’t seem to help much. Can you offer any advice that will help?”

“Stimming” is a way of decreasing anxiety and increasing focus – just the way you might bounce your knee or tap a pencil in a long meeting.  While some of the needs met by stimming may be sensory, that’s not the whole story.

Anxiety is the basis for stimming…and a whole lot of what we, as Aspies, do.  In order to reduce one anti-anxiety behavior, Pam, you need to offer another solution (if you took away my private “in case of stress” M&M stash, I’d sure need a substitute!).

Look more closely at what’s happening when your son is stimming most: what’s making him nervous? Use The Asperkid’s (Secret) Book of Social Rules to counter social anxiety.  Provide chewing gum (two pieces at a time – tell school it’s a MEDICAL NECESSITY) or a very sour hard candy and lots of “fidget” toys, all of which will send calming signals to his mind and body. There’s more practical information on this very question in both The Asperkid’s Launch Pad and in the upcoming Asperkid’s Game Plan.

 Lynne asks, ”I believe I may have Asperger’s due to problems in social interaction since childhood. I am socially awkward and often feel overwhelmed when there is a lot of stimuli, even when surrounded by family. I have found ways to accomplish tasks that I once found difficult by organizing and planning things. But if something happens to change my plan, I melt down. I have been admonished at work because of having to have things done “my way”. I have found ways to function in life. Do you see any benefits of getting diagnosed at the age of 56? And what methods may be used to help me? Is it worth the time and money for me to pursue this at this point?”

Knowing yourself better is important at EVERY age.  Your life isn’t over, Lynne! Don’t dismiss the value of the many years left ahead of you by underestimating the power of insight.

If you think you are an Aspie – odds are that you’re right.  Read Asperkids, and you’ll see just how powerful the impact of my own adult diagnosis was in reframing the way I saw my past, present and future.  After all, the better you “get” yourself, the more healthy relationships you will have, the more satisfying work you’ll accomplish, and more effectively you’ll be able to meet needs you may not even realize you have.

With or without a formal diagnosis, read The Asperkid’s Rule Book. You may not be a teenager any longer, but know that I started writing that book as a journal for myself at age 34…and I’ve had adults (your age and older!) from all over the world tell me that this book has literally changed their entire lives.  I hope it will give you the same peace of mind and spirit.

Jennifer Cook O’Toole is the author of Asperkids: An Insider’s Guide to Loving, Understanding and Teaching Children with Asperger Syndrome (2012), The Asperkid’s (Secret) Book of Social Rules: The Handbook of Not-So-Obvious Social Guidelines for Tweens and Teens with Asperger Syndrome (2012), and the forthcoming The Asperkid’s Launch Pad: Home Design to Empower Everyday Superheroes (April 2013) all published by Jessica Kingsley Publishers.

Part of our celebration of World Autism Awareness Month 2013- see more posts on Autism, Asperger’s Syndrome and related conditions.

Norelle asks,”I have read both the Exploring Feeling Books and have a question relating to warning signs. We are supporting an 18 year old man who frightens himself when he gets angry and frustrated and then doesn’t remember the moment that he loses control. How do we help him identify the warning signs of a meltdown when he is unable to identify what is happening to him?”

Thank you, Norelle,  you raise a very interesting point in that sometimes, the intensity of the emotion almost wipes out the frontal lobe ability to control but also remember specific events.  We sometimes use the term, a blind rage.  With regard to the warning signs, often the last person to know they are about to lose control is the person with Asperger’s syndrome.  However, there may be internal physical signs such as increasing heart rate and perspiration.  It may be possible to use some of the new sports equipment that measure heart rate which can be used by the 18 year old to monitor his level of agitation, or for those who support him to check his level of agitation.  This may provide the warning signs.  Another option is to list the behaviours and thoughts that indicate increasing agitation and have these down on a Thermometer to measure is intensity of emotion.  Those who support him may then point out that such behaviours or thoughts seem to indicate an imminent meltdown and that it may be wise to use some of the strategies from the Toolbox.

We have had a lot of questions relating to boys hitting puberty and struggling to control their emotions, do you have any top tips on how to help teenagers regulate their anger and anxiety?

I think in many ways, the previous question will also answer some of the points raised in Question 2, especially to be aware of the physiological signs of increasing anxiety or anger and those who are friends, teachers or family members knowing the situations or behaviours associated with increasing anger and anxiety.  We particularly now work with peers at High School to help such individuals recognise the increasing level of agitation and to give them guidance in how to help the person in situations where there may not be a teacher nearby.  For typical children, they may have many friends who notice that their friend is becoming anxious or angry and either reassure or calm down effectively.  The person with Asperger’s syndrome may not have a friend who can do this but there may be one or two individuals in the person’s class or peer group who could help the person monitor their emotions and step in to manage the anxiety or anger.  The other strategies are once agitation is recognised, the wisest response is to walk away from the situation that could lead to feelings of anger, especially when being bullied, teased or rejected.  I am not sure that this would be the wise approach with anxiety as it would be best if possible, to be brave and cope with the situation that produces strong feelings of anxiety.  It is very important to maintain self-control when feeling angry or anxious and sometimes, strategies used the in Martial Arts can help that person stay calm, cool and intelligent.

Our followers were also interested in how to help children acknowledge and verbalise their concerns. Nancy asks, “How can I get my child to open up about when things are bothering him instead of internalising his problems?”

This raises another important component in emotion management with regard to the ability to disclose the cause of the emotions and to describe inner feelings.  Often, the person with Asperger’s syndrome can be asked “how are you feeling” or “what caused your feelings of anxiety, anger or sadness” and often the person may reply, “I don’t know”.  This may be translated to “I don’t know how to put my feelings into words so that you will understand” or “I really do not know what is going on in my mind”.  It may help to have direct questions, for example, “is this an emotion associated with home or school?”  If the person replies “school”, ask “is it associated with the schoolwork, a teacher or your peers”.  The next question, “is it associated with what someone said, did or both”.  I would also recommend Carol Gray’s Comic Strip Conversations to draw the event using stick figures and speech and thought bubbles.  Another option is to ask the teenager to find a music track on iTunes that perfectly describes in the music or lyrics, their feelings and the music may speak volumes.  Another option is to type rather than talk and to send an email describing the emotions and the causes.  Those with Asperger’s syndrome have considerable difficulty in looking at someone and talking as a means of expressing inner thoughts, feelings and experiences.

Zoe asks, “My daughter (5 years old) has autism / Asperger’s – I know girls present differently from boys – is there anything I can expect in the future or watch out for that I need to be prepared for?”

With regard to daughters as well as with sons, one of my concerns will be in terms of bullying and teasing and I do know that girls can be particularly cruel in using verbal forms of teasing and bullying.  I think it is important to identify one or two other girls who can act as your daughter’s guardian in terms of stepping to stop the rejection, bullying and teasing of other children.  Another concern I would have is that some girls can be angels at school but devils when they return home.  That is, that they know that they have to be compliant and well behaved at school but this has been so exhausting and stressful that when they come home, they can be a very different character.  This indicates that there is great stress that is not being communicated at school and you would need to go through with your daughter, ways of decompressing and releasing her stress when she comes home in constructive ways.  I would also be concerned that some girls may take advantage of your daughter’s naivety and develop almost a master/slave relationship.  It is important to check the integrity of those who may become her friend.

Angela asks, “What are your thoughts about autism and diet? My 3 year old autistic daughter also suffers from temporal lobe epilepsy. Consultants have suggested the few foods diet, but I am not happy with this suggestion; I find it hard to believe autism and epilepsy can be related to diet and allergies?”

I think there is a relationship between the degree of expression of ASD characteristics and diet but we have no biological or even psychological way of determining who would benefit from a diet.  This can include taking away items in the person’s diet that may have gluten or casein but also whether additional components to the diet, especially in terms of vitamins and fish oils, may help.  From my clinical experience, I know of those with autism and Asperger’s syndrome who have benefited from a restricted diet yet there are many others for whom diet has had no effect on abilities and behaviour.  In many ways, you will not know until you try.  With regard to the three year old daughter who suffers from temporal lobe epilepsy, there have in the past, been specific diets that have helped manage epilepsy but usually, this has been after conventional strategies such as anticonvulsant medication have not been successful.  I am not sure what the consultants mean by the few foods diet and in many ways, I also trust the intuition of a mother in knowing what would be appropriate for her child.  There does not appear to be a clear link between autism and epilepsy and diet and allergies, so I would be cautious as to how diet and allergies may effect epilepsy but there could be an effect on your daughter’s profile of autistic characteristics.  I would generally urge caution and certainly, monitoring the situation with a dietician.

Edward asks, “I have just been diagnosed with Asperger’s Syndrome. I’m 61 this month. What do I do now?”

With regard to being diagnosed with Asperger’s syndrome, the person says they are 61 and clearly did not have an opportunity to benefit from the programs that are available today for those who are at school and are young adults.  However, knowledge of Asperger’s syndrome may explain past experiences and lead to a greater level of self-understanding and the ability to explain one’s self to others.  With regard to what do I do now, I suggest that you go to www.jkp.com, and explore some of the autobiographies that you may be able to identify with.  While this information may not be relevant in terms of career or relationships, those who know you may then benefit from a greater understanding of why you are different and you may be able to appreciate some of your talents that are due to Asperger’s syndrome.  Thus, when asked what do I do now, I suggest that you read some of the books written by adults with Asperger’s syndrome of similar age.  I would also recommend going on to the Internet to seek advice from those with Asperger’s syndrome, again from your generation, as they may be able to provide support and understanding.

Tony Attwood is the author of The Complete Guide to Asperger’s Syndrome (2000), Asperger’s Syndrome (1997) and the forthcoming titles, From Like to Love for Young People with Asperger Syndrome and Mild Autism (2013) and CBT to Help Young People with Asperger’s Syndrome or Mild Autism to Understand and Express Affection (2013) all published by Jessica Kingsley Publishers.

Part of our celebration of World Autism Awareness Month 2013- see more posts on Autism, Asperger’s Syndrome and related conditions.