Unraveling The Mystery Behind Asperger's and High-Functioning Autism

Unraveling The Mystery Behind Asperger's and High-Functioning Autism is an audio book designed to help parents understand every aspect of these related disorders. The simple yet highly effective strategies discussed in the audio book will help parents cope with - and manage - their child’s behavioral and emotional needs.

Drawing on case studies and personal accounts from extensive clinical experience, and from correspondence with children and teens with Asperger's (AS) and High-Functioning Autism (HFA), this audio book is both authoritative and extremely accessible.

Does your AS or HFA child's behavior confuse and frustrate you? Have you often wondered how his mind works? Are you frequently stressed-out due to your child's meltdowns and tantrums? Do you feel that you have wasted a lot of time and energy trying to get him to change? If so, then this audio book may be your best purchase of the year!

Some of the issues that will be discussed in the audio book include: (1) emotional problems and sensory sensitivities; (2) difficulties with school-related skills; (3) issues related to health and movement; (4) social skills deficits; (5) behavioral problems; and (6) deficits in linguistic and language development. 

Let's look at each of these in turn:

1. Why do children with AS and HFA experience unique emotional problems and sensory sensitivities? For example:    
  • An emotional incident can determine the mood for the day.
  • They can become overwhelmed with too much verbal direction.
  • They often experience difficulty with loud or sudden sounds.
  • Emotions can pass very suddenly -- or are drawn out for a long period of time.
  • They have an intolerance to certain food textures, food colors, or the way food is presented on the plate (e.g., one food can’t touch another).
  • They may laugh, cry, or throw a tantrum for no apparent reason.
  • They may need to be left alone to release tension and frustration.    
  • They usually resist change in their environment (e.g., people, places, objects).
  • They experience sensitivity - or lack of sensitivity - to sounds, textures, tastes, smells or light.
  • They tend to either tune out - or break down - when being reprimanded.
  • They have an unusually high - or low - pain tolerance. 

2. What are the difficulties associated with school-related skills that need to be addressed? For example:  
  • Difficulty transitioning from one activity to another   
  • Difficulty with fine motor activities (e.g., coloring, printing, using scissors, gluing)
  • Difficulty with reading comprehension (e.g., can quote an answer, but unable to predict, summarize or find symbolism)
  • Excellent rote memory in some areas
  • Exceptionally high skills in some areas -- and very low in others
  • Resistance - or inability - to follow directions
  • Short attention span for most lessons

3. How should issues related to health and movement be dealt with? For example:    
  • Allergies and food sensitivities
  • Apparent lack of concern for personal hygiene (e.g., hair, teeth, body odor)
  • Appearance of hearing problems, but hearing has been checked and is fine
  • Constipation
  • Difficulty changing from one floor surface to another (e.g., carpet to wood, sidewalk to grass)
  • Difficulty moving through a space (e.g., bumps into objects or people)
  • Frequent gas, burping or throwing up
  • Incontinence of bowel and/or bladder
  • Irregular sleep patterns
  • Odd or unnatural posture (e.g., rigid or floppy)
  • Seizure activity
  • Unusual gait
  • Walks on toes
  • Walks without swinging arms freely

4. Why do these children lack social skills, and what can parents and teachers do to help? For example:
  • Aversion to answering questions about themselves
  • Difficulty maintaining friendships
  • Difficulty reading facial expressions and body language
  • Difficulty understanding group interactions
  • Difficulty understanding jokes, figures of speech or sarcasm
  • Difficulty understanding the rules of conversation
  • Does not generally share observations or experiences with others
  • Finds it easier to socialize with people that are older or younger, rather than peers of their own age
  • Gives spontaneous comments which seem to have no connection to the current conversation
  • Makes honest, but inappropriate observations
  • Minimal acknowledgement of others
  • Overly trusting or unable to read the motives behinds peoples’ actions
  • Prefers to be alone, aloof or overly-friendly
  • Resistance to being held or touched
  • Responds to social interactions, but does not initiate them
  • Seems unable to understand another’s feelings
  • Talks excessively about one or two topics (e.g., dinosaurs, movies, etc.)
  • Tends to get too close when speaking to someone (i.e., lack of personal space)
  • Unaware of/disinterested in what is going on around them
  • Very little or no eye contact

5. How can behavioral problems be managed effectively? For example:
  • Causes injury to self (e.g., biting, banging head)
  • Difficulty attending to some tasks
  • Difficulty sensing time (e.g., knowing how long 5 minutes is or 3 days or a month)
  • Difficulty transferring skills from one area to another
  • Difficulty waiting for their turn (e.g., standing in line)
  • Extreme fear for no apparent reason
  • Feels the need to fix or rearrange things
  • Fine motor skills are developmentally behind peers (e.g., hand writing, tying shoes, using scissors, etc.)
  • Frustration is expressed in unusual ways
  • Gross motor skills are developmentally behind peers (e.g., riding a bike, skating, running)
  • Inability to perceive potentially dangerous situations
  • Meltdowns
  • Obsessions with objects, ideas or desires
  • Perfectionism in certain areas
  • Play is often repetitive
  • Quotes movies or video games
  • Ritualistic or compulsive behavior patterns (e.g., sniffing, licking, watching objects fall, flapping arms, spinning, rocking, humming, tapping, sucking, rubbing clothes)
  • Transitioning from one activity to another is difficult
  • Unusual attachment to objects
  • Verbal outbursts

6. What can be done to help with deficits in linguistic and language development? For example:    
  • Abnormal use of pitch, intonation, rhythm or stress while speaking
  • Difficulty understanding directional terms (e.g., front, back, before, after) 
  • Difficulty whispering
  • Makes verbal sounds while listening (i.e., echolalia)
  • May have a very high vocabulary
  • Often uses short, incomplete sentences
  • Pronouns are often inappropriately used
  • Repeats last words or phrases several times
  • Speech is abnormally loud or quiet
  • Speech started very early and then stopped for a period of time
  • Uses a person’s name excessively when speaking to them





Testimonial:

"I wish my son's teacher would take time to listen to your audiobook. He has always done all right, despite not having many friends in school. But he likes learning and reading--especially science and technology. This year has been the hardest as his teacher punishes him for asking questions, talking out of turn, or getting upset as he doesn't understand boundaries and often thinks there is an injustice done because of his inflexibility. I've sent everyone I know a link to this audiobook because if they only realized he doesn't mean to offend or upset anyone, he has a disability which we are working with, they might be just a tad more compassionate. He responds well to praise, but unfortunately hasn't seen much from his classroom teacher. Thanks for all your great work!!!" ~ Misty



Order Unraveling The Mystery Behind
Asperger's and High-Functioning Autism
for a one-time payment of only $17.00.




Parents, teachers, and the general public have a lot of misconceptions of AS and HFA. Many myths abound, and the lack of knowledge is both disturbing and harmful to kids and teens who struggle with the disorder.

Misconception #1— AS and HFA children are often regarded by parents and teachers as a "problem child" or a "poor performer." The child’s low tolerance for what he perceives to be boring and mundane tasks (e.g., typical homework assignments) can easily become frustrating for the youngster, resulting in his refusal to complete certain tasks. Consequently, adults may well consider the AS or HFA child to be arrogant, spiteful, and insubordinate. This misconception often results in a “power-struggle” between the child and the adult, and in combination with the youngster's anxieties, can result in problematic behaviors (e.g., severe tantrums, violent and angry outbursts, meltdowns, etc.).

Misconception #2— Two traits often found in kids with AS and HFA are “mind-blindness” (i.e., the inability to predict the beliefs and intentions of others) and “alexithymia” (i.e., the inability to identify and interpret emotional signals in others). These two traits reduce the youngster’s ability to empathize with peers. As a result, he or she may be perceived by adults and other children as selfish, insensitive and uncaring.

Misconception #3— An issue related to alexithymia involves the inability to identify and control strong emotions (e.g., sadness, anger). This leaves the youngster prone to sudden emotional outbursts (e.g., crying, rage). The inability to express feelings using words may also predispose the AS or HFA youngster to use physical acts (sometime violent in nature) to articulate his mood and release “emotional energy.” All of these traits may give adults the impression that the youngster is simply “defiant” and “rebellious.”

Misconception #4— AS and HFA kids often report a feeling of being “unwillingly detached” from their environment. They often have difficulty making friends due to poor social skills. The complexity and inconsistency of the social world can pose an extreme challenge for these "special needs" children. Accordingly, feeling incapable of winning and keeping friends, they prefer to engage in solitary activities. As a result, adults and peers often view the AS or HFA youngster as “self-absorbed” and “narcissistic” – another unfair label.

Misconception #5— Young people with AS and HFA may be overly literal and may have difficulty interpreting and responding to sarcasm, banter, or metaphorical speech. Difficulties with social interaction may also be manifest in a lack of play with peers. These problems can be severe or mild depending on the youngster. Due to their idiosyncratic behavior, precise language, unusual interests, and impaired ability to perceive and respond in socially expected ways to nonverbal cues – particularly in interpersonal conflict – AS and HFA children are often the target of bullying and branded as "odd," both by peers and by adults who don't understand the neurological deficit involved.

Unraveling The Mystery Behind Asperger's and High-Functioning Autism will help parents to fully understand their child's disorder, bringing facts to light while removing the myths and misconceptions. The audio book is 2 hrs./25 min. in length and includes the following topics:

1. 8 Critical Facts About Children With Aspergers and High Functioning Autism
2. Anger-Control Problems in Aspergers Children and Teens
3. Anxiety-Reduction Strategies for Asperger's and HFA
4. Are there medications that can treat or cure Asperger's?
5. Aspergers 101: The Basics
6. Asperger's and "Extreme Focus"
7. Asperger's and High-Functioning Autism: Dispelling the Myths
8. Aspergers Children and Intensity-Seeking
9. Aspergers Children and Peer-Rejection
10. Aspergers Children and Poor Concentration
11. Aspergers Children Want Structure
12. Asperger's Children with Oppositional Defiant Disorder: Dual Diagnosis
13. Aspergers in Girls
14. Aspergers Kids and Sensory Issues
15. Aspergers Students: Tips for Teachers
16. Asperger's Subtypes: The "Actor" - The "Outcast" - The "Loner"
17. Aspergers Teens and Poor Academic Performance
18. Blind Rage in Children with Asperger's and High-Functioning Autism
19. Disclosing Your Child's Aspergers or HFA Diagnosis to Others
20. Do Asperger's Symptoms Get Worse Over Time?
21. Eliminating Thinking Errors in Asperger's and HFA Children
22. Explaining Aspergers To Your Neurotypical Children
23. From Anxiety to Anger to Meltdown: An Aspergers Dilemma
24. Getting Aspergers Children Ready For School
25. Help for Parents with Defiant Aspergers Teens
26. Helping Asperger's and HFA Children with Transitions
27. How Important is a Diagnosis?
28. How to Get Your Aspergers Child's Attention
29. How to Prevent Meltdowns in Aspergers Children
30. How To Stop The Bully: Tips For Parents With Aspergers Children
31. Limiting "Special Interests" in Children with Aspergers and HFA
32. Low-Frustration Tolerance in Children with Asperger's and HFA
33. Mind-Blindness
34. Obsessions and the Asperger's Mind: Help for People on the Autism Spectrum
35. Obsessive-Compulsive Disorder in Aspergers Children
36. Oppositional Behavior in Children with Aspergers and High-Functioning Autism
37. Parenting Aspergers Teens 101
38. Preferring Objects over People: The Autism Mystery
39. Primary Comorbid Conditions Associated with Asperger's and High-Functioning Autism
40. Reducing Hostility and Aggression in Children on the Autism Spectrum
41. Rigidity and Defiance in Kids with Aspergers and High-Functioning Autism
42. Seeking a Formal Diagnosis for Asperger's and High-Functioning Autism
43. Sensory Issues for Children with Aspergers and High-Functioning Autism
44. Setting Your Aspergers Child Up For Success
45. Should Asperger's Teens Try To Be "Normal"?
46. Should you avoid getting your child diagnosed so he doesn't get "labeled"?
47. Should You Seek A Formal Diagnosis For High-Functioning Autism?
48. Supporting Your Aspergers Child To Make Friends
49. The 3 Types of Aspergers Children
50. The Aspergers Family and Stress Reduction
51. The Aspergers-ADHD Overlap
52. The Best Way to Help Oppositional Children with Asperger's and High-Functioning Autism
53. The Gift of Aspergers
54. The Misunderstood Aspergers Child
55. The Six Aspergers Traits: Tips for Parents with Newly Diagnosed Children
56. The Strengths of Aspergers and High-Functioning Autism
57. The Truth About "Acts of Violence" in People with Asperger's
58. Transitioning from One Activity to the Next: Help for Aspergers and HFA Kids
59. Understanding Anger and Depression
60. Understanding the Behavior of an Asperger's Student: Michael's Story
61. What is the difference between a meltdown and a tantrum?
62. Winter Mood and Behavior Problems: Help for Children on the Autism Spectrum


Testimonials:

"I am so sorry I did not find your audio book earlier. My son with Asperger’s is 19. You must be spying on our life! Instead of working, I am listening to your book!" ~ Amy

"I cannot tell you how much your audio book has helped me & my nine year old son who has Asperger's. Thank you so much for all you do!" ~ Ruth


In layman’s terms, AS and HFA are both considered to be a developmental disability that affects the way children develop and understand the world around them -- and is directly linked to their senses and sensory processing. This means they often use certain behaviors to block-out their emotions or response to pain. Although they may vary slightly from child to child, kids on the autism spectrum tend to have similar symptoms, the main ones being:
  • the need to know when everything is happening in order not to feel completely overwhelmed
  • rigid insistence on routine, where any change can cause an emotional and physiological meltdown
  • difficulties with social functioning, particularly in the rough and tumble of a school environment
  • obsessive interests, with a focus on one subject to the exclusion of all others
  • sensory issues (e.g., oversensitive to bright lights, loud sounds, unpleasant smells, etc.)
  • social isolation
  • difficulty making friends due to a lack of displayed empathy
  • inability to pick up on - or understand - social graces and cues (e.g., stopping talking and allowing others to speak)

Parenting children with AS and HFA can be a daunting task. This audio book will help. Here you'll learn the ins and outs of how to deal effectively with these related disorders.

In addition to the audio book, you will also receive Parenting Defiant Asperger's Teens, a 45 min. audio recording of my workshop that has helped thousands of parents who have dealt with defiant, out-of-control AS and HFA teen behavior. Recorded during my LIVE presentation, this audio course will guide you through a series of parenting strategies that are specific to the AS and HFA condition in adolescence. This information is empowering and has changed the lives of entire families across the globe.

Although AS and HFA are at the milder end of the autism spectrum, the challenges parents face when disciplining a teenager on the autism spectrum are more difficult than they would be with a "typical" teen. Complicated by defiant behavior, the AS or HFA teen is at risk for even greater difficulties on multiple levels, unless the parents’ disciplinary techniques are tailored to their child's special needs.

The standard disciplinary techniques that are recommended for “typical” teenagers do not take into account the many issues facing a child with a neurological disorder. Violent rages, self-injury, isolation-seeking tendencies and communication problems that arise due to auditory and sensory issues are just some of the behaviors that parents of teens with AS and HFA will learn to control after they listen to the Parenting Defiant Asperger's Teens workshop.

In addition to the two audio books, you will have access to me, Mark Hutten, M.A., as your personal parent-coach. Contact me via email [mbhutten@gmail.com] as often as needed while you begin to implement your new parenting-approach with your "special needs" child.

Lastly, you have a 100% money-back guarantee. If for any reason you aren't satisfied with your purchase, just contact me [mbhutten@gmail.com] and I'll give you a 100% prompt and courteous refund... no questions asked!


Order Unraveling The Mystery Behind
Asperger's and High-Functioning Autism
for a one-time payment of only $17.00.



Testimonials:

"I have just listen to this for the first time. I can't wait to let my friends and family hear as it is such a simple way for them to understand my child. Thank you." ~ Renee 

"This audio book was so good I will definitely forward the link to teachers at my son's school … this will help them to have more understanding as he has been diagnosed as high functioning. He has had 3 expulsions since January this year. I feel this will help them to have more understanding. Thank you." ~ Jill

"Just so sickening and heartbreaking that there are so very many misunderstood autistic children out there . I'm sure we would all love for our children's teachers to listen to the advice in your audio book. Instead it's much easier to remain ignorant and exclude 'problem' children." ~ Carl


About the Mark Hutten:

Mark Hutten, M.A. is a practicing counseling psychologist and parent coach with more than 20 years’ experience. He has worked with hundreds of children and teens with Autism and Asperger's. He presents workshops and runs training courses for parents and professionals who deal with Autism Spectrum Disorders and is a prolific author of articles and ebooks on the subject.

Contact Information:

Online Parent Support, LLC
2328 N 200 E
Anderson, Indiana 46017-1873
Cell: 765.810.3319
Email: mbhutten@gmail.com

More Testimonials:

"Thank you... it's only been two days since I listened to the audio and i felt for the first time like i had a conversation with my son. He was swearing and upset and i did the 'reframing' and it worked. Then he started talking about other things and calmed down -- which has never happened before. You are a lifesaver... hope i can take these tips on board permanently." ~ Shelley

"I've felt relieved after listening to  your audiobook. I've got confirmation and affirmation, thank you so much. Definitely giving me better understanding toward my 14 year old Asperger's boy, who struggled with his school life. I'll share this information with his teachers and school board. God bless!" ~ Dolorita

"I am the grandparent. I Just listened to this and cried all the way through. It is EXACTLY what we have experienced  in elementary school this year. I sent this to my daughter who has been amazing through the difficulties. I know she will appreciate the information. Thank you." ~ Vivian

"I really appreciate this audio book...we just had an experience this morning and yes, I do feel like my aspie son was just being arrogant, difficult, defiant, etc. It's so hard. Now I appreciate understanding my son better, and have changed the way I communicate with him so we have a better outcome." ~ Michael and Rhonda

"I just wanted to say THANK YOU. I was trawling the Internet at 2:30 AM for some help and found your sight and thought I would purchase your audio book. I sat in tears listening to you …it was like you had stepped into my home and seen the destruction, the tears became tears of relief that I could possibly make a change in my parenting that could help change my AS child's tantrums and meltdowns. Again, thank you!" ~ Regina

"Parenting my high functioning autistic son used to be a big struggle for me. I was always trying to "soothe" and please him. That just wasn't working. After following some of the ideas in the  audiobook, my whole parenting-style changed. I'm so much more relaxed now, and my son is doing so much better is so many different areas." ~ Karley and Zach

"For years I have been trying to determine what was 'wrong' with my son who has asperger syndrome, and trying to understand why we just couldn’t communicate.  We used to have great bouts of anger, but he simply couldn’t express it and just fumed. I believe he resented me as a parent, and yet I felt it was because I gave him everything and satisfied his every need, anything but put up with the tantrums.  But those days are gone thanks to you Mark. My son has improved so much that few people even know he has a disorder." ~ Kayla

"Nothing has helped as much as the common sense advice in the audio book.  We've been to counseling, read books, you name it.  We can't even put into words what we owe you.  Thank you so much." ~ Larry 

"Thanks for this wonderful information. We just got started with a few of the skills this week, and I am already seeing some improvement in my child's attitude and self-esteem." ~ Marty


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