Asperger Society

Media Monday: Cartoons for Kids

2011-03-07T23:15:00.000-08:00

We've talked in the past about the importance of making sure kids' cartoons are actually child appropriate. We've also discussed the rating system used by television stations and the criteria they use to arrive at a given rating. However, what are children watch teach them ideas, vocabulary, and social skills. So how can we, as parents, try to use that fact to our advantage?

As I've already discussed, modern technology (TiVo, Hulu and other websites, etc.) is an absolute boon to parents, especially those whose children have social deficits, since it allows us to preview programs and avoid commercials. Avoiding consumerism and the poor behavior encouraged by commercials is a wonderful tool for nipping negative social skills in the bud.

When it comes to cartoons, though, the caricatured way in which human behavior is portrayed can cut both ways. In many examples of anime, for example, competition is over-played for the purpose of satire--humor most young children won't understand. However, some cartoons have the benefit of drawing humor from exaggerated facial expressions and melodramatic speech. While we'd prefer that our children not overact their communication, the emphasis that some cartoons place on communication can be a valuable teaching tool--especially for children who are ill-equipped or too young to notice the more subtle reality.

When I look for cartoons for my son, I prefer to find shows that rarely have more than three characters engaging in conversation at once. This way the conversation is rarely too complicated for him to track. I also like for the imagery to focus on and overplay facial expressions--especially in the context of conversation--so that he can learn from the example. It also makes it easier for me to comment to him on what's happening in the show. At this point, his favorites are the Silly Songs from the Veggietales series (which we watch on Youtube and do not have the religious content found in other parts of the series) and Thomas the Tank Engine (which has the added benefit of a narrator to describe what different characters think and feel in relation to their expressions and conversations).

Used carefully, digital media can be a valuable learning tool for communication skills.

Media Monday is Back!

2011-03-01T22:32:00.000-08:00

After a long hiatus, the Asperger Society Blog is back in action! Albeit a day late, this post is for Media Monday. The message? Our kids need to go outside!

According to a recent article on BBC News, rickets is back. Rickets is usually a manifestation of vitamin D deficiency that was common in the late nineteenth and early twentieth centuries. Doctors had, until recently, assumed rickets (like scurvy) to be a thing of the past. It causes low bone density and deformities in the legs (usually bow-leggedness). On a personal note, my own great-aunt had rickets as a child, and because of it she now has what very much looks like osteoporosis. But since her low bone density is from rickets, treatments for osteoporosis do not help.

Now that people, especially children, spend so much time indoors, the specter of rickets has returned. And over-protection against UV rays has only increased the risk.

Vitamin D, while it can be consumed as a supplement, is primarily formed by the body out of cholesterol, when an individual is exposed to sunlight. Too little sunlight (or if the person is too thoroughly protected by sunblock or clothing) and a deficiency results.

Those of us with kids who are glued to their game systems, televisions, or computers--or even the Lego station in their room--need to get our kids playing outside on a regular basis, even if only for a few minutes at a time. It might help social development, and it might help broaden our Aspies' horizons, but it will definitely improve their long term health.

Media Monday: Girls and Melatonin

2010-08-16T05:12:00.001-07:00

Please note that this post refers frankly to biological functions and reproductive development.

Wait. What?! What does that title have to do with media and AS? Trust me.

Melatonin is a hormone that the human body generates in darkness. It regulates a variety of biological functions, including circadian rhythms, and seems to be involved in immune function. A growing body of research seems to show that melatonin is also involved in the reproductive system--both its maturation and its functioning.

A current issue of concern for doctors in the US is the fact that the number of girls entering puberty prematurely has increased steadily over the last century. However, the cause(s) remain uncertain. What is known is that early sexual development (defined either as the beginning of of breast tissue development by age of 7 or menarche occurring before the age of 12) increases the likelihood of a girl engaging in risky behaviors (by choice or otherwise) and, more disturbingly, raises her risk of developing breast cancer later in life.

A recent metastudy (drawing on data from 35 individual studies) noted that the light emitted from television screens is of a type that inhibits melatonin production.

While some research also suggests a link between melatonin levels and autism spectrum disorders, I believe a causal relationship in that regard to be tenuous at best, especially in light of the data linking the light from televisions to drops in melatonin production. Since children on the spectrum are often more drawn and attached to screen time than other children, a correlation between ASDs and low melatonin levels is not surprising.

However, girls on the spectrum, due to social immaturity, are often drawn towards or easily duped into intimate relationships at an early age. They can tell that it's a way to gain popularity or manipulate the opposite sex, but lack the skills to engage in or navigate romantic relationships in a safe and healthy manner. They often can also be easily convinced to confuse physical and emotional intimacy. The early onset of puberty, however, compounds these risks by making such girls physically attractive at an earlier age and spurring prematurely the production of hormones that make them wish to seek sexual relationships. In short, early onset of adolescence is especially dangerous for girls with AS.

While I highly doubt that television watching is the primary cause of the rising incidence of early puberty in girls, it is one of many potential causes...a potential cause with an increasing body of evidence behind it, and a potential cause that is not receiving much attention among the general populace. It's also a potential cause that is relatively easy for parents to control (certainly easier than diet or exposure to estrogen mimics, for instance).

In any case, limiting screen time, especially in the evening, can't hurt.

TV Tuesday: Despicable Me

2010-07-26T16:42:00.000-07:00

Nickelodeon's new, computer animated movie, Despicable Me, is yet another example of an animated "kids" movie really intended for adults. The first sign of this fact is the casting of Russel Brand as the voice of one of the supporting characters. Russel Brand is best known in Britain for his typically vulgar and often off-color humor--distinctly an adult entertainer. Often, when such performers make their first forays into children's entertainment, their scripts are less than child appropriate. The presence of an actor best known for adult humor always makes me question the child appropriateness of a movie--even when that actor is Eddie Murphy or Robin Williams (both of whom have participated in true children's entertainment).

Beyond this issue of casting, the blurring of the line between hero and villain (in this movie taken to an extreme only surpassed by Batman) is a concept far more appropriate for an adult audience than for a young one. Children are, by definition, learning the rules of their culture and about the different roles people play--that includes the difference between right and wrong. While real people are never purely good or bad, it is far easier for children to learn about good and bad from less realistic, more purified examples, which is why fairy tale characters are written the way they are. When heroes have to struggle with real inner demons or psychological issues as part of the plot, it can easily look to a child like a justification of bad behavior. This is especially so for children on the Spectrum. Our "hero" in Despicable Me is one of the "world's great villains" who is competing with another villain to pull off the ultimate heist. In the process, and through a villainous deception, he learns about the importance of family and love, turning him into a hero. Moreover, the little girls in the story (truly good characters) are impressed by some of our "hero's" more sinister characteristics, further blurring the line between good and bad.

The story itself is surrealist. Our hero wishes to steal the moon to one-up a villain who stole a pyramid. In the process, we encounter all kinds of logic defying devices that distract one from the story line and depart from any frame of reference (a piranha gun, for example). While I think Nickelodeon was attempting to take their cue from Disney's Meet the Robinsons, they overdid it, using bizarre imagery to cover up a disjointed plot.

On a smaller scale the movie runs into more problems, especially where children with AS are concerned. First, the movie opens with the discovery that a pyramid at Giza has been replaced by an inflatable replica. This is discovered when a group of American tourists disembark from a tour bus and a wayward child from the bus falls on the pyramid. The American tourists are portrayed as rude, inconsiderate, uneducated, disruptive, and unconcerned about the needs and comfort of others--especially the ones with southern accents. First of all, I object to that stereotype, both about Americans in general, and especially about Southerners. However, regardless of political beliefs about America's behavior towards other peoples, the fact remains that American children (especially those with AS, who can easily take these things too far) should not be made to feel bad for something over which they have no control. An American-born child has absolutely no control over where s/he was born, and a naturalized child has no control over his/her parents' citizenship decisions.

Another smaller scale problem is the centrality of one-upmanship to the plot. Children are easily led into poor sportsmanship (of which one-upmanship is perhaps the worst characteristic). Children with AS are especially drawn to it, particularly when they harbor fears of their own inadequacy or have experienced bullying. Many video games, computer games and anime programs often nurture this unfortunate trait as well. The last thing our kids need is a movie centered on it.

Overall, I would not recommend Despicable Me even for adults, and think it sets a very poor example for children.

Media Monday: Technology and Education

2010-07-26T06:04:00.001-07:00

Technological advancements have proven themselves a real boon to the world of education. And in the special education corner of that world, new technologies have been especially useful. Research and anecdotal evidence alike suggest that students with learning challenges learn more easily from modern technologies and digital media than from more traditional delivery systems. Initially, they are engaged by the novelty of the presentation method, but the real benefit is that new technologies are often more adaptable to the learning needs of individual students in ways that older technologies and methods are not.

This is a typical challenge for the education system. Because students are educated in "batches," the system is necessarily limited in the degree to which education can be individualized. The result? Children who need to learn in ways the system cannot provide are pathologized. But when a method of education is found that can engage these "disabled" students, the students are given an opportunity not formerly available to them.

However, I would like to present a different angle on this particular area of growth in the education field. What does the fact that children have trouble being engaged by interaction between teacher and student say about the skills of the teacher? Mind, this isn't to condemn teachers or belittle the challenges they facing managing a classroom full of children. This question is intended to use teachers as an example of how our society is changing as a whole.

When was the last time you met someone who could tell you a story in such a way that you felt you were there? When was the last time someone introduced a new concept to you in such an effective way that you were inspired to synthesize that new information with older knowledge and come up with a compelling hypothesis of your own--one so intriguing that you knew you just had to do more research? That doesn't happen much anymore.

We are reliant on the written word and upon visual representations to convey information and ideas more than we are reliant on the spoken word (either in lecture or in conversation) or on physical demonstrations.

Historically, before the majority of the population was literate or books were readily available, memorization and story-telling were prized skills. Philosophers and scientists actively studied memory to try to develop new and more effective means of memorization. Such lengthy tracts as The Odyssey, The Iliad, the Bible (especially the Old Testament), and The Histories of Herodotus were intended to be recited dramatically from memory rather than read in books. I don't know about you, dear reader, but I think I would be hard pressed just to memorize the book of Genesis, let alone the whole Old Testament!

With the spread of literacy, memorization became much less important, but story-telling remained something of a folk art. Through the first half or so of the twentieth century, story-telling remained important in that theater (for plays, not movies) was still a very common form of entertainment and people who did public speaking had to rely on their ability to communicate effectively (tell their story) to charm a crowd--no bright lights or make-up, no cue cards, no teleprompter, and the really good speakers memorized their speeches.

In today's world of sound-bites and digital everything, these arts are being lost. However, I do not think they are irrelevant.

Let's get back to technology in the classroom. Part of why students are engaged by it is that they are intrigued by novelty. But what happens when the novelty wears off? Does the engagement go away too? If so, the solution is illusory. Moreover, it means that novelty in general is attractive, not necessarily that a specific kind of novelty is attractive. A teacher who knows how to bring history to life could provide a similar level of novelty, as could one who can explain mathematical concepts in such away that the work feels intuitive to the students. And those are skills that don't require an investment in the newest tech toys every year.

Of course, teachers should take advantage of modern technology too--anything they need to bring their topic to life and reach as many students as possible! And students need to be familiar with technological tools in order to grow into adults who are competitive in the workforce. But I think choices about how to incorporate technology in the classroom should be left more to the teacher, who knows her needs better than anyone else.

In the meantime, I think that aspiring educators, especially those who wish to work with students who have learning challenges, would be well-served by focusing on learning as much as they can about effective story-telling and public speaking. They put on an educational performance five days a week for their students, and they need to know how to make the performance a good one. Exciting props can't do it all.

Media Monday: Sports and Social Skills

2010-07-18T21:39:00.000-07:00

I'm sure we've all heard the tired line that having your child participate in a team sport will help "socialization" and build character, teamwork skills, and sportsmanship. While I personally have some doubts about those assertions, I think they bring up an important question: What about watching team sports?

The fact is that a sports team is an hierarchical social environment, and how well the players are able to cope with the social rules of the hierarchy has a lot to do with how well the team will perform. Watching teams play with an eye for how they play can be an excellent exercise for teaching social skills to those who are less than adept.

Like real life, most games provide opportunities for good or bad sportsmanship and effective or ineffective team interaction. Unlike real life, it is incredibly obvious to the observer which is occurring when. Better yet, in many organized sports, the consequences for bad sportsmanship or other unacceptable behavior are immediate and blatant. For example, my husband and I recently watched the soccer World Cup matches. Whenever one player tripped another or otherwise broke a rule, it was immediately called by the referee (using a yellow card, red card system in which each card has real implications for when that player can play next) and the offending play was immediately replayed for viewers--in slow motion or with artificial highlighting if necessary. For the slightly more observant, differences in playing style were pretty apparent, and the cohesiveness of a team related directly to that team's ability to win.

In baseball, the opportunities for poor sportsmanship are more limited, but even more glaring to those who watch the game. And the social consequences for misbehaving players are severe.

In football, while players are definitely more rowdy with each other than in many other games and tempers can sometimes be ignited, a lot of time is spent deciding whether this or that behavior was legal. And a misbehaving team member can lose his team points. (Although watching football is something I recommend with extreme caution, giving the advertising and fan behavior that often surrounds it, and parents with concerns about teaching appropriateness in sexuality may have objections to the viewing of modern professional cheerleaders)

How a golf pro reacts to a misplaced stroke can tell you a lot about that players character, and there are no other team members to draw attention away from a prima donna's tantrum.

Even when players (in any sport) seem to behave badly without consequence, their bad behavior is apparent--a ripe opportunity for a parent and child to discuss appropriate and inappropriate behavior.

Moreover, sports are almost always a safe and appropriate topic of conversation, especially in the context of small talk.

I really recommend finding a way to view televised professional sporting events with your child. The home environment is less overwhelming and more conducive to productive conversation about the game than attending a live game (which can also be fun!). Better yet, dvr the game so you can do "instant replays" as you see fit or fast forward through boring parts of the game or distracting advertising. Ask your child to watch how the players interact and what happens when they break rules. Point out instances that your child misses. Discuss how that relates to real life. Perhaps poor sportsmanship relates to a recent experience with a classmate or is a metaphor for how the child reacts when he doesn't get his way. These are important life lessons, and a clear visual aide can really help drive the point home.

TV Tuesday: Prince of Persia

2010-07-03T11:37:00.000-07:00

Disney's most recent video game adaptation has been the film Prince of Persia. As with any movie based on a video game, I had very low expectations with regards to plot and high expectations with regards to special effects and action film fun. Overall, though, I was disappointed.

The plot was lacking, as I expected, so I was not disappointed in that way, but the poor acting made the fact glaringly obvious. The actors did not mesh well, and their body language was pretty flat. It was apparent much of the time that they were just reciting lines.

The special effects were there, but their quality was far below the standard I have come to expect of Disney and other major film houses. Pirates of the Caribbean this movie is not.

The action sequence are pretty fun, with plenty of running, jumping, chasing, and hand-to-hand combat. And this was the primary strength of the film, especially since the action (even in battle scenes) neatly avoids bloody or gory imagery.

For Aspies, my review is mixed. On the one hand, I like the film because the action is neither graphic nor realistic, and there really is no sexual content (the female character could definitely wear more, but it's nothing worse than we are accustomed to seeing in day-to-day advertising), making the film fairly appropriate for young teens and some preteens.

On the other hand, the poor acting and the bad behavior of some of the characters (for which there is no apparent consequence) reinforces the poor social skills so common among children with AS. Moreover, the transparency of plot and characters does not challenge the Aspie child to see situations or people as being potentially multi-faceted. The bad guys are bad. The good guys are good, even when they behave badly. The damsel in distress is generally annoying and useless, although attractive. There are no surprises.

So, if you want to take your child to a fun movie purely for the sake of entertainment, Prince of Persia is probably a decent choice. If you want to find something with a little redeeming value, move on to something else.

Media Monday: Take it for a Test Drive

2010-07-03T11:23:00.000-07:00

Almost two years ago now, my husband's sister and her children stayed with us for a couple of months. While they were with us, we made a point of renting fun movies and video games from our local movie rental for the kids.

One week we rented a car racing game for my nephew. It seemed innocent enough. It was rated "E" and stored in the children's section of the video game area. My nephew loved it. But that week, we noticed that his behavior seriously went downhill. He became more aggressive and argumentative, both with his sisters and with the adults. He became destructive. And his outdoor play centered on crashing the remote control car we bought him. We found ourselves wondering what happened to the sweet, responsible, curious boy we all knew.

Then we remembered that the change occurred around the same time that he started playing this game. We started paying attention during his game play time. It soon became apparent that the game encouraged the player to crash rather than try to win the race. The graphics for crashing were high-tech (like something out of an action movie), slow motion, and generally really cool. When you won the race? Not so impressive. There was a banner and some low quality fireworks graphics. Crashing was far more fun.

We returned the game at the end of the week rather than giving it the full two we had paid for. We replaced the game with something from the Mario franchise (I don't remember which one at this point). My nephew's behavior returned to normal within a couple of days.

This incident was a fascinating example of how digital media use can effect behavior. And the example was in real time. But the real lesson for us had more to do with our purchasing behavior. We learned that just because a game is approved for a certain group doesn't mean it's an appropriate game. There are just some things that rating systems can't account for.

The fact that the racing game was a rental was a godsend. For us, the real lesson was to rent before we buy. We won't buy a game until we know that it's a good one for us. I highly recommend making your local video rental store your friend when it comes to video games.

TV Tuesday: Toy Story III

2010-06-29T10:04:00.000-07:00

The latest installment in the Toy Story franchise follows very much in the same vein as its two predecessors. The film is very family friendly, with a well-written plot, and the continuing message the friendship and commitment are important values.

In this film, the toys' person (Andy) has grown up and is headed off to college. What will happen to the toys? Will they go to the attic? Be donated? Get trashed? Turns out it's a little of all three, but their ultimate fate is much more satisfying, if teary-eyed. It's an excellent family film.

My only reservation about the Toy Story franchise is that the basic premise (that toys can be sentient and have emotional attachments) promotes Disney's basic goal (to sell new merchandise). I could imagine small children, after seeing these films, having greater difficulty than they already do parting with unwanted toys, and this particular film does not paint a favorable portrait of donation. For small children, children who have difficulty distinguishing fantasy and reality, or children who easily for emotional bonds with inanimate objects, I would exercise caution with this film. Perhaps it would be best to watch it on the small screen with such children, or at the very least accompany the film with a discussion about imagination and fiction.

Overall, it's a wonderful movie for kids of all ages. Enjoy!

Media Monday (umm...Tuesday?): Attention Span

2010-06-14T23:59:00.000-07:00

I recently found this article from USA Today's website. Granted, it was published in 2005 and a lot of research has been done since then, but I think the article is interesting nonetheless. The article examines attention span and its relationship to digital media exposure in a rather shallow review of a study on the topic. The research in question found that lower grades in school were inversely correlated to video game play time, but that exposure to television and computer use bore no correlation. It also found that time spent reading books was correlated to grades in school.

However, the article focuses on a complaint common among modern parents and teachers that kids just can't sit still like they used to. In addition to diagnoses of learning disabilities, social deficits, and ADHD going through the roof in frequency, "neuro-typical" kids are increasingly unable to sit still or concentrate on one thing at a time. They don't know how to tune out extraneous stimuli, and they don't have the patience to work through challenging activities.

Personally, I think that focusing so much on the use (and overuse) of high-tech devices as an explanation for these problems is kind of like blaming obesity in America entirely on the popularity of ice cream--the consumption of vast quantities of ice cream doesn't help, but it's not the sole cause of the problem. American culture increasingly demands multi-tasking and inattentiveness of all its citizenry, not just the kids. I've worked in retail, and I've seen customers unable to focus on making purchasing decisions for more than a couple minutes without taking a break to regroup. I've also driven on American roadways and seen multi-tasking there!

But it's not just that. In modern American family life, where exactly are kids supposed to pick up the ability to focus on one thing at a time and sit still? Is it when they're doing homework and eating dinner in the back of the car en route from soccer to karate class? Or is it at home, during "family time," when dad is watching the game while talking on the phone and checking his email; mom is helping with homework, compiling the grocery list, and fixing a snack while also on the phone; and the kids are playing, eating, doing homework, and enjoying the game with dad? Perhaps it's at school. Nope, not there either. At school, they have to do their own portion of work while coordinating team activities, listen and respond to the teacher, ignore the sounds of some other class in PE outside, and secretly chat with friends about last night's episode of their favorite show.

Now that I think of it, it's no wonder these kids spend so much time glued to some kind of screen during their down time. How else can they assimilate all the information being thrown at them? Sleep doesn't provide enough time for it.

I'll admit that the way video/computer games and television shows/movies are formatted doesn't help. There's plenty of evidence of that. But often, when we see something in others that we find disagreeable, it's actually a reflection of our own behavior or character that we dislike. I suspect most Americans would be happier if we could slow down a little and do a little more focusing and a little less multi-tasking, but it's hard to break the habit, especially when the realities of life so often demand it.

Dear readers, please understand that this article is not to accuse anyone of bad parenting or make any parent feel bad for the life they lead. I know I personally spend way too much time glued to the computer or trying to do too many things at once, so I can hardly blame anyone else for doing the same. What I am saying is that many of the problems that plague Aspies seem to be problems, albeit to a lesser degree, for the larger population--problems stemming from the need to adapt to our own lifestyles. Perhaps it's time that we, as a country, reexamine those choices and decide which aspects of our lives really matter, and which aspects are superfluous or distracting.

TV Tuesday: Robin Hood

2010-06-07T21:39:00.000-07:00

While it's fairly obvious to the casual observer that the new Robin Hood movie is not for children, I think it bears reviewing. Even though most people would not take a small child to it, it is tempting to share the classic story through the silver screen with teenagers.

Overall, I think this latest rendition is fairly well done. It strives for historical accuracy in its sets, costumes, and props and the acting is very good. Moreover, this film is a new twist on a familiar plot. Rather than simply telling the legend, Robin Hood tries to put a more realistic spin on the story by placing it in an historical context (the baron's revolt against King John Plantagenet), which I like, even if the context is watered down to be more palatable to a modern American audience.

That said, I don't think many teens would appreciate it, least of all those with short attention spans. The story does have plenty of action, but the plot involves a lot of political intrigue and detail for which most teens will not have patience. As a geek with a fascination for the Plantagenet dynasty (of which King John was one), I found the politics added a sense of authenticity to the story, but was overdone for the scope of the film. Even I wanted "less talk and more action" by the middle. In short: good movie, but leave the kids at home.

Urine Test for Autism?

2010-06-05T20:56:00.000-07:00

Recent news stories about a urine test for autism caught my attention this week. Many studies have shown that individuals on the autism spectrum have difficulties with digestion. In many cases, although certainly not all, people on the spectrum tend to be very large or very thin. This tendency to cling to the extremes is curiously obvious at most Asperger social groups. Digestive "issues" are pervasive. Many aspies complain about these. I have noticed, for example, that under stress my stomach is easily upset and takes time to return to normal. Others can consume vast quantities of food without gaining a pound of weight for it. Yet others have difficulty losing weight despite diets and medicine. Aspies also tend to be picky eaters, betraying digestive sensitivity.

Researchers have homed in on these digestive problems and now believe they can detect autism, in some cases, with a urine test. Although it sounds ridiculous it just might work. No gene has been identified as "causing" autism and it has been noted that individuals on the autism spectrum almost always have a series of neurological and physical difficulties. The fact that these other problems accompany autism is to me a clue that there is more than one cause. It may be a series of genetic, environmental, and developmental causes that lead to autism. Whatever the case, the prospect of better diagnosis offers an opportunity to improve conditions for those on the spectrum. Perhaps children will not have to be terrorized in kindergarten, as I was, and spend many years suffering from symptoms of a condition they have never even heard of.

The availability of a detection method only underscores the growing need to spread neurodiversity and educate the general public about Asperger's and Autism.

~Isaac Kight, President

The Asperger Society

Asperger's and the Law

2010-06-01T15:58:00.001-07:00

I have always been a strong advocate for neurodiversity. Far too many people have been mistreated due to their neurological condition. People with Asperger's Syndrome (AS) do know the difference between right and wrong, or can be taught, and cannot use their condition as an excuse. In the case of John Patrick Rogers of Huntington Beach, California, AS can neither explain nor defend his actions. This man has two convictions, to both which he plead guilty, of assault with a deadly weapon. He is terrorizing his neighbors, and he is now facing a third felony conviction. NA third strike felony conviction could mean a sentence of 25 years to life in prison.

While the three strikes law has had the benefit of lowering crime, it also has some drawbacks. I personally oppose laws that remove discretion from juries because juries should have the right to determine how the law is applied, a power that for the last century has been usurped by judges. For a while judges were too lenient and more people fell victim to serious crimes by repeat offenders. This has led to a series of laws supported by victims advocates like the three strikes law. I can understand the reasons for these laws although on principal I do not support them.

I cannot see any reason why John Rogers should serve a life term. Such a sentence would be a serious miscarriage of justice. The most serious crime he has committed this time seems to be causing $400 worth of damage to a car and a long series of similar small incidents. In this news report we can see that the media is not favorable to neurodiversity:

1 While Asperger's Syndrome is reported as being a form of autism, the media continues to use the word autism afterward instead of Asperger's.

2 One man interviewed said that Rogers was "close to going over the edge." Over the edge of what? He seems to be implying that Rogers is somehow insane and will soon "lose it." This is a common problem, many people do not understand the difference between neurological challenges and mental challenges.

3 Toward the end of the report a second interviewee refers to mental issues. Again, Asperger's Syndrome is not a mental disorder, it is a neurological one. The reporters should have made some effort to clarify this point.

I do agree with the District Attorney that Rogers does know right from wrong. I disagree with his being prosecuted this way. Clearly he needs treatment and support to change his habits, but he does not need a 25 year jail sentence. Once again, Aspies find ourselves being punished for having AS.

Finally, I wonder if this story would have made the news if Mr. Rogers did not live in a gated community in an upscale part of southern California...

TV Tuesday: Clash of the Titans

2010-05-30T16:20:00.000-07:00

While Clash of the Titans has been in theaters for a while now, I think it's a good example of Hollywood's perennial fascination with Greek mythology. On the one hand, the movie is fairly true to the myth of Perseus and Andromeda (links contain artistic nudity). The acting is good, the language and conversation are appropriate and exhibit more intelligence than most big budget films. The special effects are spectacular, and the violence is less gory than most fantasy films.

On the other hand, all those blessings don't necessarily make for a child-friendly film. Most importantly, Greek myths are pretty graphic by their very nature. They are especially full of sexual impropriety and violence. While movie scripts can refer to these things delicately, they are still there, often because they are instrumental to the story being told.

The other problem is that ancient tales are often given modern morals in order to be "relevant" to a modern audience. In this case, the behavior of the Greek gods is explained through the concept that the gods needed the prayers and offerings of humans to survive--they needed humans more than humans needed them. This theme recasts the tale of Perseus as one of rebellion against the irrational tyranny of religion. While this might not be problematic for some viewers, religious viewers will probably object and should know about it in advance.

The other problem with this message is more relevant for parents of Aspies. Given the human foibles of the Greek gods, Clash of the Titans and its anti-religious message could easily be interpreted as anti-authority. Since children with AS often have difficulty accepting or understanding hierarchies that do not put them on top of the totem pole. Movies that further undermine the concept of authority are not helpful in teaching them such an important social skill.

Personally, I think that passing on the Greek myths is a very worth while pursuit. These stories tell incredible tales of adventure and heroism, while highlighting humanity's flaws and weaknesses. They capture the imagination and can teach valuable lessons at the same time. But I think these stories are best shared as they were originally meant to be: orally. If your child will stand for it, find a good children's retelling of the Greek myths and read aloud from it. If your child is old enough and interested, take turns reading. Here is one of my favorites:

Media Monday: Video Games and Visual Coordination

2010-05-17T05:12:00.000-07:00

According to a 2003 National Geographic article, researchers that the University of New York in Rochester found that playing action video games conferred on players have better visual skills than non-gamers. Gamers were better at picking out visual detail in real-life situations (noticing the playing child on the side of the street while driving, for example), and so responded faster to such stimuli. They were more aware of their overall environment, suggesting that video games could be useful as therapy for the visually impaired or as training for soldiers preparing for combat in uncharted places.

In short, the study showed "enhanced allocation of spatial attention over the visual field" among gamers. However, no indication is given in the article as to the preferred activities of the non-gamer control group. I would wonder how gamers would compare to hunters or survivalists. Granted, those are pretty small groups, but in a natural environment excellent spacial skills are necessary for humans. What activities in the natural environment does this digital training mimic? I think this is an excellent lead for further anthropological study.

In any case, Aspies are often excel in visual learning, are often drawn to video games and other visual entertainment, and are easily distracted or overwhelmed by visual stimuli in their living environment. With proper guidance and training, could this collection of tendencies and the presence of a sensory sensitivity be turned into an advantage?

Media Monday: Food for Thought

2010-05-10T02:06:00.000-07:00

This week, I thought I'd direct you all to an interesting episode of Frontline, entitled "Digital Nation" (trailer below). It explores the growing worlds of the internet and virtual reality from a variety of perspectives, some positive, some critical, and explores a growing body of research regarding living in a digital world.

I'd love to hear what you think.

TV Tuesday: Iron Man II

2010-05-04T09:37:00.000-07:00

Iron Man II is a fun, comic book romp that lives up to the expectations set by the first movie and by Marvel Comics in general. That said, it is not a children's movie, as has been the case for every Marvel Comics movie I have ever seen. It is an action flick. It is about special effects, movie stars, and big guns. And that's what we, the audience, want in this kind of movie.

But this kind of movie is not for children. I will say, though, that it could be a fun movie for teens, especially mature ones. There is little offensive language, no nudity, and no blood or gruesome violence. The female characters (especially Scarlett Johansson) do wear rather form fitting clothing, but aren't in every scene.

There you have it.

Media Monday: A Little Distance

2010-05-03T11:51:00.001-07:00

One of the most interesting things about my experience of living outside the US these past few months has been to learn how other people view Americans and American culture. Now, bear in mind that I am in a Western country, a close ally of the US, with a socialist government. We've all heard a lot about how people live in countries like this one--France, the UK, Germany, etc.--both good and bad. For better or worse, people tend to be secular; marry late; have very few children; enjoy a somewhat wild party life; and foster relatively liberal views of alcohol, drugs, and sex. I'm not making a judgment of any of those perceptions, just stating them.

Apparently, many people outside the US think that we Americans are actually the libertine ones. Since I've been here I have seen some pretty wild behavior. Women regularly wear clothes reserved in the US for members of the oldest profession. Walking down the street can be like a glimpse into what the British call a "lad mag" (like GQ or Maxim) between the overpowering sexuality of the women and the hot-off-the-runway clothes worn by the men. It's like nothing I have ever witnessed in the US in the country or the city (including New York, Los Angeles, and San Francisco). So why do those in my midst think that they are the conservative ones? The answer is simple, and they'll tell you all about it:

American digital media.

Americans love the party life. On screen. It's glamorous, exciting, wealthy, beautiful, uninhibited--everything we think we want--but as long as it stays on the movie screen or the television, it's safe too. You don't have to worry about STDs, violence, or a broken heart when you live vicariously through a movie star. We Americans know, for the most part, that it's all fake. We have real America in our own lives and right outside our front door. But if your only experiences of American culture are Survivor, Nip/Tuck, and the latest summer blockbuster, you'd have a different perspective too.

From the foreign perspective, Americans are overly competitive, obsessed with our bodies, promiscuous in the extreme, and unimaginably wealthy (as in we "all live in Beverly Hills"--a local friend once asked us how many servants we had back in the States!). They also see us as childish, in part because we have the incredible luxury of a 5-day work week (here the work week takes up 6 days), but also because this culture (and many European cultures) view slapstick comedy, science fiction, animation, and computer/video games as childish. They don't understand when Americans balk at the idea of movies like American Pie being for kids. When it comes to sexuality, some think that American pornography is a realistic depiction of American sexual behavior (another friend here was shocked to learn otherwise).

Unfortunately, given the elements of our culture that Americans choose to export, it is increasingly easy for me to understand why other cultures look down on ours and have a poor opinion of Americans overall. So how is this relevant for Media Monday on the Asperger Society Blog?

As parents, we are responsible for how our children acquire culture. We teach them values, behaviors, belief systems, social skills. This is especially true for parents of Aspies, since those with AS often have trouble learning these things from experience. And we all know we have our work cut out for us with all of the other influences competing with our own, from school to soccer to the Internet.

So here's a thought experiment for you this week:

Make a note (mental or on paper) of what your child views (Internet, games, television, movies, print media), especially in terms of images.

If you had no other experience of American culture, what messages would those exposures on your list send about beliefs, values, social mores, and behaviors?

How do those messages mesh with your actual beliefs, values, social mores, and behaviors?

Are any of the messages found in item 2 reflected in your child's behavior?

You will not necessarily find a correlation between media exposure and your child's behavior (positive or negative), but if you do, it might reflect whether your child has difficulty distinguishing reality and fantasy.

TV Tuesday: Bakugan (Anime, Part 2)

2010-04-26T07:00:00.000-07:00

This week I decided to address the popularity of anime among kids on the spectrum. Yesterday, I discussed the serious difference between American expectations of animated entertainment and those of the Japanese. But that's all theoretical. This post is where the rubber meets the road.

While many anime shows are very popular among kids with AS (and popular among the general population of American youth), I chose to review Bakugan, which was the easiest for me to find on Youtube :P However, I have watched other popular anime and I think Bakugan is a pretty typical example of the genre as it is represented in America. The theme is a science fiction universe in which a group of children work with a group of beings (bakugan) to save Earth and the bakugan home world, both in the "real" world and in a virtual duelling environment. My personal opinion is that the plot is anemic and tries to compensate with the inclusion of an overly complicated setting, but that's not the point of this post.

I do not recommend this program for young children at all and urge extreme caution in showing Bakugan to children with AS, and all for reasons that can be applied to many anime programs.

First, the characters (both humans and bakugan) exhibit extremely poor sportsmanship. They try to one up each other and are constantly vying for a fight.
Second, both the music and dialogue create a very high stress environment for the story. The characters treat each event as being of the utmost importance.
Third, in part because the show was originally in Japanese and has to be dubbed in English, the dialogue is of a very poor quality, both in terms of content and of vocabulary.
Fourth, the adults are bad guys.
Fifth, good advice proceeds from bakugan, not from adults, not from one friend to another. Imagine a child looking for guidance from a Bionicle figurine.
Sixth, the female characters, like so many in the anime world, are highly sexualized (both in shape and dress) and very ditzy.
Finally, human characters exhibit very poor manners.

For children with social deficits, all of these things can be very alluring, but they set an extremely poor example. They do not need to see programs that glorify the very behaviors that make learning, relationships, and social hierarchies so complicated for them.

What do you think?

Media Monday: Anime

2010-04-24T18:47:00.000-07:00

Anime (Japanese animation) and manga (Japanese comic books and graphic novels) are very popular among children with AS, but should be approached with caution. Most anime and manga use as themes many of the difficult and maladaptive behaviors with which children with social deficits struggle, among them:

lack of discipline

difficulty prioritizing (everything is a crisis)

good sportsmanship

confrontational behavior

being in a social hierarchy where they are not in charge

an innapropriate approach to sexuality (especially for girls)

overly simplistic vocabulary and verbal interactions (for teenagers)

Part of the reason that all of the above are a problem is that a significant culture gap exists between the intent of the Japanese animators and the perceptions of American viewers. For a Japanese audience, anime is mostly adult programming and is viewed as satire. Japanese culture has many strict rules of behavior that are socially enforced (by American standards, at least), and the behavior of anime characters often involves the exact opposite of Japanese social mores. Japanese viewers (young and old) know this and are able to laugh at it.

Such is not necessarily the case for American viewers, especially the young ones. I have personally observed avid anime viewers with AS adopt the speech patterns and social behavior of their favorite anime program. It is not a good social habit and is, quite frankly, counterproductive to the teaching of social skills.

Children with AS often have difficulty reaching out of their own sphere. It can be difficult to empathise or interpret the intent and behavior of others, and very easy to assume that the world is out to get you (especially if you have prior experience of being bullied). Thus, prioritizing people, things, and activities can be very difficult; frustrations abound; competitive behavior can be taken to an extreme; and hierarchy can seem like mass persecution. Programs that treat the resulting poor behavior as normative can therefore be a very bad influence.

Since anime is largely intended for an adult (male) audience, the appearance and behavior of female characters is often highly sexual. A ridiculously exaggerated figure is a normal appearance, as is idiotic behavior. For the AS child (especially teens), the abundance of sexual imagery in American culture can send a lot of mixed messages that don't need to be compounded by unhealthy stereotypes. And girls on the spectrum are often easily drawn in to a highly sexualized image of female behavior, both because it gives them a false sense of popularity and because it allows them to manipulate men (or feel that they are doing so). Female aspies can also be easily seduced by the apparent social acceptability of ditsy behavior, an image promoted by many female anime characters.

Most importantly, though, is the innately adult intent of Japanese animation. Japanese people of all ages watch anime and read manga, and some forms of anime can be very serious (dramatic) or sexually explicit (even pornographic). Entering the world of anime puts one in very close proximity to extremely adult content. In fact, by doing an image search for "anime" two images on the first page of search results were distinctly x-rated. While these things are generally inappropriate for children and teens, they are especially complicated for children and teens on the spectrum who may not fully understand the implications and consequences of sexual behavior.

Overall, I think that Japanese animation must be approached with extreme caution, bearing in mind the cultural context of the imagery itself, the maturity of the viewer, and how confident the parent is of his ability to discuss any resulting issues with his child.

Think About Thursday: Teaching Disabilities

2010-04-24T17:36:00.000-07:00

I have worked with a number of children who have been diagnosed with, or otherwise identified as having learning disabilities. It has always been curious to me that this label appears so often. In my experience many of these learning disabilities are not the real problem. The more relevant problem is teaching disability.

It is a fact that children learn in different ways. Some learn better through reading and writing, others through hearing and seeing, and yet more need to do something in order to learn it. The real problem is the "one size fits all" education. The current education system, designed in the 19th Century, draws children together at a time early in the morning and has them perform repetitive and often mindless tasks for several hours before they are allowed to go home and continue performing repetitive tasks that we call homework. It is an education system that is ideal for an industrial society wherein one must rise early in the morning, be at work on time, perform mindless repetitive tasks all day and then go home.

That society does not exist anymore. Today we need an education system that promotes creativity and innovation. One that allows children to develop their own unique talents, strengthen their academic weaknesses, and grow their general knowledge. I can recall that in 8th Grade my history teacher had me speak to the class about the pros and cons of the 17th Amendment (to the US Constitution). My classmates were astounded. In my high school government class I was one of seven students who passed the US citizenship test and the first student in that schools history to earn a 100% on said exam. Meanwhile, it took me two years to complete Algebra 1 with barely passing grades, the less said of Geometry the better!

Why can't we have an education system wherein a student who has a talent for history can advance at their own pace and take more advanced classes when they are ready for them, while also taking math a little slower? A system wherein a child who is an audio-visual learner can receive help in learning through reading and writing.

The fact is that our current education system has several serious teaching disabilities. It cannot adapt to varying learning styles. With 30 children in a room there are too many students to receive individualized instruction. It cannot offer instruction in the audio-visual, reading-writing, and doing learning styles for each subject.

A change needs to be made.

TV Tuesday: The Clone Wars

2010-04-13T06:19:00.000-07:00

The Clone Wars is a cartoon series, currently in its second season, aired on Cartoon Network. It is a computer animated account of the Star Wars saga during the period between movies 2 and 3. Obviously, the primary target audience consists of Star Wars fans, but it is marketed to (and in some ways written for) children as well.

I think this series is a good one for teens, although younger people could watch it too with parental supervision and input, depending on family values, of course. For the most part, the stories are well developed, but easy to follow, with some being more mature and others less to appeal to the broadest audience.

I like that, while each 30-minute episode contains a complete plot, they are all part of a larger story leading to an ultimate resolution. They also explain different things and characters found in the movies but left undeveloped. This kind of detail can be hard to find in modern entertainment. The series also explores a lot of political and philosophical ideas through its setting. For example, many episodes involve conflict between soldiers and pacifists, forcing an examination of the motives of each group and the breadth of their principles (Should a pacifist engage in violent behavior for self-defense?).

However, the show is naturally a violent one--it tells the story of a war, after all. While it does depict a certain amount of torture when characters are captured, there is never any depiction of blood. Also, female characters are generally depicted in a very sexual manner, regardless of their role in the story. Their clothes are often tight or revealing, their body shape is exaggerated, and they move in a seductive manner. While female characters are also often intelligent, strong, and powerful (featured as heroes, villains, soldiers, civilians, and politicians), they are clearly visually designed to appeal to a particular audience.

Overall, The Clone Wars is an engaging and amusing show with plenty to engage adults and children alike. However, I do not think it is appropriate for young children.

Media Monday-Why Not TV?

2010-04-12T16:52:00.000-07:00

I have frequently posted the recommendation to view television programming through Internet media, such as Hulu, or through television recording technologies, such as DVR and TiVo. Why?

First of all, I think that "premeditated" viewing will lead parents to being more selective and thoughtful in their and their children's viewing time. If you have to go in search of it, you'll probably think about whether you really want it first.

Second, it allows parents to screen shows ahead of time for content. Not sure about the propriety of a show? Now you can watch it first and decide whether it is appropriate with all the information at hand.

Third, in a word: advertising. When you prerecord, you have the power to skip the ads altogether. We all know that advertising is an annoying waste of time (ahem, except during the Super Bowl ; P), but it can also seriously compete with values parents try to teach their kids. I have actually seen advertising for erectile dysfunction medication and condoms during children's programming. And all the ads using scantily clad, seductive models to sell products air with family friendly programing too. Personally, I'm not ready for my toddler to be exposed to that.

Moreover, marketing firms know (and do studies on it) that marketing to children works (Beder, 1998). Not only do they have their own buying power, but they can persuade their parents to make purchases, and marketing messages absorbed in youth form children's future buying habits. The average American child sees 20,000,000 30-second ads every single year, and that doesn't include billboards, the grocery store, magazines, or the Internet--just television (Herr, 2007). How can a parent hope to compete with that? And research seems to suggest that the ubiquitous marketing of unhealthy foods to children contributes to American children's poor eating habits and overall health. Some even theorize that the current generation of children may be the first to face a lower life expectancy than their parents in several generations (Kunkel, McKinley & Wright, 2009).

Fourth, I think it encourages family viewing. With the proliferation of entertainment media in our homes (some 66% of American homes house three or more television sets), it has become increasingly easy for family members to spend time at home without interacting. Even when everyone is sitting together on the couch, one member may be texting, another working on homework, a third listening to music, and another surfing the Internet, all with the television on in the background. It's a situation that is not conducive to family interaction. If multiple family members watch and pay attention to the same TV show, it gives them something about which to converse later. According to CSU Northridge (Herr, 2007), the average parent spend just 3.5 minutes per week in meaningful conversation with their child. Surely increased time spent in a common activity could increase that average!

Sources

Beder, Sharon, (1998). 'A community view', Caring for children in the media age, Papers from a national conference, edited by John Squires and Tracy Newlands, New College Institute for Values Research, Sydney, pp. 101-111. Retrieved 12 April, 2010, from http://www.uow.edu.au/~sharonb/children.html.

Herr, Norman, (2007). Television and health. Retrieved 12 April, 2010, from http://www.csun.edu/science/health/docs/tv&health.html.

Kunkel, D., McKinley, C., & Wright, P., (December 2009). The impact of industry self-regulation on the nutritional quality of foods advertised on television to children. Retrieved, 12 April, 2010, from http://www.foodpolitics.com/wp-content/uploads/adstudy09_report-1.pdf.

TV Tuesday...ahem, Wednesday: How to Train Your Dragon

2010-04-06T23:39:00.000-07:00

Sorry for the delay! I forgot it was Tuesday yesterday =P

This week, we watched the latest from Dreamworks: How to Train Your Dragon, an animated tale of a young Viking misfit who forms an unlikely relationship with his people's worst enemy.

It's a charming film. Our hero, Hiccup, is a geek. He does not fit in with the other Vikings physically, intellectually, or any other way, but desperately wishes to attain greatness and recognition from his community. As a teenage boy, he would also like a little recognition from his female classmate, Astrid. But all that changes when he tames and makes friends with a dragon (these Vikings hunt dragons, because the dragons pillage Viking villages and flocks). Over the course of the movie, Hiccup not only proves himself a loyal and brave friend, but sticks to his principles, stands up for a worthy cause, exercises diplomacy, and protects the innocent.

More importantly, though, Hiccup shares much in common with many Aspies. He doesn't fit in with his peers, and doesn't know how, even though he would like to. He has lofty goals that seem ridiculous to everyone else, but lead him down strange paths to unexpected goals and interests. He has excellent analytical skills, and, when given a good context, can apply them well.

Overall, How to Train Your Dragon is an excellent film.

There is some mild use of profanity and a few jokes thrown in to amuse parents, so use your own judgment in taking younger children. Other than that, I recommend seeing it with no reservations.

Being There

2010-04-05T08:08:00.000-07:00

I'm sure my Media Monday and TV Tuesday posts frequently sound like Luddite tirades. I'll grant that my personal preference leans towards a "less is more" approach to technology and television (not that I live up to that in my real life, mind). But I do think technology has a valuable role in our society, including in the lives of our children.

These posts can seem like an overwhelming to-do list for parents who are all too often already struggling to keep up with the daily demands of life, but it's not intended to be that way. They are intended as a record of ideas and suggestions. I've heard far too many parents complain that they don't know how to control the role of digital media in their lives or that of their children, and it can be especially difficult for those parents whose children are prone to obsession.

It's your life. It's your children's upbringing. You control it. Not your computer. Not your cell phone. Not the TV. Not your cable package. And certainly not the gaming console.

I have frequently allowed myself to use the television for background noise, especially when I have been the only adult at home. Having something going keeps away the temptation to shirk my daily chores and go out to Starbucks. But I find, time and again, that when I do that I also allow unnecessary stressors into my life. I end up watching shows I find annoying or listening to people I find offensive. Finding something "worth" watching can interrupt an hour of my life and raise my blood pressure with frustration. I don't need that. Life is stressful enough without letting the remote be my master. I was allowed into that trap as a child, too, and it was stressful then.

I've heard many people sing the praises of living cable free. They say it's easier to keep the kids away from consumerism and bad behavioral habits, that their children are more intellectually inclined, more imaginative, more active. I believe they may take it a little too far, as I think it's important for kids to grow up with some exposure to pop culture. It makes social interaction much easier. I also think the television can be a valuable learning tool (the recent Planet Earth documentary series is an excellent example). What I want for my life and that of my son is to strike a balance in which we can enjoy quality viewing time that adds richness to our lives, but does not control us.

As you and your child enjoy different programming ask yourself the following:

Does the show you are watching/talking about really engage your interest?
Do you feel good while/after watching it?
If you couldn't watch this show, would you miss it?
What do you gain by watching this show?

Now, these questions shouldn't be used to limit your viewing to period film and documentaries unless that's what you really enjoy. If you find real enjoyment in watching the afternoon soaps or the latest reality program, that's good too! It's about making sure that your entertainment is actually entertaining and not burdensome.

While I have my doubts about going cable free or TV free, I do think going on occasional fasts from the television can be useful. The first day or two can be difficult, but after that you may find yourself exploring a new interest, doing things you haven't gotten around to for a while, or simply spending more quality time with family. It's important to make sure that the TV is not the central theme of your life. It's also important for kids to know how to enjoy life without a screen in front of their faces.

So, all that said, I encourage you to participate in TV-Turnoff Week this month (April 19-25). If you are interested, visit this website for details.

Think About Thursday: The Value of Normality

2010-03-26T02:39:00.000-07:00

Throughout my time working with the Asperger's Syndrome community I have often had to face the "normal" question. Parents, especially those whose child has just been diagnosed, want to know if their child will ever be "normal" and how to go about achieving that goal. They want their child to make friends their own age, take up "normal" interests, and generally fit in. It is an unfortunate reality that American society is now becoming increasingly conformist. Gone are the days when eccentric people were the leaders of our society and now being "normal" and fitting in are the values. Benjamin Franklin didn't fit in, neither did Einstein. Abraham Lincoln would be considered eccentric to the extreme today. The less said of personalities like Bill Gates, Steve Jobs, and Larry Ellison the better.

Fitting in, not standing out, being part of the crowd, since when have these been American values? Aren't Americans those pioneering people who live in the very edge of what is possible. Who push the boundaries of what is accepted as tradition or fact forcing every "given" to justify its existence? What is wrong with standing out? This country was founded by a bunch of cooks that Europe didn't want to deal with who had the outlandishly ridiculous idea that countries did not have to ruled by kings and aristocracies.

When I was in Middle School I was well known as the student who dressed respectably while other the other suburban children wanted to look like thugs and 'hos. As a result in 8th Grade I won a prestigious award from the community recognizing me as the "most improved male student." The prize even involved some money.

Let us examine for a moment those normal children: violence, drugs, alcohol, and sex are rampant in our schools today. Children are less empathetic to one another, less caring, less understanding. In fact, I would argue that the greater part of the challenge for children with social deficits today is not in these children but in the changes to our society. If taking drugs and drinking are normal I would prefer that my son be an outcast.

Children with AS are unique. They have the advantage that, as socially challenged children, they are not as likely to fall into these kinds of problems. Many parents would call this a blessing, and yet, in the education system it is a curse. Teachers and professionals will complain about how each child does not fit in and does not take up the interests of their peers, regardless of the regressive nature of such interests. I would say that to a certain degree this is a good thing.

On the other hand we can now turn our focus to how to help overcome social challenges so as to help children acquire real social skills, which should be our goal in the first place, rather than worrying about being normal. This will be the subject of next week's Think About Thursday, which will be a few days late due to the Passover Holiday.

Happy Easter, Happy Passover, Chag Sameach, and G-d Bless!

TV Tuesday: Alice in Wonderland

2010-03-23T12:56:00.000-07:00

Tim Burton's recent reformulation of Lewis Carroll's classic tale of girl who falls down the rabbit hole has been a box office success to say the least. The dialogue is clever and the sets, graphics, and costumes are as lush and vivid as we have come to expect of Burton's work. In short, it's a beautiful movie.

But, it is not the book. Disney's prior version (1951) of the story is far closer to the original work. Burton's retelling is supposed to take place more than a decade after Alice's original adventure in Wonderland, and is more a modern epic movie than a sequel, but uses Carroll's characters too great advantage.

This movie is not for very young children, however. It is a Tim Burton film, and like most of his work, has a somewhat disturbed quality that includes some rather creepy imagery (a field of disembodied heads, for example). And Alice spends a great deal of time having difficulty with her clothing.

It is definitely worth seeing, but the book is also definitely worth reading.

Media Monday-Safe Screen Time

2010-03-22T10:10:00.001-07:00

Digital media are ubiquitous in today's society. They are a source of entertainment, of information, and of vice. Kids need to be (and most are) proficient in them for their future livelihoods and social awareness, and schools increasingly expect children to do research through the Internet.

Parents naturally pay attention to the negative things that can be found on digital media, ranging from inappropriate content on the afternoon soap operas, to pedophiles lurking on Internet chat rooms, to violent material in video games, to hateful speech in popular music. But while we focus instinctively on the dangers to a child's mind and development, we ignore physiology.

Safe screen time requires good posture, frequent breaks, and exercises to prevent injury in addition to parental supervision and controls.

Make sure that your child's seat and desk are of an appropriate size and shape to discourage slouching. It used to be that slumped shoulders were a sign of age, but they are increasingly a sign of frequent computer use.

Frequent breaks are necessary, not only for the sake of posture, but for good circulation and vision. The nature of digital screens discourage sufficiently frequent blinking, leading to dry eyes, so have your child take breaks and look at other things (this link has many useful suggestions). Since shiny surfaces found indoors can compound computer eye strain, encourage your child to go outside at least daily.

Any activity that involves sitting for long periods of time should be interrupted hourly to maintain proper blood circulation and prevent blood clots. Occasionally tensing and releasing the leg muscles can also help maintain proper circulation.

Encourage your child to stretch frequently, especially his hands and arms, to prevent repetitive stress injuries, which are painful, debilitating, and expensive to treat. Simply wearing wrist cuffs or fingerless gloves can provide sufficient support and increase blood circulation through warmth to head off carpal tunnel syndrome.

These are all important habits and adjustments that too few of us think about. The best way to lead is by example. While it's a lot to instill in your child, try one at a time and gradual improvement. Forming good habits at an early age can save money, improve life quality, and will last a lifetime.

Think About Thursday: Neurodiversity

2010-03-18T07:21:00.000-07:00

I always keep an eye out in the science and medical news for information about Asperger's Syndrome. I have been frequently frustrated by the medical approach to AS. The terminology used is simply ridiculous. I recently read about a finding that individuals with AS have higher concentrations of neurons in the prefrontal lobe or their cerebrum (brain) and that the concentrations of neurons and neuro-transmitters (chemicals) present point to elevated obsessive behavior and poor social skills.

The language used is, however, highly negative: "disorder" and "abnormalities," for example. Would anyone apply such language to the study of neurological differences between ethnic groups? "Irish people have abnormally high concentrations of neurons in their occipital lobe," or "Swedes have more severe obsessive behavior." The fact that a cause has not been established should be evidence enough that there are forces at work here that humanity does not fully comprehend. These are the same forces that brought us to what we are now. I do not mean that individuals with AS are in anyway more highly evolved or superior, but simply one component in a necessary series of diverse neurological types.

As a society we readily accept that some people are tall and some short. Some people are quick on their feet, ready to make snap decisions, and others need to ponder the matter for a while. There are those who are talented in music and those who are not. Any episode of American Idol can demonstrate this. Yet we cannot seem to cope with the idea that some people are more socially aware and attuned then others. Some individuals are not very social at all.

When we look at famous individuals with AS like Albert Einstein, Andy Warhol, and half of Silicon Valley, we find highly eccentric individuals who have certain gifts. I cannot see what is wrong with this diversity. In business, art, and science we call it talent, in medicine, psychology, and education it is called a disorder. In certain degrees of "severity" AS can be disruptive to an individual's ability to function in society, but then so can the opposite "severity" of extremely social behavior.

Eventually, our society is going to have to face the fact that there are many different kinds of people and everyone has something valuable and marketable to contribute.

Special thanks to Joseph for reminding me to write something on this topic.

TV Tuesday: Handy Manny

2010-03-16T12:24:00.000-07:00

I've written so much about shows for adolescents I think it's about time to post something for younger children.

Handy Manny is a Disney Cartoon, targeting preschoolers, about a young man who, with the aide of his trusty tool friends, goes around his town helping his friends, family, and neighbors. At first blush, I was skeptical of this program because it reinforces the stereotype associating physical labor (especially construction work) with Mexicans immigrants. However, having watched a few episodes, I heartily approve of this show.

While Manny and some of his tools do have Spanish accents, many of the secondary characters in the show do as well. The show does not reinforce a stereotype, it portrays a culturally diverse town. Considering the current make-up of America's population (especially in urban areas), the show is accurate. Since part of the purpose of the show is to teach a few words of Spanish, the diversity makes a lot of sense. I also like that the show's main character is male, since most preschool boys I've met would not be interested in watching a show starring a girl (Dora the Explorer).

As for Manny's occupation, I think he promotes behavior and knowledge that need to be more popular in general. It's a good idea to know how to be self-sufficient, to be able to fix things, to be active in your community, and to be eager to help. Most young children want to be able to do all of those things, but that desire needs to be nurtured with knowledge.

I really like that Manny and his friends are very polite characters, and in ways that seem to have gone by the wayside in many parts of the country. They say "Mr." and "Mrs." and "Please" and "Thank You." They make a point of knowing their neighbors. And like I said above, I really like that Manny knows how to do things for himself and is eager to help people. Moreover, the people he helps are grateful for the help, value his work, and also try to do things for themselves.

My only reservation about Handy Manny is that transactions at the hardware store do not include Manny paying for anything. While some might say that such a detail is too complex for the preschool set, I think it is important for young children to see that from very early and have the monetary value of objects ingrained young. But of all things, I think that is a very small complaint.

I really feel good about this show, and highly recommend it for young children. Any kid who is willing to watch it should not be discouraged from it.

Media Monday-Reality Television

2010-03-14T16:32:00.000-07:00

Reality TV isn't. It never has been, it never will be, and we all know that. It has no connection to reality. Still, it's a huge global phenomenon, attracting viewers from all walks of life and every demographic imaginable.

Even if you yourself do not watch reality TV, your kids know about it and have probably seen some of it. More importantly, this genre has become a new "safe" conversation topic, akin to discussing the weather or the most recent football game. It is almost always reasonable to ask an acquaintance, "So, who do you think will win this round of American Idol/Survivor/America's Next Top Model?" or "What do you think of this season of American Chopper/Real Housewives/Wife Swap?" Such conversation is a way to break the ice for most American age groups today. However, the content of such shows is rarely kid friendly, and certainly not Aspie friendly. So how do you and your child navigate it?

If you do watch reality TV, you know that people often behave very poorly on these shows, especially the competitive ones. Point that behavior out to your child and discuss it. And, in general, discuss with your child that how people behave on television is not how they behave when the cameras are off. With the competitive shows, try to guide your child towards ones that promote positive behavior or skills. While people might not behave well on American Idol, at least it has the benefit of being a talent show. Ask your child whose performance he liked best and why. If he likes a particular song, find the original recording of that song and play it for him along with similar songs or works by the same artist. It can be a good starting point for expanding interest while taking part in something that is popular.

As for noncompetitive shows, I recommend previewing different shows on TLC and the Discovery Channel. These often take the form of "improvised" documentaries, where people who do something for a living or a hobby allow the cameras to follow them in their activities. While the behavior of those on camera can still be distasteful, that behavior is not used as a selling point of the show. And again, watching a reality show about a chef can be used to spark an interest in cooking, a show about mechanics can develop an interest in engineering of various kinds.

As always, I recommend previewing anything you might show your child and viewing via the Internet so as to avoid most of the advertising found on cable television.

Think About Thursday: Count DiMonet (Di Monayy!)

2010-03-04T09:08:00.001-08:00

Think About Thursday is a new series that will bring up a weekly topic as food for thought.

To pilot Think About Thursday we will discuss teaching children about spending, saving and budgeting. To start off, Family Mint is an excellent website that serves as a bank that helps to teach children these valuable lessons.

Children on the autism spectrum often have difficulty grasping simple financial concepts. Many arrive at adulthood completely unaware of money and how it works. They certainly know how to spend it, but few will understand how to save, budget, and prioritize. Family Mint will help to teach these basic concepts but there are several little things parents can do on a daily basis that will help.

In helping my younger brother with these tricky matters my father would give him the money to pay at a restaurant, make him earn and save up money for new video games and toys, and would show him the bills and describe the household budget. My father would even "loan" money to him occasionally so my brother could understand how interest works. My brother thus learned about spending money physically, the numerical value of money, and finally how to make sure that you pay the rent/mortgage, utility bills, and buy food before buying entertainment items; and most importantly, eventually you have to pay those magic credit cards back through the nose!

Understanding currency is among the most important life skills every child must learn. Here is an easy activity that can help.

Personally, I would use excel or another spreadsheet program and the Internet but any method will achieve the desired results.

TV Tuesday: iCarly

2010-03-02T03:09:00.000-08:00

iCarly is a popular Nickelodeon sitcom about a high school student and two of her friends who start an Internet show. In the series, the characters explore a lot of social difficulties that teens encounter among their peers and with the adults in their lives.

One of the things I like about iCarly is that actions have consequences. When someone does something inappropriate or stupid, bad things happen. And what's more important for our Aspies to see is that there are negative consequences when Carly's actions are misunderstood. She has to solve the confusion and communicate it in order for her relationship with the other person involved to be healed.

Another thing I like about iCarly is the presence of adults in the series. There are adults who are authority figures (both good and bad) and adults who are friends. Not all of them are stupid. While Carly's parents are absent (her father is stationed overseas and her mother doesn't seem to be in the picture), she has a close relationship with her older brother who acts as her guardian. In many respects, Carly's brother is just as immature as his sister and her friends, but his behavior generally reflects that of young American men (unfortunately, in my opinion). It's also acknowledged in the show that he is quirky. He is, after all, an artist. However, Carly does respect that she has to ask his permission to do things. And he voices concerns about money and makes sure he and his sister eat dinner together as a family.

Because Carly's show airs on the Internet, Carly also has to navigate the consequences of putting content where the entire world can see it. In the pilot episode, Carly makes fun of one of her teachers online and the teacher sees the footage. Carly then has to bear the consequences to that relationship. In another episode, a tech-savvy peer uses audio editing software to pick a fight between Carly and another girl. The point is frequently visited that when you publish something, you can't take it back, and people can manipulate what you published.

While there are some aspects of the characters' behavior with which I disagree, I think iCarly is a good show overall for kids middle school aged and up. As always, I recommend that parents view for themselves before showing it to their kids, watch the show with their kids, and discuss the behaviors and plot devices portrayed. Whenever possible, I also recommend that the show be watched online or after being DVR'd so that advertising may be avoided and parents can pause the show to discuss it in real time.

Media Monday-Relationships and Media Exposure

2010-03-01T00:13:00.001-08:00

This week's MM post is pretty general and not about any particular entertainment medium. And no, it has nothing to do with how relationships are portrayed on TV (as might be assumed from the title).

So often, parents worry about whether their children are interested in subjects that are age appropriate or things that have redeeming value. Of course, every parent means something a little different when we voice those concerns, as "age appropriate" and "redeeming value" are defined by our own personal value system, but we often forget one extremely important factor in our children's interests: us!

The children I know who are the most productive with their time, the most considerate, and the most intelligent have involved parents. We all know how important the parental relationship is, but when it comes to interests, that relationship is important in a very specific way: Is the parent demonstrating to the child the values s/he wants the child to hold? And demonstrating an interest isn't enough. You have to foster that interest in the child. Do you want your child to love books? How often do you read them yourself? Does your child ever see you reading them? Do you read to your child or talk about books you are currently reading? Do you spend time demonstrating and explaining why reading is a worthwhile form of entertainment?

Likewise, if you think your child is a little too into the Survivor reality show, do you demonstrate more positive interests in your own pursuits? Or are you obsessed with some other reality show? One of the major draws of reality TV is the nature of the relationships the contestants form with each other. Is there a reason your child would be drawn to that kind of relationship?

As a student of psychology, I can tell you that, while not everything has a hidden Freudian meaning, many behaviors (both functional and dysfunctional) actually reflect the state of the individual's interpersonal relationships. If your child seems glued to his computer game and roles his eyes (or worse) when you want him to come eat dinner with the family, is there anything about the family dynamic or how he fits into it that would curb his enthusiasm about the dinner table?

I'm not saying that every fault a child exhibits should be blamed on the parent. That would be ridiculous. What I am saying is that children thrive on consistency, especially in their most important relationships. And that's especially true of our Aspies. However, Aspies tend to be pretty forthright, even more so than most kids, so if you sit down and have a serious, honest, non-threatening conversation about these issues, you might actually get some useful answers.

Our kids don't live in a vacuum, even if it may seem that way sometimes.

TV Tuesday: Wizards of Waverly Place

2010-02-23T00:04:00.000-08:00

Wizards of Waverly Place is an award-winning Disney sitcom about the life of three siblings. In it, the father is a wizard who had to give up his powers in order to marry a mortal, but continues to teach wizardry to his children. When all three children have reached the age of 18, they will compete with each other in a magical contest, and the winner will become that generation's family wizard, while the other two siblings will lose their powers. In the show, the children frequently use magic and have to navigate the challenges and pitfalls of life as a wizard-in-training, but also have to navigate life among mortals, especially in school and working in their parents' sandwich shop.

I personally think the premise is an interesting one, especially since it creates a purpose behind any sibling rivalry that arises.

Wizards is a pretty typical example of Disney Channel sitcoms. It uses fairly low-budget sets, and the acting is pretty stilted, both of which can be construed as good or bad for the Aspie audience. On the one hand, poor quality is poor quality; but on the other, it can help establish for the Aspie child a firmer grasp of the difference between fiction and nonfiction. It is easy for parents to find examples of how the show does not mirror one's experience of reality.

Unfortunately, as with many children's sitcoms, there is no "straight man." Most sitcoms overall have one or more characters who anchor the show. They often have humorous lines, but stay away from slapstick comedy or humor based on ill-conceived plans and actions. The more physically comedic characters are thus enhanced by the contrast. This dynamic also allows for occasional episodes that portray the goofy characters in a more serious light, while the more serious character embarks on some misadventure. And the resulting depth of character lends itself to plots that stretch over multiple episodes.

With Wizards, no character has the intellectual upper hand. They are all shallow, flat characters. Since stupid behavior is the basis of the show, consequences for that kind of behavior have to be limited. In one episode, for example, it comes to light that the daughter (middle child) is 14 assignments behind in school and has to take a science class during spring break. Meanwhile, her older brother wins an essay contest, landing him and his siblings a teens-only cruise. At first, the parents insist that their daughter stay behind and miss the cruise as a punishment for not doing homework. But on learning that the cruise includes a marine biology course, they allow her to go. In the absence of any adult supervision on the cruise, the daughter naturally talks a friend into taking the class for her so she can enjoy the cruise to the fullest. In the end, she is found out, but there is no consequence for her betraying her parents' trust.

The older brother (who won the contest) is supposed to be "the smart one," but he behaves just as stupidly as the other two children, just without getting confused about concepts or words. Meanwhile, the youngest ("the stupid one"), whom I suppose to be about 13 appears to be functioning several years behind his grade level (I'd say his vocabulary and the topics about which he gets confused place him at about the 4th grade level). No one seems to think the youngest's lack of ability is a cause of concern. Indeed, the intelligence of the eldest is portrayed as an anomaly.

The parents are hardly an improvement over the children. They openly show their confusion in matters of parenting, and do not present an authoritative or united front to their children. Basically, they are older versions of their kids.

I know this sounds like a really bad review, and you're probably getting tired of my recommending against shows here. Honestly, I don't like the show at all. I found it boring, predictable, and generally insipid. However, I think it does have a use for our Aspies. If parents watch the show with their children, they can use it as a social learning tool. All of the acting is exaggerated, and the misbehaviors are very obvious, making it perfect for pointing out problems to Aspies.

I recommend recording Wizards on DVR. Watch the show with your child, pause it when someone chooses a bad behavior, and ask your child about it. Discuss what appropriate alternate behaviors would be and what the realistic consequences would be to the poor decisions made by the characters. So many shows that can be used for such teaching today deal with more difficult topics than avoiding homework or lying to friends. There's no reason to teach responsible behavior through extremities. Our kids need to learn about integrity in everyday life. It's just as important as staying away from drugs and gangs.

Media Monday-Media Ratings Systems

2010-02-22T01:26:00.000-08:00

You all probably know that television stations, games, and most forms of screen entertainment are rated for specific target audiences. We've all seen symbols like this one on the screen when our favorite show starts:

(By the way, don't do a Google search for "tv-y" with the safe search off. It comes up with some really inappropriate images! Who knew?! I think I might be scarred...)

So here's a review of what it all means, according to the FCC, which established the system:

TV-Y (All Children -- This program is designed to be appropriate for all children.) Whether animated or live-action, the themes and elements in this program are specifically designed for a very young audience, including children from ages 2-6. This program is not expected to frighten younger children.

TV-Y7 (Directed to Older Children -- This program is designed for children age 7 and above.) It may be more appropriate for children who have acquired the developmental skills needed to distinguish between make-believe and reality. Themes and elements in this program may include mild fantasy or comedic violence, or may frighten children under the age of 7. Therefore, parents may wish to consider the suitability of this program for their very young children. Note: For those programs where fantasy violence may be more intense or more combative than other programs in this category, such programs will be designated TV-Y7-FV.

TV-G (General Audience -- Most parents would find this program suitable for all ages.) Although this rating does not signify a program designed specifically for children, most parents may let younger children watch this program unattended. It contains little or no violence, no strong language and little or no sexual dialogue or situations.

TV-PG (Parental Guidance Suggested -- This program contains material that parents may find unsuitable for younger children.) Many parents may want to watch it with their younger children. The theme itself may call for parental guidance and/or the program contains one or more of the following: moderate violence (V), some sexual situations (S), infrequent coarse language (L), or some suggestive dialogue (D).

TV-14 (Parents Strongly Cautioned -- This program contains some material that many parents would find unsuitable for children under 14 years of age.) Parents are strongly urged to exercise greater care in monitoring this program and are cautioned against letting children under the age of 14 watch unattended. This program contains one or more of the following: intense violence (V), intense sexual situations (S), strong coarse language (L), or intensely suggestive dialogue (D).

TV-MA (Mature Audience Only -- This program is specifically designed to be viewed by adults and therefore may be unsuitable for children under 17.) This program contains one or more of the following: graphic violence (V), explicit sexual activity (S), or crude indecent language (L).

A similar rating system exists for games, but the standards for it take into account a much broader range content considerations than the FCC's standards. The ESRB (Entertainment Software Rating Board, you can see what their rating symbols look like on their website), which sets these standards, defines the ratings as follows:

Titles rated EC (Early Childhood) have content that may be suitable for ages 3 and older. Contains no material that parents would find inappropriate.

Titles rated E (Everyone) have content that may be suitable for ages 6 and older. Titles in this category may contain minimal cartoon, fantasy or mild violence and/or infrequent use of mild language.

Titles rated E10+ (Everyone 10 and older) have content that may be suitable for ages 10 and older. Titles in this category may contain more cartoon, fantasy or mild violence, mild language and/or minimal suggestive themes.

Titles rated T (Teen) have content that may be suitable for ages 13 and older. Titles in this category may contain violence, suggestive themes, crude humor, minimal blood, simulated gambling, and/or infrequent use of strong language.

Titles rated M (Mature) have content that may be suitable for persons ages 17 and older. Titles in this category may contain intense violence, blood and gore, sexual content and/or strong language.

Titles rated AO (Adults Only) have content that should only be played by persons 18 years and older. Titles in this category may include prolonged scenes of intense violence and/or graphic sexual content and nudity.

Titles listed as RP (Rating Pending) have been submitted to the ESRB and are awaiting final rating. (This symbol appears only in advertising prior to a game's release.)

When it comes to games, anyone who reads this weekly series knows that I strongly advocate parental involvement in setting quality and content standards for children's viewing and gaming time, and these ratings are a valuable tool. Don't approve of a particular game? Don't buy it! But television can be more difficult to control. Enter my support of the V-chip. According to the FCC website, all televisions with a 13-inch screen or larger manufactured after January 1, 2000 are equipped with the V-chip. With the chip, not only do parents have the power to block particular ratings, but they can also block particular shows or channels. I've used it myself, and it's very easy to use and versatile.

The trick to the V-chip is that programming access is available through a four-digit code. Unfortunately, four digits are pretty easy to crack, especially when parents use a memorable date or some other easily memorized, easily thought of number. I'd recommend using an unusual number (last four of your driver's license, credit card, or insurance group numbers) or, better yet, finding a number to use through a random number generator online. At Random.org, for example, you just enter the number range you want to use (for our purposes 1000-9999) and click "search." If the result seems too simple, search again. However you chose your access code, I recommend changing the number on a regular basis if you have particularly determined children!

The best thing about the V-chip, especially when children's screen time is further limited by the frequent use of DVR or TiVo, is that it allows parents to customize their children's exposure according to their own family's values. Just because a show is rated "E" doesn't mean I want my child to see it! The same goes with games. The Bratz video game, for example, might be rated "E," but I don't think it promotes healthy behavior or a functional definition of female interests and behaviors. What the rating tells me is what audience is being targeted. When I watch a show or evaluate a game, I need to bear that age group in mind.

We modern parents have so many tools at our disposal! With a little effort, we can use those tools to make the world a safer, more pleasant place for our families and our kids.

TV Tuesday...ahem, Wednesday: SpongeBob

2010-02-16T20:13:00.000-08:00

Today's review is probably more for parents of younger children, rather than for parents of teens.

SpongeBob SquarePants, as most of you probably know is an incredibly popular, long-running, award winning cartoon series on Nickelodeon. Entering its eighth season, SpongeBob will celebrate his tenth anniversary in July. If TV Tuesday reviews were based on accolades, SpongeBob would receive a glowing review. Its tv.com rating is the third highest for any Nickelodeon program, behind Avatar: The Last Airbender (reviewed here) and The Fairly OddParents.

Our Aspies, though, need inspiration, and they glean it from any source available. They mimic what they see on television, in games, on the playground, and in the classroom. When positive examples are few and far between, they pick up on the negative ones. It's easy for them to get stuck in a rut, too comfortable with the status quo and too uncomfortable with the concept of change to exhibit meaningful ambition. SpongeBob and his friends encourage such stagnation.

SpongeBob is portrayed as an adult who exhibits very childlike tendencies. He works at his local hamburger joint and attends classes at the local community college. On the bright side, he is a loyal friend and passionate about his work. However, he shows no ambition towards greater things. He is content flipping burgers. For most of us, working in fast food is seen as a stepping stone, a job that bides the time until one has the skills or knowledge to achieve better employment. For SpongeBob, there is no such desire. Moreover, the characters who do exhibit ambition and who have made achievements are generally not people SpongeBob likes or who like SpongeBob. More importantly, they themselves are not likable.

So many parents of my acquaintance have complained that education and medical professionals alike will focus on a child's challenges to the point of ignoring strengths. They see no problem with the typically Aspie aversion to change and resulting lack of ambition, and they even encourage parents to adopt such traits in their expectations of their children. I've met mothers who have been absolutely crushed at being told by a psychologist that they should not expect their child ever to "leave the nest," or in reference to hopes for college being told that there are plenty of community college vocational programs, but not even to think about university. And, left to their own devices, many Aspie children would probably be happy to go along with such discouraging statements.

What does that have to do with SpongeBob? He embodies all of those negative messages, and tells his viewers that such a lifestyle is acceptable and desirable. While our Aspies struggle with interpersonal communication, and often academic subjects in which they have no interest, they also tend to exhibit real talent in one or two interests. Those interests can usually be nurtured towards valuable knowledge and skills that are marketable in the white collar workforce. Moreover, most of these kids do not have the social skills, patience, and sensory tolerance necessary to thrive in a blue collar environment.

I encourage parents to use extreme caution when including SpongeBob in their children's viewing. It may have a catchy theme song and humor your child (and perhaps you) find delightful, but it sends a very strong message that is counterproductive among those with social deficits.

Media Monday-Internet Filtering

2010-02-14T22:40:00.000-08:00

We all know that we should monitor our children's activity on the Internet at all times, but for most of us, that simply isn't a realistic expectation. Moreover, inappropriate content can show up without any action on the part of the user through seemingly innocuous searches, unsolicited email, pop-ups, and websites that also contain legitimate content. All of it adds up to parents needing assistance. Enter Internet filtering software. These are the ones that seem to show up on most top ten reviews:

Safe Eyes

Net Nanny

CyberSitter

Today's filters are very sophisticated and up to the task of monitoring the sheer variety of kinds of content on the web. Not only can you block specific sites and filter out sexual and violent content, but you can filter email, video, search results, keywords, RPGs, email, and social media. Safe Eyes is also compatible with the iPhone.

The most important aspect of Internet filtering, though, is you, the parent. It is up to you to define "inappropriate content" for the needs of your child and your household. Don't rely on default settings, because they are likely to fail you and let through content of which you disapprove. They may even block content of which you do approve.

Moreover, how you educate your child will determine how well your child is able to handle it when inappropriate content does slip through (and it will). This is especially important for our Aspies. Keeping them sheltered from things they can't handle is important, but making sure they learn how to handle those things is even more vital.

Asperger's is About to Be Merged With Autism

2010-02-14T08:09:00.000-08:00

When I began helping my younger brother about 12 years ago, Asperger's Syndrome (AS) was a new condition. I found that there were very few resources available for children and almost none for adults with the condition. Eventually, I founded the Asperger Society because, while a great deal of attention was being paid to Autism, the greater part of that attention was focused on lower functioning autism. Individuals with Asperger's, I believe, have a very different set of needs from those with Autism. The largest issues are those of function and dependency: an individual with AS can build their social skills and eventually become self-sufficient. In fact, individuals with AS have a great deal to contribute to the world.

As I began working in education I realized that the Asperger's diagnosis had a few drawbacks. Under the IDEA 2004 special education law, students with "autism" are entitled to services that students with Asperger's (note the absence of the word Autism) do not have access to. As a result medical professionals began to use the diagnosis of "High Functioning Autism" (HFA) in order to give some children access to these services.

As Asperger's is about to find itself merged into "Autism Spectrum Disorders" (ASD) I find I have mixed feelings. On the one hand it will help to end the political strife that has surrounded the Asperger's diagnosis, on the other it once again lumps all individuals on the spectrum into one category. I do believe, however, that a greater understanding of what Autism really is has resulted from the increased attention drawn to it in recent years, and I do not think that any stigma will be attached to this the diagnosis. The old mental image of children rocking back and forth grunting has given way in large part to a deeper understanding of the condition.

Nevertheless, the world of mild-Autism, including AS, must remain separate as those with AS continue to have needs that are vastly different from those with Autism. Unfortunately, politics seem to be interfering with this reality.

TV Tuesday: Avatar (the movie, not the show)

2010-02-08T09:11:00.000-08:00

Avatar seems to be everywhere these days. It's the season's blockbuster film. I'd guess that most of the people who were planning to see it have seen it already, but I'm going to post this review anyway.

I do not recommend it for children on the spectrum.

Let me qualify that statement by saying that I didn't really like the movie in the first place, so if you saw it and thought it was a fabulous movie, some of my reasons for not recommending it might not ring true for you. Warning: Spoiler alert!

The storyline is not well developed. For example, humans want to mine on this alien planet for a valuable ore, but the audience never learns the use of the ore that makes it so valuable.
Likewise, the dialogue is pretty anemic. For much of the film, characters' lines seem taken straight from video games. In my mind, this characteristic of the film further detaches the dialogue from the largely CGI environment. It also limits the degree to which any of the characters can take on any dimensionality. Which leads me to my next point.
The characters are not well-developed. The bad guys have a goal, and that's all there is to them--no thought, no reason, no conscience, no back story. Our hero stands out because he is placed in extraordinary circumstances that make him do his own decision-making, but his motives and decisions are largely reactionary, rather than considered and logical.
One of the primary messages of the movie seems to be that humans are fundamentally bad. Of the aliens, only one is not good, and he is redeemed in the end--no such luck for the human bad guys. Of the few humans who side with the aliens, only our hero survives, and he gets transplanted into an alien body. I think this is an especially bad theme for our Aspies, who often struggle with feelings of not belonging and worthlessness. If they had to judge from this story, the only way for a person to become worth while and productive is to become something other than human.
Humans interact with the aliens through a kind of virtual reality device. By plugging into the device, they activate their "avatars"--alien bodies--which allow them to walk among the aliens. Since it is very easy for children on the spectrum to become wrapped up in gaming (as can be seen by adults who experience their entire social life through online RPGs), I do not think it is helpful for them to see a movie that glorifies that behavior as a viable lifestyle.
There are four strong female characters in the film. Of them, two are human and two alien. Both the human women die. One of the alien women is a fairly incidental character (the tribe's medicine woman).
I think that the insertion of a sexual relationship between the two main characters was unnecessary. But even if it had to be included, there ought to be consequences for such an obviously illicit choice (the man is human, and the woman is a high-ranking member of the alien culture engaged to someone else). At the very least, there should have been some context for the role of physical relationships in the alien society.
While the plot is not well-developed, it is very broad. The viewer has to track both the hero's learning of and growing attachment to the alien tribe, not to mention all of the novelties of the alien planet, and the progression of the humans towards the climactic conflict.
The climactic conflict (which is quite lengthy) is utterly illogical. The decision is taken for the aliens to stay and defend their home with spears and arrows against invading humans, armed with military aircraft. Through a miracle, apparently wrought by the "ancestors," the aliens win the battle.
I personally found the "happily ever after" ending unsatisfactory. Even if we allow the miracle of the alien victory over the human invaders, it ought to have been a costly victory. Inserting an ending in which there are no negative ramifications to the preceding story made no sense.

While the last two points have more to do with literary preferences than anything else, I included them because it is important for our Aspies to be able to determine realistic expectations from unrealistic expectations, and this film does not work to that end.

Overall, the film is obviously a metaphor for the interactions between Westerners and indigenous peoples around the world, especially those in the Americas. These conflicts are important to know about. It is also important, in this technological age, for our children to be aware that cultures that use ancient wisdoms are valuable, to be respected, and to be learned from. However, I think this movie was too much about action scenes and CGI to communicate that as clearly as it could.

If you want to show your child fictional films about those topics, I recommend Medicine Man (tragic) and The The Gods Must Be Crazy (comic). There are also numerous documentaries and books about many indigenous cultures, non-Western belief systems, and interactions between Western powers and indigenous peoples.

Media Monday: Silent Film

2010-02-07T15:58:00.000-08:00

I know what you're going to say. "This is the twenty-first century, and 'talkies' have been around for almost a century. Why am I writing about silent film?!"

I'm writing about it because I like it! When I started borrowing VHS tapes and DVDs from the library (great way to save money, by the way), I made a point of expanding my knowledge of classic film. In the process, I discovered that I love Best Of Buster Keaton and Charlie Chaplin
silent films. The classic, Metropolis, is good too. Since then, I have also watched some silent drama, and generally enjoyed it. Most of all, though, I love silent comedy. I'm a sucker for slap-stick and sight gags. But liking something does not translate to recommending it on this blog. There are many things I like that I do not recommend for Aspies, but silent film is worth a recommendation.

First of all, before 1930, movies were not standardized at all in length, and most were fairly short by modern standards. Film makers took as long as they needed to tell a story and that was it. Modern film often irritates me by adding unnecessary fluff to a story just to make sure it reaches the 1:30 hour standard. Moreover, a film that long, even a good one, can test one's patience--especially that of an active child--and silent films are often shorter than their modern counterparts.

I like that, while film makers did use special effects back then, they were supplemental to the story, rather than a centerpiece. More importantly, films were not modeled after video games. While there is nothing wrong with that in and of itself, it often leaves something lacking in the dialogue department (not to mention character development!), and that irritates me. What words there are provide exactly enough information to convey what cannot be told through pantomime alone. I also like the classical or ragtime soundtracks put to these films, as they underscore what is happening and the pace of the film more than they try to elicit emotional responses.

I like that I can converse while watching without missing anything, but that I still have to pay close attention to get all the detail of the story, even when the story is a simple one.

In terms of showing such films to children, especially those with AS, I really like that a lot of the story is conveyed through body language and facial expressions. It is truly amazing to see that the majority of communication really is nonverbal. We've all heard it, but it doesn't really sink in without an example!

I like that the violence is pretty tame by modern standards. There is rarely anything on screen that one could describe as gory. Likewise, there is very little nudity, and what was "scantily clad" by 1920's standards is pretty well-dressed by ours (of course, parents should always monitor what their children watch and use their own judgment).

Since the film is silent, the frequency of bad language in such a movie is pretty limited. And any bad language has to be read. For example, Buster Keaton, in one film, makes a boat from a DIY kit, and names it the "Damfino." This later leads to confusion when he is asked the name of his boat and he replies "Damn 'f I know." But the reader has to know what he is trying to read in order to get the joke.

Of course, serious films especially may be used to give examples for history lessons (Metropolis spends a lot of time on unions and Communism). And each film is an example of the culture of the time and place in which it was filmed.

Like I said, I appreciate the possibility of conversing during a silent film without missing anything. With Aspies, this provides an excellent opportunity for parents to ask questions about what is going on and what different characters are expressing.

So look on your county library's catalogue and see if you can rent some old gems of the silver screen.

Join us next week for more Media Monday.

Television Tuesday: The News

2010-02-02T06:00:00.000-08:00

Personalize funny videos and birthday eCards at JibJab!

(not for young viewers)

As children get older, it is important for them to become aware of world events. And watching the news can be a good way for them to learn how our government system actually works when they learn about the theory of it in history class. Moreover, we parents may want to watch the news in the evening, before the kids go to bed. How can we make sure this exposure is positive?

First, I think it is important for children to become aware of the fact that bad things do happen. I’ve personally know people who were sheltered from the realities of natural disasters, war, and even the nature of death throughout their childhood. When they finally learned about these things as teens, the shock was pretty traumatic. As long as parents are open about explaining things, answering questions, and allaying fears, learning about the bad things in life early makes for a stronger better-balanced individual.

That said, the news today exhibits many negative traits in pursuit of higher ratings. While we want our children to be educated and informed, it can be difficult to balance that with the poor behavior and sexual innuendo constantly pummeling the airwaves! So here are some tips:

Find news outlets that make a clear distinction between reporting and editorializing.

When news commentators start behaving inappropriately (yelling, interrupting each other, being insulting) turn off the tv for a little while and explain to your child that the adults on the show were not behaving properly.

If possible, find a way to view or listen to the news without commercials. At the very least, try to DVR the show so you can fast forward through the ads. Many highly sexualized ads run during popular news shows (Viagra, Levitra, Trojan). News shows that advertise also make a point of sensationalizing in their commercials.

Avoid shows that focus on celebrity gossip and sex scandals. It’s important for children (especially Aspies) to learn to prioritize properly. Seeing Tiger Woods’ marital problems alongside the Haitian earthquake aftermath doesn’t help.

When a reporter steps outside their purview, stating an opinion during his report, point it out. With older children, ask if they noticed it.

Subscribe to the paper or read it at the library. Find a newspaper you like, and have your child look through the front section on a regular basis. Then have them tell you about an article they read. Older children should also look at the business section.

My recommendations for news shows include:

The Newshour with Jim Lehrer on PBS (no ads, clear reporting with an obvious distinction between fact and opinion, reporters and commentators are generally polite on the show, avoids scandals and gossip, reporters are appropriately dressed)

BBC Radio (clear reporting, few ads, includes stories on science and historical finds, reporters and commentators are generally polite)

The Nightly Business Report on PBS (I recommend this show for older children learning about the economy. NBR gives clear explanations of the market and relates the business news to the headlines when appropriate. No ads, reporters are appropriately dressed)

The Wall Street Journal (solid news reporting without sensationalizing, editorials tend to be pretty well-thought out, too)

News stations on MSN Radio (While MSN Radio includes many standard news stations, such as Fox and CNN, the advertising is minimal. I do caution, though, that many of the commentators can be pretty rude on these shows, and they talk about scandals and gossip a lot, so choose carefully)

The Economist (in depth reports and editorials. This is for older kids who have the attention span for it)

Science News For Kids

Media Monday: To Wii, or Not to Wii?

2010-02-01T12:48:00.000-08:00

That is the question.

Unveiled by Nintendo in 2005, Wii is the console that has seemingly opened the video game market to housewives and school boys alike. As most readers probably know, it uses sophisticated sensors to detect the movements of the player(s), making the player part of a dynamic controller. It is safe to say that the Wii has changed the face of the video game industry and fundamentally altered the gaming experience.

While I am quick to say that video games should never replace outdoor activities or more intellectual/imaginative pursuits (such as reading, make-believe, building blocks, etc.), the Wii presents many opportunities to make video gaming a more healthy experience than it once was.
A healthy, inquisitive, energetic child should have difficulty sitting in one place for long periods of time, as is encouraged by traditional video games, and Wii accommodates this reality rather than stifling it.

This is an especially good thing for our Aspies, as many will willingly play these games for hours on end, a habit which poses health risks, as sitting for long periods interferes with proper blood circulation. Some medical professionals have also theorized that traditional game controllers, when used extensively by children, encourage the brain to wire itself to the hands and fingers in ways conducive to game play rather than to writing or other fine motor skills. As the movements used to control Wii games are more varied and generalized, any potential harm of this sort should be mitigated.

The real benefit to Aspies, though, lies in the physical nature of Wii games. While many such children have sensory integration problems that make outdoor play difficult and overwhelming (and sedentary indoor play very alluring), Wii provides a comfortable means for sensitive children to engage in physical activity. Properly used, the Wii could potentially be part of a regimen designed to wean AS children off of electronic play and onto the playground.

Many Wii games are also interactive, and so could be used to promote interactive play. Children with AS are often delayed in their development out of parallel play (doing the same thing alongside playmates) and into interactive play (playing dynamically with a playmate in a common activity). In general, video games can be used to aid this development, but the physical nature of the Wii is especially conducive to this.

However, there are drawbacks to the Wii, just as there are advantages. I especially disapprove of the Wii controllers designed for use in shooting games (view them here, here,and here, among others). The controller itself resembles a gun. Whereas traditional video game controllers, while usable for shooting games, do not place the “gun” in the hands of the player. One pushes a button in order to make the character on the game shoot. Even when the player uses first-person mode, the controller provides a degree of separation between the player and the violence. There is no such separation with this Wii controller.

The other major drawback to the Wii is that it is easy to allow it to stand in place of outdoor play. How convenient is it for one’s child to participate in controlled, safe, physical activity without needing the extra supervision or the interruption to the parent’s day necessitated by travel to a park or even play in the back yard? It is so easy to allow the convenient to become habitual in place of the ideal. I think it is important for parents, especially of Aspies, to view the Wii as a tool to facilitate healthy play and social development, rather than as a toy, and regulate it’s use as such.

Join us next week for more Media Monday.

(Better late than never, I’m experiencing technical difficulties.)

TV Tuesday: "Avatar: The Last Airbender"

2010-01-26T07:19:00.000-08:00

For Television Tuesday’s first review I thought I’d start on a positive note. I highly recommend the Nickelodeon series Avatar The Last Airbender. It follows the story of a diverse group of children as they solve a major conflict in their world.

The main character (the Avatar) is a child whose station resembles that of the Dalai Lama. In this alternate world people are divided into four nations: earth, water, air, and fire. Within each nation are normal humans who possess no special powers and people who are able to manipulate the element for which their nation is named. The Avatar, while born an “airbender” must master each of the other elements in order to fulfill his office. Throughout the story, the audience encounters people from each nation and with many levels of ability.

Why do I think this is a good program?

First of all, each character is distinct and three-dimensional.
Second, all the main and secondary characters are well-developed and have to undergo some form of growth or transformation over the course of the story. The interactions between the characters are realistic in that they involve good morals and portray the process of conflict and responsible resolution.
Third, while the show does portray violence, it is shown within the context of a just conflict, is not graphic, and does involve real consequences. For example, one character bears a facial scar, which we later learn was received when the character was being assaulted years before.
Fourth, the line between the “good guys” and “bad guys” is distinct, although all the characters do have flaws and inner conflicts. And the “bad guys” are not bad simply as a matter of course. The series does ultimately explain how each group ended up the way they did.
Finally, while adult authorities do not occupy any of the primary roles in the show, they are present. They serve as guides to be respected and obeyed in many instances, but are also shown as flawed, eccentric, or even bad—just like the youthful characters are. In the cases in which adults are bad guys, subordinate children struggle with their desire to obey and please the adult authority and the desire to do the right thing. In cases where parents are overly protective, resentful children ultimately appreciate their parents’ intent. The Avatar, whose parents are not present, openly misses his parents, as do the children of a man who is serving in his nation’s military.

While each episode contains a complete story or half of a two part story, all of the episodes work together to create an overarching story that has depth and nuance. And while the stories and characters are complex, they are not vague. I recommend using each episode as the launching point for a conversation about the social or moral lessons portrayed therein. As the overall feeling and appearance of the show is inspired by Far Eastern cultures, it could be used as inspiration for exploring Chinese and Indian philosophies. The show is also complex enough to be enjoyed by many age groups, including adults.

Join us next week for another TV Tuesday!

Video Games

2010-01-25T02:41:00.000-08:00

I have heard all of the arguments that video games are a good thing, and all of those arguing that they are all bad. Neither is the case, in my opinion. In the case of Nintendo's Wii game system, for example, there are virtual sports and activities that involve real movement, making it an excellent supplement for the child whose sensory challenges make outside play difficult. However, it is no substitute for slow desensitization, but it is something.

The fact is that video games are generally a bad thing. It is not necessary, however, to remove them from your child's life all together. Careful regulation of play time, careful monitoring of themes and content of games, and of course the perpetual struggle against obsession are all necessary.

Role Playing Games (RPGs) are now designed to have several days of play time (many in excess of 60 hours) because they are aimed at teens and adults who are willing to dedicate this amount of time. For a young child who may be interested in the game, it can be a nightmare for a game to go on for hours and hours without reaching any major plot points. These games can easily become obsessions and should be avoided.

Games that involve a lot of senseless violence or criminal behavior (WWE, the Grand Theft Auto series, and such) should be restricted to children who are 1) teenagers, and 2) have been prepared for the fact that these are fictitious games and do not apply to real life. Many parents I have helped will swear up and down that their child understands this distinction. When their child hits another child at school and says "it doesn't really hurt in my WWE video game," the parent finds out that this distinction, especially for young children on the autism spectrum, is not always clear.

For pre-teens and teens violent games should be, as often as practicable, as realistic as possible. Games like Medal of Honor and Ghost Recon, where real war scenarios are being played out are good examples. When people are shot they are hurt and they die. The connection between real violence and the real effect of violence is clear. However, I would not recommend these games to younger children on or off the spectrum. I recall that my grandfather (of blessed memory), who served in the US Army in the Pacific during WWII, once visited us for a few days. When my younger brother started playing a WWII game my grandfather's eyes were suddenly open wide and he turned pale white. He walked out of the house and started pacing back and forth. The violence was so real that he was taken back to the "killing fields of Okinawa." While I recommend these games over others because it is important to see the real cause and effect of violence, the fact is that these games are much too real.

Games where there is violence against aliens, the less human-like the better, are not as bad. Logistics games can be very useful. I recall a game I had for the Super-Nintendo (giving away my now old-age) that included six WWII battlefields in Europe. I could move regiments around, establish a long-term strategy, and had to make sure each unit had food, ammunition, fuel, and an appropriate amount of rest before being committed to action. Later, I had a game where I could design and run a roller coaster theme park. It was remarkably accurate to running a business: I had to hire and pay employees, take loans and pay them off, address costs, quality, and price... This was very useful as I studied business management and administration.

Generally video games are not a good thing, but they can have their uses.

Media Monday: Animation

2010-01-24T12:18:00.000-08:00

What is more quintessential to the American childhood than Saturday morning cartoons? I'd say that most adults today have fond childhood memories of watching cartoons in the morning, before bed, or in the movie theater, and we want to pass that experience along to the next generation. However, that experience is far less innocent than it once was.

Many of us who enjoyed cartoons in childhood still watch them, and those who produce cartoons know it (remember Who Framed Roger Rabbit and Cool World?). Much of the programming on the Cartoon Network is geared, not towards our children, but to fellow adults. Moreover, marketing firms know from research that young adult men (18-24) are avid consumers of entertainment. Consequently, the vast majority of movies are marketed (if not outright written) to appeal to that audience.

American culture has also developed in a social system that is far more tolerant of nudity, sex, violence, bad language, and other questionable or private behaviors than it once was. As a result, it is assumed that children know how to assimilate such information and are appropriate targets for the marketing of "adult content." For example, go to any toy store, and the shelves of "action figures" will include WWE merchandise. Toys 'R Us Even includes a subscription to Parenting School Years with purchase!
Our culture has also absorbed many foreign cultural influences. While I am inclined to believe that such diversity is generally a good thing, it does mean that people need to be aware of their surroundings as things change. In this particular case, Japanese anime has become very popular, along with graphic novels. In Japan, animation is for adults just as much as it is for kids, if not more so. If you don't believe me do a Google Image or Video search with the "Safe Search" function turned off (when you're kids are NOT around!) for "hentai," but be prepared to view some very disturbing images.

Many have also argued that American culture is currently too permissive of sexual imagery, and translates that permissiveness into overly sexualized fashion trends for women and girls. Regardless of content, most children's programming today adheres to modern fashion trends, which some would argue are detrimental to female self-image and the development of healthy attitudes towards women among males.

So how does all of this apply to our Aspies?

Kids on the spectrum have trouble learning social cues and values. They tend to have obsessive interests, and are drawn to amusements that are relatively simplistic socially and easy to control. They often have trouble distinguishing realty from fantasy. And due to social difficulties and frustrations are drawn to escapist forms of entertainment. They are also usually sexual late bloomers, who may feel embarrassed about their differences from their peers, resulting in a desire to "catch up," especially among girls.

Combine those traits with entertainment that is intended for adults and marketed to kids, and the results can be problematic, to say the least.

I challenge parents to educate themselves about their children's favorite shows.

Read up on them. Try to find Internet conversations, reviews, and articles about them, and see if others thing the shows are good programming and why. Ask fellow parents you know and trust, too.

Watch a few episodes. I would recommend viewing on the Internet so that you are not distracted by commercials and you can easily avoid having your children see if something inappropriate comes on.

Don't just focus on language, sexual imagery, and violence. Think about what moral lessons a child would take from the show and whether it promotes behaviors that you want to see your child emulate.

Consider whether the show has any content of value. Does it have a clear and satisfying story line? Is it more than just interesting imagery? Approach evaluating the show as if it were a book.

If the show were presented in a live action format, would you want your child to view it?

If you are thinking about taking your child to see an animated movie, go preview it yourself (maybe you could make it date night!), as animated feature films are just as likely to involve questionable content as television programing.

I look forward to seeing thoughts on this post and contributions to the conversation both in the comments below and on the Facebook page!

Please come back next week for another Media Monday and tomorrow (Tuesday, January 26) for Television Tuesday!

Hope is Essential

2010-01-21T05:32:00.000-08:00

When a parent first sees that diagnosis of Asperger's Syndrome (AS) it can be heart wrenching. In past years professionals openly disseminated such untruths as people with AS "probably won't marry" and "probably will not be able to hold down a job." In recent years these stereotypes have begun to fade. What has replaced them is not necessarily better: "he'll probably just grow out of it" and "she just needs to learn how to do what she is told." In the past, parents often became depressed upon hearing the diagnosis, but now they can also become depressed when their children do not "just grow out of it."

Raising a child with AS can be a challenge, but there are many success stories out there. Obviously, those who are successful do not attract as much attention as those who are not; but it is essential to live in hope. Every child deserves a chance to succeed to the best of his or her ability and, with the right help, they will.

The Asperger Society is dedicated to providing that help. This blog is intended to serve as an informational resource for parents and adults with AS. If you have a resource or an approach that worked for you and/or your child please email it to us and we will post a link, contact information, and possibly your email here.

Television Tuesday: Inaugural Edition

2010-01-19T06:46:00.000-08:00

In keeping with yesterday’s theme of promoting parental involvement, education, and general thoughtfulness with regard to their children’s exposure to mass media, Tuesdays here are going to be Television Tuesdays. Don’t be fooled by the name, Tuesdays won’t be solely about that box in your living room! Tuesdays are going to host a weekly review of some specific movie, video game, computer game, or, yes, television show. Reviews will involve our opinion of the overall quality of the item in question. Yes, we will cover violence, sexual content, and language, but we will also examine the overall themes of the show or game, both for age appropriateness and for morals.

Basically, these are the questions we will try to answer based on our examination:

What age group is this being marketed to and is the content appropriate for that age group? If not, why? Is it appropriate for a different age group?

Can this be used as an object lesson to teach good behavior or social skills beyond “don’t behave like these people”?

Is the story/theme easy to follow?

Is it easy to distinguish good guys from bad guys?

Would I want my child to emulate the good guys?

What is the role of authority figures (parents, police, etc.)?

Does this promote stereotypes about any specific groups of people? If so, are they good or bad stereotypes?

Obviously, these answers are just a matter of opinion, but hopefully, our opinions will lead you to form your own opinions.

We will also consider specifics about the positives and negatives of the show being reviewed. For example, not all violent content is the same. I, personally, would be more willing for my child to view violence that is portrayed somewhat realistically (people actually get hurt and don’t like it), has an explicit purpose, and as a negative thing overall. This is as opposed to more fictional portrayals of violence, in which nobody actually gets hurt from it (Lethal Weapon movies come to mind) or in which the violence has no purpose or redeeming value (the Saw franchise, for example). And, just as with yesterday, I welcome audience participation, and would absolutely LOVE to see discussion of the weekly topic over on the Facebook page. Please direct review requests to us in the comments or via email.

In the mean time, I will leave you with a useful link: Kids In Mind. This website provides parents with detailed reviews of current movies and shows.

Media Monday: Innaugural Edition

2010-01-18T07:32:00.000-08:00

The issue of children and digital media is a controversial one, but also a vital issue in this age of computer, televisions, dvr, mp3, Internet capable telephones, texting, computer games, video games, etc.; and it’s an especially important issue for those of us who have or work with children with social deficits, such as Asperger Syndrome (AS). Whether or not you believe that violent programming and gaming content contributes to delinquency and violent behavior (and I certainly don’t feel qualified to pass judgment in that arena), I think we can all agree that something so ubiquitous, that our children spend so much time exposed to is going to have an affect on our children’s development.

For our Aspie kids, the issue of digital media takes on a whole new dimension of relevance. Children with AS are drawn to repetitive behavior with a high degree of personal control (read: video and computer games), and sensitivities to physical stimuli often further limit their initial interest in less passive forms of entertainment (read: interpersonal interaction, especially outdoors). Moreover, children with AS often have difficulty finding the line between fantasy and reality, fiction and nonfiction, making it very easy for them to take the programming they see too literally. Still, parents have to choose their battles, and the battle for control of the computer/remote/console can often seem unwinnable. And if the child is watching TV or playing a game, at least they aren’t tearing up the house, right?

The purpose of this weekly column is to present parents with information—the key to gaining the upper hand in your household. We will discuss research about children and media exposure, strategies for controlling “screen time” in your family, ways to help your child understand appropriate vs. inappropriate behavior they observe through digital media, and how to keep your kids safe on the net. If there is a specific topic you would like to see covered, PLEASE leave a comment or email us with your request. We would also LOVE to see this column used as a discussion topic over on the Facebook page. Do you agree or disagree with the content? Why? What information was missing from the article? In what ways is the content relevant to your life?

That said (and I know it’s a lot), I’m going to keep this week’s topic brief. I found this article on Kidshealth.org, and it seems to be a good overview of the concerns voiced by both education and medical professionals of the risks of excessive screen time. There is a similar article published by the FCC, but I can’t find the link right now. When I do, I will post it. In any case, I think it’s good food for thought. So, please, go look over the article and then consider the following questions:

Do you agree with the article? In whole or in part?
Where do you disagree specifically? Why?
Do you see anything specific in the article that reminds you of your child and household? What?
While the article focuses pretty heavily on television, how do you think it translates to gaming and the Internet?

Haiti Relief Effort

2010-01-18T02:51:00.001-08:00

Please help Doctors Without Borders help the people of Haiti! http://htxt.it/A4X9

Effect of Asperger's Syndrome

2010-01-17T11:17:00.001-08:00

The effects of Asperger's are important to understanding everything from eligibility for services to how those services need to help the person in need of them. This label will include information about how AS impairs development, how that effects the educational environment, and what can be done to help in each area.

Psychologists have established that there are three developmental domains: Psychological/Cognitive, Physical/Motor, and Social. For children with AS their impairments fall in subsets of these categories. Under Psychological/Cognitive there are three primary areas of impairment: Executive Function/Judgement, Cognitive Processing and Sensory Processing.

Executive Function

Executive Function impairment in AS is usually manifested in the form of general disorganization and what will appear to others as exercising poor judgement. It is not so much that people with AS are not able to reason their way through problems as that they reason through problems differently than others. Their judgement may be perfectly sound in their eyes.

Cognitive Processing

Cognitive Processing is two problems in one: accuracy and speed of processing. A person with AS may not be able to process information accurately because they are not able to receive and process all of the relevant information available to them. Even when they are able to process all of the information they may do so slower. If rushed they may leap to incorrect assumptions and conclusions much as they might when they are not able to process all of the information. I like to use driving as an example: one has to be able to see and process all of the relevant information about the location of nearby cars, state of traffic lights, and such fast enough to respond before an accident occurs. Imagine the consequences for those who process this information too slowly. An individual with AS might describe their academic and social situation to be a series of head-on collisions.

Sensory Processing

Perhaps the most difficult thing for those who do not have AS to understand about those who do is sensory overload. The next problem is that people with AS will tend to oscillate bak and forth between hyper-sensitivity and hypo-sensitivity (Ed Phipps). Helping children and adults with these sensory challenges can be very difficult. It is important to know what each individual's sensory challenges are. If there is a certain color or shape that consumes their attention, or loud sounds. There will also be times when the things that often bother them do not; this does not mean that they no longer bother the person only that it does not bother them at that moment. A long-term approach of desensitization is necessary whereby the individual is slowly introduced to new sensory stimuli. At times individuals with autism will "stim" on an item, that is focus on it. This should not be discouraged because it is often part of their self-soothing. Instead, work to establish rules and limitations on stiming over time. One might create an opportunity for the child to take space in a safe place with a stim until they have calmed down or for a specific amount of time (5 mins, for example). Over time this system of regulating stim and increasing sensory processing abilities will help the individual "outgrow " of their sensory processing challenges.

Motor Skills

Individuals with AS often have awkwardness in their motor development. Motor development is an area of impairment for some individuals with AS. They will often have awkward physical movements, difficulty coordinating their bodies for sports activities, and general clumsiness. This is also an area of impairment that tends to lead to bullying, bullies will note an individual's physical clumsiness as a sign that they cannot adequately defend themselves. There solution is increased coordinated physical activity, playing catch with a baseball or football, for example. Martial arts are also an excellent means of building physical discipline, mental discipline and learning how to apply a minimum of force in one's own defense; thus avoiding trouble with school officials when they want to punish the victim of violence because they are a "problem child." It is important to note that while video games do improve hand-eye coordination, they do so for the thumbs only. Writing and drawing with a pen or pencil will provide a broader degree of hand-eye coordination.

Bullying

2010-01-17T11:16:00.001-08:00

Children with AS are often bullied at school. There are several reasons for this. Many individuals are often lacking in assertiveness, and others are too assertive without a proper means of building respect or authority. Physical awkwardness and a lack of control over their feelings can lead to tantrum attacks where the child launches an uncoordinated lunge at another. These only escalate conflicts. What is more, children with AS are often pegged as troublemakers by school officials which will give bullies the idea that the child is an easy target. As an example, I was recently hired by parents who became fed up when their son was suspended after he was attacked by three other children. He managed to push two of the children off of him and proceeded to give the third a bloody nose. Naturally, the only student punished was the victim. The school district thus opened itself to a discrimination suit (probably in court by next year) and the other children continued to bully the student until he was moved to another placement. Interestingly enough, they never choose to hit him again. I think the student should be given a medal for defending himself but he made one mistake: by giving the other student a bloody nose he applied too much force in his own defense. In a martial arts class he might have learned how to force someone to the ground so he could get away without hurting that person too much.

As for the school officials, who wants to be known as a bigot. When I conduct a training at a school district, as I often do, I begin by defining discrimination against a special needs child and how they need to be aware. If you treat a student as a trouble child, so will the other students.

Deliberate Behavior

2010-01-17T11:15:00.001-08:00

I am always put off when I hear the tired statements about a child with Asperger's Syndrome (AS) along one of these lines:

"Oh, he just won't behave."

"His parents just aren't tough enough."

"All the kid needs is to do what he's told."

"He just needs an attitude adjustment."

I remember an IEP where a teacher, after hearing the parent complain about the teacher's utter lack of knowledge about AS, blurted out "[Johnny] doesn't have Asperger's he just can't sit still, won't stop talking about whatever he wants to, and won't follow directions." After the tirade I calmly pointed out that she had just given a fair description of the symptoms of AS (the school psychologist nodding along with me). I then had to explain to all present one reality of the condition:
It isn't that [Johnny] won't follow directions it is that he can't. He does not know how to show respect for authority because he has not learned that social skill and adapted it to his everyday life (he barely followed his mother's directions at the time). Because he has AS [Johnny] has an impairment in the area of social learning which means he will have more difficulty learning the skill. Some children have trouble learning how to multiply, [Johnny] has trouble learning how to follow directions.

In answer to the cliches at the beginning of the post:

It is not that a child won't behave but they can't. They do not know what good behavior means. Teaching them this will require some patience.

Parents need to be understanding. Their lives would be a living hell if they did not give their child some space to grow. Naturally, they are teaching the child skills at what speed the child can learn. Even the "best" parents by social standards have a great deal of difficulty raising children on the spectrum. In fact among parents of children with Autism there is an 80% divorce rate.

Finally, doing what you are told, and having a good attitude, involves a good number of social skills. First they have to trust the person telling them to do the thing; knowing whom to trust is an acquired skill for any person. Next they must understand why the directive is given. If [Johnny] is comfortable with his room being a mess, what of it? Mum wants it to be organized; that's her problem, why should he care? People expect one's home to be clean and neat; why? Who cares what other people think?

These characteristics are not just the result of bad attitude, they are the result of acculturation. A child with AS will have his own culture and it will take time to teach him the value of adopting ours. When [Johnny] wants to have friends, he will learn that having friends means having consideration for their thoughts and feelings. It will be a long struggle, but he will eventually learn as long as someone believes in him enough to be patient and work through it.

A Lesson On Tourette's Syndrome

2010-01-17T11:14:00.001-08:00

I had a wonderful student I worked with some years ago when I served as a consultant for an Asperger's Syndrome (AS) school. When he first arrived he started to disrupt the class frequently. I spoke with his mother and it turned out he had a duel diagnosis: Asperger's and Tourette's. I immediately thought what I often do when a student has an OCD or ADHD diagnosis along with Asperger's Syndrome (AS): The doctor is using the symptoms of AS that overlap with other conditions. A student with ADHD is easily distracted, but if they also have very poor social skills and a great deal of difficulty learning these skills they more likely have AS. Can a person have ADHD and AS at the same time? Doctors continue to debate this but if all of the symptoms of ADHD fall within AS and a student has the latter diagnosis I would say that the ADHD diagnosis is irrelevant.

This lovable student and I actually went back and forth for a time about whether he had Tourette's. I thought he was using it as an excuse to talk out all of the time. At one point I began to think I might have fallen into the classic trap: a failure to understand. I conducted some research and talked with the student. He was quite eloquent in explaining the difficulty he had controlling his need to speak and his need to do so about otherwise inappropriate topics.

I watched him exert such an effort, even tensing his lips until they looked at though they might explode and yet he could barely control himself. The other students could not help but respond to his comments and problems would erupt from there.

While I managed to convince some of the other school staff members to show him greater patience, the staff were used to helping children with Asperger's and did not accommodate the Tourette's element.

I helped him as much as I could during the time that I was there, and he made major progress. When I left that school to my next project I was heartbroken at having to leave this student behind. I understand that the staff did not treat him with the same degree of fairness and understanding after I left.

Incredibly, this student has awesome musical talent. Not only does he play the guitar but has a good ear for improvisation. He was also able to learn new songs by listening to them. I can't do that. When we put on a play at the school we organized a band with some instruments we had purchased through a grant. He was our lead guitar player and what a show he put on!!!

In the business of helping special needs children one should never presume that what a child does they do deliberately. In some cases they cannot control it.

Why I Work in the Asperger's Field

2010-01-17T11:06:00.001-08:00

I am occasionally asked how I came to working with children with Asperger's Syndrome (AS) and why I am regarded as an expert. You might wonder: "how a guy with a business degree ended up in this field?" It is true that I am neither a psychologist, a counselor, nor a doctor, but I do have a talent as a businessman: I am a problem solver. I approach every situation like a challenge that has to be overcome. If I have to contract out IT services for a sizable mortgage company on a five digit budget in three weeks, then I need to start finding solutions. In fact I had an IT service working for my company within two weeks and under budget (an IT service in the United States, by the way).

How did I come to working with AS... It is a long story, but I can offer the short version here.

Some years ago my younger brother was diagnosed with AS. My father and I noticed that Asperger's-like tendencies existed in our family. I myself once sought the counsel of a medical professional about whether I have AS and received the label "sub-clinical Asperger's."

I began to work with my brother to help him learn things he did not know about social skills. I soon found myself volunteering one day a week is his special education classroom. I attended some parent groups and became somewhat involved. Parents were complaining about problems with the special education system. It was not long before parents started inviting me to their special education meetings (called IEPs). Schools started inviting me for trainings and speaking engagements. Eventually, someone pointed out that if I charged for my time this could be a career. Thus ended my promising career as the VP of a real estate and mortgage firm and began my career as an advocate and AS specialist.

Not too many years later after many letters to many members of Congress both from parents I knew, and tens of thousands more across the country, Congress began to piece together IDEA 2004; the latest special education law. I watched as many of committee hearings as I could stand, read the legislation several times over, and attended meetings, along with parents and other education activists, with several members of Congress as they explained what this law would do. Things became a little easier for the parents, but challenges remain.

I later founded the Asperger Society (www.AspergerSociety.com) an organization that provides free social groups for children and adults with AS.

In serving many clients, parents, schools (public and private), and mentoring at the social groups, I have become something of an expert. I have met and helped hundreds of special needs children the greater number of them having AS. I have thus gained expertise through experience. I have also had the opportunity to work with and learn from experts like Ed Phipps and with organizations like Autism Speaks, The Reading Clinic, and The Autism Project.

Well that is the short version, contact me to find out how I can help you.

Unity

2010-01-17T11:01:00.000-08:00

A good friend of mine who is also an advocate for those with mental illnesses, that is everything from depression to schizophrenia, recently pointed out the flaw in the approach many have to community advocacy.

Essentially, there are so many different conditions each of which is unique, and each of the individuals with each condition are equally unique, advocacy becomes utter chaos. Autism, as an example, is a condition where no one can agree on the cause and cure. Some parents want research for a medical cure; some want better diets, some want social cognitive training and other behavioral improvement programs, and within these the pro-ABA, anti-ABA, and Ed Phipps modified ABA. In essence everyone is after the same piece of the metaphorical pie and each group has a different agenda for it. We pull in all different directions and eventually we will fall.

What can we do to get on the same page? Not just the autism community but the mental health community as a whole? It is a very good question. If we all banded together we might move slower toward our goals but we would be marching together without stepping on each other's toes. It is also important to note that if we all work together, we can grow our piece of the pie, but if we continue to act haphazardly, the pie will eventually shrink.

One problem is that Autism is the "diagnosis of the day." Right now everything, everywhere is about Autism and Developmental Disabilities (DD). Interestingly enough, Asperger's and similar mild forms of autism and DDs seem to go virtually unnoticed. What will happen when another condition or series thereof becomes the "diagnosis of the day?" When Childhood Apraxia and selective mutism are the big conditions tomorrow, what will the Autism community do? The same thing the schizophrenia community is doing now: clamor again to get a seat at the table. Why not simply agree to find more chairs?

"A house divided against itself cannot stand." ~Abraham Lincoln

Genius and Asperger's

2010-01-17T10:57:00.000-08:00

BBC has done an excellent job of covering Asperger's syndrome (AS) in a positive light, unlike the US media. In the following article the BBC explains the suspicion on the part of scientists like Dr. Michael Fitzgerald of the University of Dublin who believe that AS is behind the genius of many renown personalities.

Added to this list are characters like Lewis Carroll, Andy Warhol, and Marie Curie are also thought to have had the condition. Many founders of the United States are also suspected including George Washington, Alexander Hamilton, Ben Franklin, and Thomas Jefferson to name a few. Many tech geniuses are highly suspected: Bill Gates, Larry Ellison, and Steve Jobs.

There are upsides to AS. It is also important to note that if you have a child with AS who is not an Einstein, Warhol, or Gates, that is okay too. For every AS "genius" there are many who are bright and capable in their own way. I believe that every child ought to be treated as a prospective genius and perhaps we might have a more intelligent society.

Vitamin D

2010-01-17T10:53:00.001-08:00

Scientific American Magazine recently published an article about the apparent connection between the presence of vitamin D and autism. Mothers who do not spend enough time in the sun, where they will absorb more sunlight and make more vitamin D, may be at higher risk for a child with Autism. Also, children who have a lower exposure to sunlight may be at higher risk.

While this does not answer all of our questions about Autism, it is an interesting development. Many people have commented about the success achieved by Paul Bondonno, MA Psych. and myself in our free social groups. It is interesting that our activities involve, first of all being outdoors at a public park, and second, that the children are being active. Several neurologists have suggested to me in recent years that the physical activities the children engage in help them to coordinate their movement and develop their motor skills.

I am not a doctor, but in my day children would go outside and run around. We played basketball, soccer, and other games. Many of the children we work with today in our groups want to play video games indoors all of the time. Many of them are sensitive to sunlight and avoid being outdoors for that reason. In any case, we work to motivate these children to spend more time outdoors, and to be more active.

Studies are being conducted now on the vitamin D theory. I believe this will not answer all of our questions about Autism but it will add to our knowledge.

Social Skills Consulting

2010-01-17T10:44:00.001-08:00

Once again I have been approached by a significant corporation to provide social skills education for their employees. As usual they want to have a training specifically on Asperger's Syndrome (AS). They also want to create AS support groups within the organization. While I certainly appreciate being approached for this kind of business there several problems with what they are asking for.

Technology companies often have a large number of eccentric employees, some with AS and some without, and a good number of employees from differing cultural backgrounds. Just about everyone can benefit from social skills training sessions but many would be insulted by the mere suggestion that this is the case.

It is by far an easier road to travel when a company simply holds a "parallel" social skills training session. As an example, a company can set up a team building workshop for a given department. In addition to other team building exercises and lectures, I would be included to provide some social basics. Now instead of having a training session set up specifically for social learning the session now simply includes it. I usually insert a good amount of humor into my powerpoint presentations and try to have a good time with these social skills sessions. This makes the process fun and avoids insulting anyone.

Instead of feeling singled out or insulted, employees who have Asperger's, or similar challenges, will often approach me after the training session and inquire after my background with AS.

In addition to the training sessions, I work to provide support groups, but not built around AS. Instead of forming a group based upon "what is wrong with me" I prefer to form them around nerdy interests like Science-fiction, role playing games, and video games. These interests attract those with social deficits into an environment where they can receive "support" while avoiding the negatives. This program is also a major confidence building exercise.

Finally, I usually request hours for observations and one to one time. In this way I can meet with those employees who feel left out or put down within the organization and those who feel they need someone to listen to their complaints. Simply by doing this I help them relieve some of their stress. In addition they feel remarkably empowered when I share their insights, mostly anonymously except where unnecessary, with the upper management. This approach helps to provide feedback at all levels.

My methodology is simple: perspective taking. I understand the perspective of those eccentric and socially challenged individuals and help to communicate their perspective to those who do not. I also help those with social challenges who naturally have difficulty taking the perspectives of others (although they have an excuse) and help them to understand the perspectives of others around them. This provides a mutual benefit.

As an example, an employee at a given company had several ideas for how to improve operations. There are socially appropriate ways to do this. Frequently flooding your supervisor's email inbox with many long emails is not one of them. I helped him understand that there was an appropriate process and described the slow and subtle way of getting your point across. I then created a scenario wherein he was the supervisor and I was the subordinate who "bugged" him with issues through improper channels. He began to understand and sent an apology to his supervisor.

I then sat down with the supervisor and explained that in such situations the acknowledgment of the employee's idea initially is important. Then try to explain that while you are considering an idea he will need to wait until she (the supervisor) has heard back from her superiors. Whether or not the ideas were being communicated to a superior is irrelevant, it resolved the question for the time being.

These are just a few examples of ways I have been able to help companies. Unfortunately, they often approach me initially, as has happened once again, simply looking for Asperger's support and training sessions.

Bringing It On Yourself

2010-01-17T10:38:00.000-08:00

A parent called me recently in a panic. A video came had been stolen from their child's backpack at school. What is worse, when they contacted the school an employee familiar with the child said: "he brought it on himself." The employee dismissed the parent's concerns and treated her as though she had no right to complain. Only later did we find out that there was in fact to be investigation of the incident.

How can a child with special needs bring anything like this on themselves? Yes they occasionally provoke other students and often lack the social knowledge to discontinue such provocation at an appropriate point. Nevertheless, these children are not responsible for security or the protection of private property on campus: the school employees are. If an item is stolen the fault is not on the student but on the school. The school is responsible for discipline on campus, not the parent. The negligence of the victim is not a defense for the perpetrator.

Tough Times

2009-08-30T21:04:00.000-07:00

In this economy individuals with Asperger's Syndrome (AS) are being disproportionately impacted. First of all, high unemployment means more job competition and those with AS may find themselves at a disadvantage to their more socially skilled competitors, despite having equal or greater qualifications. It is important not to let this get you down. Find ways to practice for job interviews.

Here is a run through of several critical points to consider in a job interview:

Presentation- Dress well, wear deodorant, make certain your hair looks good.

Eye Contact- Practice making eye contact, no one will trust you unless you are willing to make eye contact.

Speech- Speak clearly and at a reasonable speed. Be concise, do not volunteer more information than is necessary to answer the interviewers questions.

Posture- Stand straight up, sit forward in your chair. This will help you look attentive. DO NOT FIDGET! Make sure there are no signs of nervous behaviors.

Question- Most importantly, while being humble about your qualifications enter the interview convinced that you are the best candidate for the job. The interviewer may ask: Why are you the best fit for this position? Have an answer: I am a team player; I take direction well; I love working in this field; I am motivated to do my best; and so on. If you are not convinced that you deserve the job, the interviewer will discern this from your body language and demeanor.

Good luck and good hunting! We must keep a stiff upper lip and remember that things will improve in time. Some economic indicators are showing the beginnings of a slow recovery.

Asperger Society goes Global

2009-08-03T21:23:00.000-07:00

Peter Batten recently received the Winston Churchill Award in Australia for his work with children who have Asperger’s Syndrome (AS), a mild form of Autism that impairs social development. Mr. Batten, a former business executive, now teaches a class for children with AS in Canberra. The award allowed him to travel to the United States and the United Kingdom to visit AS programs in those countries. Among those Mr. Batten included in his application was Isaac Kight, President of the Asperger Society.

Click to read the rest of our press release.