Signs of Anxiety in ASD Children at School

[muppet]

Hi Peeps - Muppet in need of advice please.

 

From your experiences of children with an ASD or indeed your own experiences of an ASD - how does anxiety manifest itself and what are the resulting behaviour patterns (in general terms), particularly in the School environment?

 

The reason I ask - with out going into detail and being as positive about the school as possible - is that his teachers do not seem to recognise that an ASD child has huge difficulties with focus, concentration and resultant anxiety. They do not think he has any anxiety at school (other than what I give him from being overbearing and anxious!?!?!?!?!?!?!?) because they do not see any signs of it - my suspicion is that they just see him as a "naughty boy" and have done for the last 2 years, hhhhmmmm, I wonder if that's why I'm anxious.

 

I'd appreciate any opinions or comments you'd care to give - I want to make sure I'm not being too blinkered or overcritical before I take up the challenge.

 

Ta very muchly

Edited December 3, 2008 by muppet

[Cat]

 

Every child with an ASD is an individual and so I think that it difficult to speak in 'general terms' because they will all present differently when they are stressed/anxious.

 

What I personally think is that when a child with ASD is under pressure and is stressed/anxious it very often will come out via their behaviour. This is a symptom and not the cause and so the cause must be sought. Some children internalise their anxiety while other will have outbusts and tantrums. Either way it is a sure fire way to tell that the child is not coping.

 

I have just written a paper (sorry to sound pompus here) about Inclusion and Barriers to Achievement and I have asked if 'attitudes' are now playing a sizeable part and are one of the reasons why inclusion is not working for so many children with an ASD? I believe that attitudes and an inability to accept that the child's disability might well be the reason for their behaviour and not because they are a naughty boy/girl is playing a part.

 

The teachers may recoginse that the child has difficulty focusing, lacks concentration and then acts up but do they accept why this is happening. I am in no way trying to excuse inappropriate behaviour from autistic children. But if that behaviour is resulting because of 'attitiudes' preventing the needs of the child being met then that is something that needs attention just as much as the child.

 

Cat

 

 

[peaches]

QUOTE From your experiences of children with an ASD or indeed your own experiences of an ASD - how does anxiety manifest itself and what are the resulting behaviour patterns (in general terms) ? particularly in the School environment? UNQUOTE

 

Not scientific, but just from my own experience:

 

At home: sleep disturbances, tantrums, insistence on sameness (even more than usual)

 

At school: chews clothing, rocks and covers head with hands.

 

He does these most of the time anyway, but what I mean is they are more prevalent at times of anxiety.

 

 

[cmuir]

Hi

 

Firstly, I don't think you're being over-critical. Your kiddo's mum and know him better than anyone else.

 

I think that some teachers are better than others at recognising stress warning signs than others - in Rs case, his teachers throughout P1 and P2 told me nothing/P3 teacher is much more helpful, informative nd understanding. Difficulty is, particularly in mainstream, that they're teaching classes of around 30 children and so they perhaps don't notice the one that's suffering. Other big problem is that often kids don't present themselves in the same way at school as they do at home, or vice versa. My son is extremely challenging at home and up until recently was apparently holding it together well in class. I genuinely believe that sooner or later they get to boiling point whereby the child can't take anymore and eventually school sees it as well (that's what stage we're at with R!). School also provides structure and in addition it may be that the child tries really hard to fit in with their peers - these kids are very intelligent and because they look like they're coping on the surface, or even conceal that they're not coping, often the true extent of their difficulties go unnoticed (or are dismissed). When kiddos come home, it's often the parents that get the brunt of things (this is well-documented in books by eg Tony Atwood, etc. I must also add, that in our situation, I've felt (until very recently) that the school 'played things down' and I'm perplexed (and at times frustrated) as to the reasons for this.

 

Must say Rs teachers have always recognised the need for short breaks (help the janitor/collect registers, etc with LA) for him - he'd get up and walk out of the classroom, become aggressive, etc. I've purchased large colour coded sand timers to help - ie I make deals with R that he has to complete a task which will take 10 minutes and then he'll get a 5 minute break, etc/because he can see the time passing, he's generally much more responsive. Visual timetables and social stories can also help. Making allowances eg assembly can be difficult, so allowing exemption or part-time attendance or breaks can help. Sadly, because teachers generally don't seem to receive even basic training in ASDs, all or some of these strategies aren't implemented. Needless to say, funding comes into the equation - don't get me started on an 'inclusion rant'!

 

In my own experience, I've found I've had to work hard at not losing my cool with the school. Thankfully, it now seems to be paying off. It is essential to try and keep on the Head's good side. Also, requesting a 'home/school' diary can work well (again, Rs has tended to say 'had unsettled day' or 'mixed day' and didn't ellaborate).

 

All just so difficult when you as a parent get the brunt of things - can be very hard to swallow that kiddo can be 'great' in school (sometimes that is the case - but it can go the other way too!).

 

Caroline.

[NickyB]

As far as my DS is concerned (he is 5 with high-functioning Autism), his frustrations come out in a variety of ways. He often takes himself out of the classroom and sits in the school library for a while before returning to the classroom. He now has a workstation in the classroom, which is by the window, and he's started to use that instead. It has pictures of his favourite cars on it and he will it and do a bit of reading or drawing until he feels able to rejoin the group.

Sadly when he gets very anxious, he does kick and hit, but this is becoming less frequent as the staff can usually see it happening and get him to a quiet place before it gets to that point. The staff and SENCO have been brilliant in trying lots of different strategies to try and reduce his stress, and things are (hopefully ) slowly getting better.

 

Hope that helps

 

Nicky <'>

[Diane]

Hi Peeps - Muppet in need of advice please.

 

From your experiences of children with an ASD or indeed your own experiences of an ASD - how does anxiety manifest itself and what are the resulting behaviour patterns (in general terms), particularly in the School environment?

 

Hi

 

I can tell you how anxiety manifests itself in my son but as Cat has said each child expression of anxiety will be different.

 

At school: refuse to answer the teacher

walk out of the lesson

refuse to do the work

tell the teachers when they have said or done somthing wrong - rule iterpretation

run a way

shout and throw things

 

If only he could learn to say when he does not understand and accept help his life would be easier.

 

At home: refuses to eat/speak

hides in cupboard/under materess/in quilt

rocks back and forth in the feotal position

stays in his room

 

This usually happens when we are going somewhere he has not been before or we are teaching him something new, and of course it goes with out saying anything to do with school.

 

[Jericho]

I have two sons with ASD and both show their anxiety in different ways.

 

My eldest tends to internalise things so we see things like:

 

- bursting into tears over even the tiniest things

 

- tells us that he has an upset stomach

 

- very quiet and subdued one moment and having a raging meltdown the next

 

My younger son is much more volatile (for want of a better word) so for him it comes out as:

 

- lots of anger

 

- hitting himself in the face and chest

 

- throwing himself to the ground

 

- throwing objects around

 

- calling himself names

[Flora]

When my son was in nursery and then reception to year 1, he used to have tantrums at school. The teachers he had were great with him; he often fell asleep after an episode and they would just let him sleep. Many a time the teacher would actually bring him out asleep in her arms at the end of the school day. He never slept during the day at home so looking back I think this was his confusion and stress causing the tantrums and then the sleeping. When he moved up into juniors he started having panic attacks that would lead to tantrums, both at home and at school. With a lot of hard work and strategies we managed to stop the tantrums at school but they continued at home and gradually got worse over the years.

 

By the time he reached the last year or so of primary and went into secondary school he was having constant fits of crying about school at home, with rages and melt-downs. He became depressed, suicidal and eventually stopped functioning and regressed. Through this time this manifested at school as extreme withdrawal. He'd just switch off, shut down and hardly opened his mouth at school for the whole time he was there. The teachers interepreted this as a shy and extremely well behaved boy. It was massively frustrating.

 

He's 15 now and is in a residential special school for AS and has been since May. I am now starting to see his confidence and self esteem gradually creep up. He's gone from being mute and totally 'broken', to becoming quite chatty again and is just starting to enjoy his life again.

 

Every person with AS is different and every person will show stress differently, and again differently depending on where they are and who they are with.

 

Flora

[BusyLizzie100]

I have two sons with ASD and both show their anxiety in different ways.

 

Snap.

 

First is 11 with AS, recently dx with various anxiety disorders inc Generalised Anxiety, Separation Anxiety and School Phobia, currently on anti-depressants.

 

He has been 'fine' at school for ages, but steadily more and more volatile at home inc kicking, hitting, shouting, lowering of mood, tearful, complaining of tummy aches, sickness, headaches, refusal to go to school, anxiety and panic attacks... lots more flapping, tolerance levels have plummeted ie used to be able to tolerate busy places but now he freaks out. School is starting to notice (finally!) since he kicked a member of staff a few weeks ago when he couldn't cope with a timetable change. Basically he has been holding it in at school for years; says he can't 'be himself' at school cos he's terrified of getting it wrong. Psychologist says he 'does not feel empowered' at school to be himself. It must be flippin difficult trying to be someone else all the time...

 

Second son is 9 with ASD, in mainstream with Statement which was increased from 12 hours to 25 in March after appeal to SENDIST. The cracks were starting to show previously, but sadly even with the huge increase in provision and support he is now withdrawing big time.

 

His anxiety has previously come out through violence/aggression to family, gradually more so at school when he lashes out due to not understanding. Now he appears to have given that up at school and appears much 'calmer', but in reality this is because he has disengaged enormously. He has withdrawn into his 'dream' world, which consists of reciting Pokemon episodes and gameplay; he's built a wall around himself to keep the world at bay and this way the frightening things, as he sees them, have less effect. yesterday his LSA wrote in the home-school diary that he just looked at her blankly when she spoke to him and returned to his dreaming all day. He would not engage in any work or anything at all. this is a big change for him; usually he is fairly compliant and interacts.

 

So one of mine goes for all-out screaming, hysteria, and the other withdraws and shuts himself off (altho we do get some hitting/shouting from him, too). One cannot filter out anything and the constant bombardment of stuff pushes him into meltdown; and the other tries to shut it all out and become oblivious in his own little bubble.

 

We firmly beleive that it is school that has brought on anxiety in both sons. We are trying to get a Statement for the first and trying to get the second moved to a specialist school.

 

Wow, don't usually post this much these days cos usually so busy with reports/emails/meetings etc, but the topic ANXIETY caught my eye - boy, do we know about anxiety!!!!!!!!!

 

Lizzie xx <'>

Edited December 4, 2008 by BusyLizzie100

[purplehaze]

Hi My sons (15) anxiety comes out by throwing, chewing clothes/objects, shouting, needing to sit quiet and no one talk to him, walking out of class, wondering the school, kicking, not eating, pulling at me, trying to make me bang his head with my hand, hit his head etc.

 

My sons behaviour is seen at school and dealt with by firmness and punishments-his anxiety is not seen or understood by most. The EP and specialist ASD teacher have to explain all of the time. It can be very frustrating for him and me. X

[muppet]

Hi Peeps,

 

Thank you all for sharing your experiences and thoughts and feelings. I asked this question as the school refused to acknowledge that the boy shows any signs of anxiety when at school which I found very difficult to understand when they complained about his complete lack of attentiveness and his refusal to comply with some of the teachers etc etc etc.

 

It all made sense to me when at a review meeting key members of staff revealed that they didn't know what the triad of impairments was - hhhhhhmmmmmm me thinks they haven't got a clue!!!!!!

 

Looks like THEY need educating.

 

Thanks again.

Edited December 9, 2008 by muppet

[jordansmum33ok]

Hi my son 11 shows signs of anxiety at school by being extremelly violent

shouts swears hits himself.. headbutts.. there is no way to get through to him and normally he is sent home.

At home he cannot sleep and is more attention seeking and demanding for routine.

 

It has resulted in a few exclusions since september.

The school do understand as its a big move from primary to secondary education , even though its a special unit with only 6 in each class they do struggle to cope with him.

 

Currently we are awaiting anger mangerment.

 

[Neil Young]

This is useful

 

http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=128&a=3346

 

Ghaziuddin, M. (2005). Mental health aspects of autism and Asperger syndrome. London: Jessica Kingsley. 1843107279.

 

[Michele17]

My son in Year 7, shows his anxiety by being really rude and arrogant - correcting people, interrupting; becoming very angry at the slightest thing; lashing out; pacing when talking; picking his fingers. He's just had his first exclusion - 5 days - for pushing a boy (who has a history of tormenting him) into the road on the way to PE. The into the road bit wasn't deliberate, it was a consequence of the push. But that was what caused the school to freak out because the HO KS3 asked him if he realised that the boy could have been seriously hurt by being pushed into the road. Well, duh! What a loaded question!!! Of course my son said "Yes". I'm not excusing his behaviour, but for crying out loud - what a question to ask an 11 year old with AS!!!! I'm dreading Monday when he goes back to school - he's been stressed about it all Christmas, especially as he hasn't been at school since mid December! They don't want him there, even though with support he'd be much happier and very successful. They are going for a statement and are going to look at his provision the first few days back, but it's a waiting game really - they're waiting for him to 'trip up' so they can exclude him permanently.

[josie h]

I know exactly where you're coming from. C is 14 now and has been in mainstream secondary school with a statement. Initially this was only for 10 hours a week. After finding things very hard at school, C's behaviuor changed dramatically. He became very aggresive, rude and unresonable. Some staff decided that C was just using his diagnosis as an excuse for bad behaviour!

 

Now in year 9, his hours were extended to 20 as school could not cope with his needs. We have had numerous exclusions - both official and unofficial. Currently we are awaiting the result of the statement review. LA decided to cut the total hours on the statement to none! School freaked out as you can imagine, so did I! School, unsurprisingly put on the statement review that they feel they are not meeting his needs. We are now waiting for LA to decide where we go from here. I am guessing they are going to suggest another mainstream school, but I am not sure this will help.

 

C feels really down at school at the moment - He was excluded for the last day of term. I am not sure how it's going to be when he goes back, but am also dreading it! School have said that if LA doesn't come up with an alternative provision they will be moving to permanently exclude C. The only reason this hasn't been done yet is coz he has a statement!

 

With regards to teachers understanding of AS, I guess they think all children have the same difficulties and can't understand that they are all very different. This is through lack of training and support. I even had a teacher question the Autism Advisory teacher when she said that the difficulties C was having were normal for children with AS. I don't think that will ever change - once they have an opinion of a child, thats it!

 

I guess we're all in the same situation.

Josie.

[joybed]

My son never directly shows his anxiety at school which is downright annoying to be honest. He does all the chewing of his clothes, easily frustrated etc, but always has a huge smile on his face and generally appears to be coping. this is agreat disadvantage to him. He takes all his frustartions out on us his immediate family, even his grandparents don,t realise how unhappy he is at school. This is a disadvantage as school genuinely think he is coping and cant understand why I am on the phone all the time. Also we have been looking into special schools and his grandparents are dead against this as they think M is coping just fine, when they ask him about it he says everything is OK as school isn,t a concern to him when he is at their house so it doesn,t occur to him to mention it. I am seen as an overanxious mother who is being led a song and dance by her son, nobody believes me that he is genuinely stressed out by school. We have considered home education and I am downright irresponsible as far as everyone else is concerned. We have a meeting at school on the 8th to discuss everything with parent partnership and CAMHS as well. I hope CAMHS can make it they are the only other ones who see how stressed he is.