High-Functioning Autism

A lack of understanding of appropriate behavior with peers means these children often face difficulties in social interactions.

The inability to read social cues, combined with a lack of eye contact and an inability to engage in small talk, can make it difficult for children to participate in verbal and non-verbal communication.

Early intervention through behavioral therapy can be beneficial in such situations.

Children with autism often have problems processing sensory experiences and information. They can find sensory issues overwhelming and intolerable. This can include lights, sounds, smells, tastes, and emotions.

For example, noisy public places and unwanted touches can trigger emotional distress in children. Support through occupational therapy can help children manage their anxiety in such situations.

Adolescents and young people on the autism spectrum often deal with anxiety triggered by a general lack of social skills and an awareness of being considered different by their peers. While some children react to such situations by withdrawing or becoming depressed, other children may deal with the frustration by becoming emotionally dysregulated.

Children with high-functioning autism tend to have lower impulse control than other children with low-functioning autism. This stems from problems related to the aspect of the brain responsible for executive functioning. Struggles with executive dysfunction mean that children cannot manage tasks such as planning, organizing, reasoning, multitasking, problem-solving, and behavioral inhibition.

Learning about impulse control is an important part of growing up. This is because it teaches children how to give thought to their actions and respond to stressful situations in ways that can yield positive outcomes.

Impulse control issues are among the most disruptive problems faced by parents and caregivers of children with autism. It is common for teachers and caregivers to see children abandon their tasks and wander around the room, grabbing at toys or foods they want.

They may frequently interrupt others during a conversation and get easily distracted. Additionally, children may have outbursts of anger when their wishes aren’t met.

Along with a lack of impulse control, children with high-functioning autism also demonstrate fixation on repetitive tasks that interfere with their ability to finish what needs to be done.

For example, the child may refuse to leave the house till their shoelaces are tied in exactly the “right” way; tying and untying their shoelaces till they are completely satisfied with the outcome.

This tendency of children with high-functioning autism to devote a disproportionately large amount of time to a specific part of their routine can mean other aspects, such as self-care, sleep, exercise, homework, and learning, are ignored.

Autistic children tend to prefer routines and have a strong dislike for change. The predictability of things provides comfort and makes them feel safe. This includes things such as eating the same breakfast daily and following a fixed bedtime routine. Any type of unexpected change in routines can be a cause of anxiety and frustration.