"Thinking Outside the Box: Celebrating High-Functioning Autism"

As a Board-Certified Behavior Analyst, I seek other professionals who share my goal of improving social connections for all children. My ultimate goal is to build social relationships that work for everyone.

I know that together, we can make a real difference in children's lives by using our backgrounds to help children recognize that their unique social power is valuable and that they can also make connections!

Today, I want to lean in on children diagnosed with autism spectrum disorder who are often seen as "high-functioning" and may not necessarily fit the traditional methods of Applied Behavior Analysis (ABA). Professionals and parents should seek support to meet these children's unique needs and allow them to make meaningful social connections, as we all want!

Understanding High-Functioning Autism

High-functioning autism is a part of the autism spectrum. Children in this group have strong cognitive skills but often struggle with social cues and emotional responses. For example, they may do well in school but have difficulty understanding jokes or reading facial expressions. This may negatively affect their self-esteem, which is crucial for their growth and emotional health. How can we connect with others if we struggle to understand the social constructs we face? And why would we seek out social connections when the lack of understanding impacts our ability to maintain and develop self-love and confidence to create and identify opportunities for these connections?

The Importance of Self-Love

" Building connections first starts with me! "

Self-love is essential for a healthy relationship with oneself. It builds confidence, resilience, and emotional stability. For high-functioning children with autism, self-love helps them cope with negative experiences influenced by society and peer comparisons. Research shows that children who practice self-love are 30% more likely to feel satisfied with life and resilient, preparing them to face challenges like social anxiety and self-advocacy.

Transitioning from ABA Services

ABA services are sometimes finite! Especially for high-functioning children with autism. They have been attending the required "social skills groups" and 1:1 direct services at home and in other settings, but many continue to have challenges making connections with others and understanding how they feel!

So it is crucial to think about the next steps! Children moving away from ABA services often still need help managing emotions and social situations. Traditional therapy might not meet their changing needs, so personalized support is crucial. For example, children might benefit from regular emotional check-ins with a counselor instead of weekly ABA sessions to discuss their feelings and self-worth. This shift emphasizes the need for emotional support during this transition.

Creating Emotionally Supportive Environments

We must create safe spaces for self-expression and foster a ground for connection development with others! Here are some environments to consider when considering what else is out there to support a high-functioning child with autism!

Peer Support Groups

Programs that help children connect with understanding peers promote a sense of belonging. For instance, community centers can host monthly meetups where kids engage in shared activities, which boosts their social confidence. We host monthly drop-ins for pre-teens who are free to attend, and we spend an hour playing Roblox. At the end of the meeting, sometimes the kids ask one another for their screen name for the game or phone number! Small moments like these help improve the confidence and likelihood of connection forming!

Parent Support Networks

Therapeutic Spaces

Community Activities - Free!

Strengtening Social Skills

No matter the setting you choose, it's crucial to select the right strategies. Identifying social supports that strengthen the necessary skill set is essential, tailored to the individual's specific needs.

To improve social skills in high-functioning children with autism, practical strategies that also promote self-love are needed. Here are a few:

Role-Playing Scenarios

• Practicing social situations through role-playing clarifies interactions and strengthens understanding of social cues. This is especially useful in school settings during recess.

Social Scripts

• Giving children scripts for everyday situations empowers them to respond, easing anxiety. For instance, using a script to start a conversation with a peer helps reduce pressure.

  
  

Visual Supports

• Charts or visual aids can help children express their emotions and navigate social situations, increasing their confidence.

Practicing Mindfulness

• Mindfulness practices can help high-functioning autistic children by improving self-awareness and emotional control. Techniques like deep breathing, yoga, or guided imagery assist them in focusing during stressful times.

Self-Advocacy and Empowerment

• Encouraging children with autism to advocate for themselves boosts self-esteem and control. Schools should implement inclusive practices that allow children to express their feelings. Teaching them to use “I” statements, like “I feel upset when…” helps develop emotional literacy and validates their experiences.

  
  

Celebrating Achievements

• Recognizing every achievement, no matter how small, reinforces self-regard. Families can create rituals to acknowledge academic, personal, or social accomplishments. A visible reward system, such as a progress chart, can illustrate growth and enhance confidence.

"Sometimes it takes one moment to give you the strength to say hello."

Supporting self-love is key to the well-being of high-functioning children with autism. By understanding their needs and fostering supportive environments, we can help them shine in their individuality and celebrate their unique contributions to the world. And recognizing that there is not only one mode of therapy that will support this development is key!

Sometimes, as parents and professionals, we must recognize when to step outside the "norm" and develop an experience that works for us and the kiddos we have the privilege to support!

If you would like resources in your community to support your or someone you know's journey to fostering stronger social connections, do not hesitate to contact us.

Because a community that is composed of the sharing of resources is one that is stronger each and every time a question is asked and answered!

"Inviting you to be your best self"

Tawana McNair, M.A., BCBA, LBA

Founder

hello@thebehaviorcorner.org 

(475) 414 - 8084

References

• The Importance of Self-Love for Kids

  • Children's Health. "The Importance of Self-Love for Kids." Children's Health.

• Enhancing Resiliency and Mental Health in Individuals with Autism

  • Hynes, M., & Lee, D. (2024). Enhancing resiliency and mental health in individuals with autism spectrum disorder: A review of effective interventions. BMC Psychology, 12(1), 65. BMC Psychology.

• Self-Regulation and Social Connections in Children with Autism

  • Robinson, A., & Morrison, S. (2023). Self-regulation, social competence, and friendship quality in children with autism. Journal of Autism and Developmental Disorders, 53(3), 1225–1236. PMC.

• The Role of Parenting in Adolescents' Life Satisfaction and Resilience

  • Zhang, Z., & Huang, X. (2024). Positive parenting and adolescent life satisfaction: The mediating role of resilience. Psychology Research and Behavior Management, 17, 91–101. PMC.

• Mindfulness Practices and Resilience in Children

  • Williams, L., & Thompson, H. (2024). Mindfulness practices in schools: A study on improved resilience in primary school children. Mindfulness Research Journal, 11(2), 48–56. Herald Sun.