Autism/Asperger's Syndrome: Parent Support

Parents of children with Autism Spectrum Disorder (ASD) and Pervasive Developmental Disorder (PDD) benefit from support when navigating and dealing with the community, the school system, and society at large. (Not only do we need to advocate for our children, we must learn to care for ourselves.) Some suggestions for supporting these requirements and the needs of children with ASD/PDD are listed below.

Supporting Your Needs:

Parents who have children with ASD/PDD must refrain from self-blame.

(The insensitive comments made by others, although potentially hurtful and annoying, are not a reflection on you. These remarks stem from insecurities and/or lack of information. Help to educate others by sharing our insights. Positive words will not only help to inform but will reflect favorably on you and your child.)

Don't be afraid to ask questions.

Speak with reliable individuals, ask for their suggestions, and gather information from sources you trust.

Although difficult, you must make time for yourself! You cannot give if your own resources are depleted. Carve out small spaces of time to care for and nurture yourself!

Supporting Children with ASD:

Each child's needs are unique and must be recognized as integral to his or her complete development.

The type of educational setting that is most beneficial depends on the age and specific needs of your child.
A creative and flexible approach seems to prove beneficial as your child's needs will fluctuate depending on age, severity of autism, changes within the environment (home and school), and physiological changes.

Within the course of a day, the child with autism will experience a wide range of situations that require supportive guidance. Be prepared for the unexpected. Remember when all else fails, laugh!

For ongoing support with your child's education, social skill development is critical for academic and life-long success.

Children with autism are often especially sensitive and respond well to patience and compassion when acquiring appropriate social skills. The relationship between the family, school, and community is critical.

In becoming an advocate for our child, information is essential. Start by caring for yourself. Place your needs and your child's well-being first. Access written materials, articles, books on autism, and the many informative web-sites that provide up-to-date research and information regarding autism. Speak with health care providers, other parents with children with autism, your child's caregivers and teachers, and become involved in support groups. Trust in your intuition and your ability to nurture your child.

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Developing Social Stories for Children With Autism/Asperger's Syndrome/PDD

Social stories have proven successful when working with students on social skill development. Social stories have helped many children develop behaviors that are more appropriate to given settings. Social stories may also help the child understand why certain behaviors are necessary in different situations. But what exactly is a social story and how can it be used in a way that will be helpful and supportive? A step-by-step guideline on how to develop a social story is provided.

First it is necessary to prioritize what behaviors you are seeking to change or develop. Select one behavior at a time. For example, if your child/student has difficulty walking into the library quietly, target this particular activity. Write the story in the first person "When I walk through the door of the library I need to be quiet!" For some children, it is also helpful to include drawings or photographs of the event. Many children may be able to participate in the development of the social story. This involvement encourages "buy in" and a better understanding of the expectations.

Explain the situation that presents difficulty. "On Tuesdays my class goes to the library."

Include a description of the child's behavior along with a description of the desired behavior. "When we walk into the library the room is very quiet. I feel a little nervous because we have left the classroom where I feel safe. I also am excited when we go to the library. Sometimes I yell. When I yell, I like the sound my voice makes and I feel good. It is okay to get excited, but is not okay to yell in the library."

Continue by explaining why this behavior is unacceptable and by describing the desired behavior. "When I yell it bothers other people in the library. It makes it hard for them to work. Even though I like to yell in the library, I need to be quiet because the library is a quiet place. It is not the place to yell."

End the story with a description of the acceptable behavior. "When I walk into the library I will not yell or make any other loud noise. I will walk quietly through the door, smile at the librarian, and sit down quietly on the carpet and wait for directions. When I walk into the library quietly it makes my class and teacher happy. I can yell when I'm on the playground."

Following is a sample of a social story:
Social Story: Going to the Library

"When I walk through the door of the library I need to be quiet! On Tuesdays my class goes to the library. When we walk into the library the room is very quiet. I feel a little nervous because we have left the classroom where I feel safe. I also get excited when we go to the library. Sometimes I yell. When I yell, I like the sound my voice makes and I feel good. It is okay to get excited, but is not okay to yell in the library. When I yell it bothers other the other people in the library. It makes it hard for them to work. Even though I like to yell in the library I need to be quiet because the library is a quiet place. It is not the place to yell. When I walk into the library I will not yell or make any other loud noise. I will walk quietly through the door, smile at the librarian, and sit down quietly on the carpet and wait for directions. When I walk into the library I will try to be quiet because it makes my class and teacher happy. I can yell when I'm on the playground."

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