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Asperberger's diagnosis criteria?
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<blockquote data-quote="Marguerite" data-source="post: 14032" data-attributes="member: 1991"><p>OK, to touch on a little more - go to <a href="http://www.childbrain.com" target="_blank">www.childbrain.com</a> and do their informal Pervasive Developmental Disorder (PDD) questionnaire. Then take the printout to whoever he sees (organise a neuropsychologist referral if you need to) and get their opinion. Because it sure sounds familiar to me.</p><p></p><p>And grab a copy of "The Explosive Child" by Ross Greene. It works really well with these kids. Early Childhood has a good thread about the book too, if you want a preview.</p><p></p><p>difficult child 1 is Aspie, difficult child 3 is autistic. difficult child 1 used to withdraw a lot, especially if people paid too much attention to him or singled him out ("Go up the front and tell the class about what you did in the holidays" or "Stand on the chair so we can sing 'happy Birthday' to you"). He would curl up in a ball on the floor, literally for hours, until people went away and left him alone.</p><p></p><p>difficult child 3, on the other hand, was very sociable. He would go up to total strangers as if they were close family. He would give everybody he met a kiss and a hug. The feature here, though - it's not being antisocial, it's being socially inappropriate. Not knowing how close to stand to someone, not knowing that you don't try to hold the hand of another boy in your class because boys tend to not want their hands held by other boys.</p><p></p><p>difficult child 1 can't mentally multi-task. difficult child 3 can. Both are addicted to computer games. With both, we've had to control which games they played and at which time of the day, because sometimes they just couldn't cope with what the game did to their brain. This changes as they got older.</p><p></p><p>The biggest difference between them, though, and the diagnostic one - difficult child 1 had no language delay. difficult child 3 had significant language delay.</p><p></p><p>Now, difficult child 3 won't shut up. Because he's also hyperlexic, he talks like an encyclopedia. Example - we went to the beach with his godmother and a friend. Godmother drove us back to her house (a short walk from our home) and difficult child 3 left us at the door, to walk himself home. "I'll take my leave," he said as he left.</p><p></p><p>Some advice about computer games - give him access to games like Myst - the problem-solving ones that don't depend on speed. or computer mazes, or Sudoku. There are a lot of computer-based games that are also educational and fun. "Carmen Sandiego" is a good series - difficult child 3 especially learnt so much from that and he hadn't been learning it in class.</p><p></p><p>We now teach difficult child 3 by correspondence. He's now doing brilliantly, where before he was failing. The reason - all the work is in writing, he can read everything he needs to. We can give him peace and quiet, he chooses what he wants to do and for how long. Task-changing was a huge problem at school, but learning at home is less of a problem when he has control.</p><p>difficult child 3 refuses to do homework. But this week, although he's worked hard, he hasn't used his time as efficiently as he can, so I told him he is going to have to do extra time and have a 'study day' on the weekend to catch up. He's fine with that (amazing) because he wants to stay up to date with his work. But right now he's playing computer games. Our strict daily routine allows for gaming time. Free gaming stops at 7 pm. From 7 pm to 8.30 pm he MAY play games as long as it doesn't interfere with getting dinner or having his bath. The games must stop at 8.30 pm. He must be in bed by 9.30 pm (recently extended from 8.30 pm) and lights out by 10 pm. So from 8.30 pm to 10 pm he is encouraged to read a book. Reading books is a very new thing - until very recently he refused to read any narrative book that he hadn't previously read. This has meant that a hyperlexic, extremely bright kid with a vocabulary (now) years ahead of his age, would only read books aimed at 6 year olds (or younger). Or textbooks. Or comic books.</p><p></p><p>Keeping to the computer game and everything else routine has mean that the difficult children are coping much better with getting everything else done.</p><p></p><p>Also, something the psychologist put in place - </p><p></p><p>1) to change task (ie to send him to his bath when he is still gaming) - we stick a post-it note on the screen with the task and the time. He is told, "You have to have your bath. You have ten minutes, or the next save point, whichever is sooner." The note is to confirm that he HAS been told. </p><p></p><p>2) Any tantrums or refusals, and he loses privilege. The privilege is for every day he is meltdown-free and complies without fuss, he gets to play with me on a computer game, for half an hour.</p><p></p><p>We're actually having to re-evaluate that rule because he's been meltdown free for so long. But crikey, did it work!</p><p></p><p>You've set in place some really useful coping strategies for your son. You're already getting a good idea of his problems and needs. Always remember - they're bright, but in many ways much younger than their birthdate would indicate. They do get there eventually, but they need more time. And there are good points to having a kid like this. They're loyal; they try to comply (but need help in doing so); they're extremely focussed when they're working on something (they often won't even hear you, until you tap them on the shoulder and make eye contact) and they are very law-abiding, as a rule. Maybe it's their own laws, but routine is a good thing for them. </p><p></p><p>Good luck, I hope you get some answers soon.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 14032, member: 1991"] OK, to touch on a little more - go to [url="http://www.childbrain.com"]www.childbrain.com[/url] and do their informal Pervasive Developmental Disorder (PDD) questionnaire. Then take the printout to whoever he sees (organise a neuropsychologist referral if you need to) and get their opinion. Because it sure sounds familiar to me. And grab a copy of "The Explosive Child" by Ross Greene. It works really well with these kids. Early Childhood has a good thread about the book too, if you want a preview. difficult child 1 is Aspie, difficult child 3 is autistic. difficult child 1 used to withdraw a lot, especially if people paid too much attention to him or singled him out ("Go up the front and tell the class about what you did in the holidays" or "Stand on the chair so we can sing 'happy Birthday' to you"). He would curl up in a ball on the floor, literally for hours, until people went away and left him alone. difficult child 3, on the other hand, was very sociable. He would go up to total strangers as if they were close family. He would give everybody he met a kiss and a hug. The feature here, though - it's not being antisocial, it's being socially inappropriate. Not knowing how close to stand to someone, not knowing that you don't try to hold the hand of another boy in your class because boys tend to not want their hands held by other boys. difficult child 1 can't mentally multi-task. difficult child 3 can. Both are addicted to computer games. With both, we've had to control which games they played and at which time of the day, because sometimes they just couldn't cope with what the game did to their brain. This changes as they got older. The biggest difference between them, though, and the diagnostic one - difficult child 1 had no language delay. difficult child 3 had significant language delay. Now, difficult child 3 won't shut up. Because he's also hyperlexic, he talks like an encyclopedia. Example - we went to the beach with his godmother and a friend. Godmother drove us back to her house (a short walk from our home) and difficult child 3 left us at the door, to walk himself home. "I'll take my leave," he said as he left. Some advice about computer games - give him access to games like Myst - the problem-solving ones that don't depend on speed. or computer mazes, or Sudoku. There are a lot of computer-based games that are also educational and fun. "Carmen Sandiego" is a good series - difficult child 3 especially learnt so much from that and he hadn't been learning it in class. We now teach difficult child 3 by correspondence. He's now doing brilliantly, where before he was failing. The reason - all the work is in writing, he can read everything he needs to. We can give him peace and quiet, he chooses what he wants to do and for how long. Task-changing was a huge problem at school, but learning at home is less of a problem when he has control. difficult child 3 refuses to do homework. But this week, although he's worked hard, he hasn't used his time as efficiently as he can, so I told him he is going to have to do extra time and have a 'study day' on the weekend to catch up. He's fine with that (amazing) because he wants to stay up to date with his work. But right now he's playing computer games. Our strict daily routine allows for gaming time. Free gaming stops at 7 pm. From 7 pm to 8.30 pm he MAY play games as long as it doesn't interfere with getting dinner or having his bath. The games must stop at 8.30 pm. He must be in bed by 9.30 pm (recently extended from 8.30 pm) and lights out by 10 pm. So from 8.30 pm to 10 pm he is encouraged to read a book. Reading books is a very new thing - until very recently he refused to read any narrative book that he hadn't previously read. This has meant that a hyperlexic, extremely bright kid with a vocabulary (now) years ahead of his age, would only read books aimed at 6 year olds (or younger). Or textbooks. Or comic books. Keeping to the computer game and everything else routine has mean that the difficult children are coping much better with getting everything else done. Also, something the psychologist put in place - 1) to change task (ie to send him to his bath when he is still gaming) - we stick a post-it note on the screen with the task and the time. He is told, "You have to have your bath. You have ten minutes, or the next save point, whichever is sooner." The note is to confirm that he HAS been told. 2) Any tantrums or refusals, and he loses privilege. The privilege is for every day he is meltdown-free and complies without fuss, he gets to play with me on a computer game, for half an hour. We're actually having to re-evaluate that rule because he's been meltdown free for so long. But crikey, did it work! You've set in place some really useful coping strategies for your son. You're already getting a good idea of his problems and needs. Always remember - they're bright, but in many ways much younger than their birthdate would indicate. They do get there eventually, but they need more time. And there are good points to having a kid like this. They're loyal; they try to comply (but need help in doing so); they're extremely focussed when they're working on something (they often won't even hear you, until you tap them on the shoulder and make eye contact) and they are very law-abiding, as a rule. Maybe it's their own laws, but routine is a good thing for them. Good luck, I hope you get some answers soon. Marg [/QUOTE]
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