• Replies 8 replies
  • Subscribers 28 subscribers
  • Views 1366 views
  • Users 0 members are here
Options
Related
Hints and tips
  • To quote someone's message, first select/highlight the relevant text, and then use the Quote button that appears
  • To "mention" someone, type @ followed by the start of the forum name, and choose from the list; that person will get a notification of being mentioned

CONTROLLING ASD

Lisahb

Hi

We are currently undergoing assessment for our 4 (nearly 5) year old son but they keep saying as he is so young could just be developmental delays. 

But as you probably all went through at time of assessment researching has left us in no doubt that he is on the spectrum.

My only doubt is the way he can control himself in school.  He has just started full time and does not display any of the violence, stuborness etc that we have at home and with grandparents/friends.  He thrives on the routine of school.  He only has one friend and just tends to go into a trance at free time or follow other children around.  School do not see it which makes the assessment process harder he is really bright so they are quite happy academically. He is quite and well behaved (this is out of character for him as he is not quite he only goes like this when is unsure of a situation). We seem to get the horrible behaviour/akwardness twice as harsh when he gets home and on a weekend.

Although I struggle with homework as he will only do the bits he understands and likes and wont entertain the parts doent want to do.  (Sorry rambling).

So my question is can some children control ASD to a certain extent in certain settings??

Thanks

Lisa

 

  • Hi Intenseworld,

    I'd be grateful if you could create the thread as you've described and I'll make it a sticky, if that's not too much trouble. 

     

    thank you,

    Anil

  • I'll go along with that -that's a neat way of labelling it.

  • Hello Anil A - Mod,

    I think a thread with that link, entitled "different behaviour between school and home" so it basically does what it says on the tin as it were, with the link inside it?

  • That's a tricky question. I assume a sticky topic stays near the top of the list, so it has to have a label that defines what's in it so people consult it rather than keep asking the same question again and again. So I don't think "controlling ASD" fits well, as its the original poster's perception. This is more to do with say "understanding the timing of meltdowns".

    It gets back to my recurring question - why is so little done to understand lifestyles? - meltdowns, blanking out, distorted hearing (eg when there is background noise), sensory issues as well as sensory overload etc. etc. There are lots of issues that affect lifestyle - there's little if anything being done about it.

    I've got my theory about meltdowns, expressed above. But I don't know for sure if offering this morsel is reliably helpful, but health professionals etc don't seem to care tuppence about lifestyles - they're convinced pill popping and inappropriate counselling is sufficient to effect a "cure" so what we as individuals report or express concern about is down as our fault for not responding to treatment.

    I think rather than a sticky topic there could be a section prefacing the community section about FAQs - frequently asked questions - not too many, maybe ten key recurring questions, with some informed answers, that wouldn't deter enquirers from having a look at these first.

    But after all that's what the forum is for, asking questions and seeking help. Its just providing answers to some really important questions facing many individuals or parents is really crucial but hard to achieve.

  • Is there a thread you feel would make for an ideal sticky IntenseWorld/Longman for this topic? Or do you feel this one is most suitable?  

  • Indeed, I've only just responded to another post like it about 24 hours ago.

    Part of the problem is what drives meltdowns or other reactive behaviour. There is this notion around that the cause of a meltdown must be immediate and obvious, and of course it usually isn't at all obvious, which makes it quite difficult for observers to understand.

    My own theory, and I can only offer it as theory, is that meltdowns are a last straw response - exactly the same in some respects to what can happen to anybody, if you have a bad day when everything goes wrong, and eventually you snap.

    However for people on the spectrum there is less capacity for coping with incoming information (like a bottleneck), and heightened sensitivity to environment. Social interchanges don't work well and cause anxiety. It is harder to resolve causes of anxiety so they go round and round in your head. The pressure to react is near the surface most of the time, and tires you out, and it doesn't take much, maybe something quite trivial, the last straw, to cause a meltdown. On the other hand the capacity to cope with such build-up of pressure is probably much higher in people on the spectrum than with NTs.

    The difference in school is peer pressure. For some children on the spectrum they aren't able to gauge this, so they do all the things their peers would rather they didn't do, which gets unwelcome attention and bullying. But some children are able to conform to peer pressure and survive a day at school.

    It just means when they come home from school, and its just you - none of their peers to witness, that's when the dam bursts.

    Be glad however that they are managing to conform at school. You really do not want it going the other way.