OAASIS

Hello RudeBoy, Have you thought of giving your employer the printed sheets from these links from the NAS website and just saying, 'I think I have Asperger Syndrome' and letting them read about it. It might give them a better understanding and would mean you don't have to stand there and do all the explaining: Employer Factsheet - What is an ASD?: http://www.autism.org.uk/nas/jsp/polopoly....946&a=20385 Employer Factsheet - managing someone with an ASD: http://www.autism.org.uk/nas/jsp/polopoly....946&a=20384 Good Luck, OAASIS

Hello, many people with AS, adults included, want to fit in with everyone esle, but find it really difficult. People with an ASD have difficulties with 3 main areas - communication, socialisation and inflexibility of thought (triad of impairments). They may also have sensory issues, in the form of not liking certain smells, noises, lighting, not wanting to be touched (as can happen in crowded places as people accidentally brush past) and so, going out into a large crowd can be quite stressful for them. This can cause their anxieties to raise and they may shut down due to sensory overload. Many people with AS have difficulty coping with change and like to know before hand of what may happen when they are out. This gives them time to prepare themselves and understand what may happen. OAASIS has an information sheets for adults with AS and for partners of adults with AS which you may like to look at: http://www.oaasis.co.uk/documents/Info_She...rome_Assessment http://www.oaasis.co.uk/documents/Info_She...ers_Resources_2 It may be that your OH does not like busy places and that you may have to go alone, or with friends, but go somewhere less busy with him. Best wishes OAASIS

Hello, sometimes children with AS hear voices in their head, and even talk to them, but actually this is something we all do - like if we see something we like in a shop, we are mentally having a conversation in our head. For example - 'oh, that's nice, but it's expensive, I don't think I should buy it, or maybe I could just afford it'. We are able to understand that this is our own thoughts but some children with AS cannot distinguish this and believe it is someone else talking. With regards to getting an assessment, we always advise parents to keep a diary of all the concerns you have about your child's behaviour as this can be used as evidence to support your concerns. If you have any letters from school or other professionals that refer to your son's behaviours then keep them as well. If school has concerns perhaps you could get them to also log behaviours so that when you visit the GP/CAMHS again you have a list of concerns. If you think he has an ASD then look at the Triad of Impairment and list things that relate, such as how he interacts with peers, how he plays with toys, whether he has routines etc Good luck and Best wishes, OAASIS

OAASIS have information sheets which are free to download and are about AS, AS and anxieties, AS and educational issues and more.

Thanks Karen, Let me know if I can help. Gill

Hello, Many children with ASD's lash out because they have misunderstood a situation and they have not yet learned any other strategy to use. Many schools now have Emotional Literacy groups where small groups of children (about 4 - 6) get together with a TA and learn about social skills, friendships skills and such like (whatever that particular gropup of childrebn are struggling with). Perhaps your son's school has these sessions, in which case it may be worth trying to get him involved in one. Your son may work for a reward system where he can earn a reward for not showing aggression but he will need to be given other things he can do, such as walk away, have time-out, tell a member of staff. Recording different strategies in a book can be useful as well, but initially the book would need to be readily available for him. For example, in the middle of a clean page in an exercise book write 'Instead of hitting someone I could .... ' Then draw 3 lines coming away from it with different strategies at the end of them. New startegies for different problems can be written on each page. Initially he may need help on finding other strategies, but in time he should be able to think of them for himself. The school could help with the reward system by writing in the home/school diary if he has used his strategies or not been aggressive. Rewards do not need to be expensive - a trip to the park, extra time on the computer, a comic or a friend round for tea. It would help your son if he sees that home and school are working together. In my experience, people tend to listen if you are not shouting and can speak calmly and rationally and by perhaps showing them that you are prepared to work with them. If you need to talk to someone we have a free phone helpline from 10am - 4.30pm weekdays and an answerphone servie at all other times. If you leave your name and number we will call you back. The number is: 0800 902 0732 I hope this is helpful. Best wishes, OAASIS www.oaasis.co.uk

Hello Kathryn, I'm Gill and I am the ASD Advisor for OAASIS and can offer advice on behaviour strategies at home and at school and I deal mostly with enquiries about school age children with ASD's. I was a trained Teaching Assistant and worked in a mainstream school and in specialist schools for children with ASD's before taking on this role. Andrea is available to give advice on the statementing process and any special needs issues. Best wishes, OAASIS

Hello, Oaasis is quite new to this forum but would like you to know about what we do. We are the Office for Advice, Assistance, Support and Information on Special needs and we can offer advice to parents and professionals, particularly on autistic spectrum disorders. We have free downloadable information sheets on our website and we also offer a free phone helpline on weekedays from 10am to 4.30pm with an answerphone at other times. Or, you can email us with your concern and we will get back to you. You can contact us on: www.oaasis.co.uk or 0800 902 0732 or by email at oaasis@cambiangroup.com Kind regards, OAASIS

Hello Steve, Well done on the positive progress you are already making. The OAASIS website has a free downloadable information sheet about Adult Assesssment and After. Our website is www.oaasis.co.uk The National Autistic Society also have helpful information which you may be interested in and I attach their links here: Diagnosis - how can it benefit me as an adult?: http://www.autism.org.uk/nas/jsp/polopoly....1045&a=8018 Diagnosis - the process for adults: http://www.autism.org.uk/nas/jsp/polopoly....1045&a=3341 Social skills - an introduction (has further links about starting/ending conversations etc): http://www.autism.org.uk/nas/jsp/polopoly.jsp?d=1507 There are adult AS groups around the country so it may be worth you putting adult asperger support group for your area in your search engine to see if there is one local to you. I hope this information is helpful for you. Best wishes, OAASIS

Hello, some children with ASD have sensory issues and there may be something that is making him scratch, such as the material of his pyjamas, sheets etc. As for the bad dreams, he may be worried about things at school, friends etc and this may be making him dream more. Hope this helps. Best wishes OAASIS

Hello Teresa, often children with ASD's have difficulty wth auditory processing so if the maths test questions were given verbally then it could be that he has not fully understood the questions. They can also panic if the test is against the clock and this means that they are not processing the information properly, putting too much attention into worrying about not being able to finish the task, and not actually concentrating on the content of the questions. If none of the above apply, your son may need his maths work breaking down into smaller chunks and by using visual/solid objects. For instance, if he is learning about adding two or three numbers together, he may need cubes to help him make the connection with the numbers. If he is working in fractions, he made need a shape that he can make into smaller parts, such as a circle which can be split in half, quarters etc. He then has a visual way of seeing the question as opposed to just imagining it in his head. Another problem could be the way the questions are written. For example, a very able year 6 student with AS I once worked with, had a test question which read something like 'if a candle burns 1 inch in 2 hours, how far will it have burned after 6 hours?' He was unable to answwer the question, despite reading it many times. When I asked him why he hadn't answered it he said it was because it didn't say how long after 6 hours. I hope this helps and that I haven't confused you. Kind regards, OAASIS

Hello, I'm sure your drop in sessions will be very popular and certainly much neded. I have added you to our list of support groups which I will pass on to anyone who enquires from your area who does not already know about it. Best wishes OAASIS

I just joined the forum and was confused about what Norfold Broads meant as I am from the South of England. It's only by trial and error that I've managed to find out what it meant. Maybe it should be explained to people when they join up as it can be frustrating trying to change it. Best wishes OAASIS

Hello Justine1, I would advise you to get a free copy of the SEN code of practice (England) as this sets out what should happen when a child has a special educational need. You can get a copy by phoning 0845 602 2260 or you can print a copy out at. www.teachernet.gov.uk/_doc/3724/SENCodeOfPractice.pdf I agree it is a good idea to keep a diary, particularly noting when your son has been upset, what happened beforehand, how he behaved during the upset and how he calmed. Also, some schools are happy to do a home/school diary where yourself and school can exchange information about how your son has been at home/school on a daily basis. It is a means of keeping tabs on how he is doing, any issues that have arisen, how they were dealt with and whether the intervention was successful. It only take a few minutes for the teacher/TA to put a few lines in at the end of the day and can make a huge difference knowing if your son has been upset at home/school - forewarned is forearmed. If you or school know your has been upset, you are prepared and can make adjustments as required. Best wishes OAASIS

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