Aspergers and Violence - Let's Stop the Rush to Judgment

In December, a horrific tragedy occurred in Connecticut.  As you are probably aware, the news was flooded with information about the killer having Asperger's and many stories were released about the connection between those with Asperger's and violence.  Check out the thoughts and opinions of noted authors and self advocates John Robison and Judy Endow.  They provide compelling and convincing arguments that discount any thoughts, beliefs, or arguments that a connection exists between autism and mass murder. 

'Bill of Rights for Behaviorally Challenged Kids

 Here is some powerful food for thought, passed on to me via a colleague, that can be found on the 'lives in balance website

 

http://www.livesinthebalance.org/

Bill of Rights for Behaviorally Challenging Kids

If we don’t start doing right by kids with social, emotional, and behavioral challenges, we’re going to keep losing them at an astounding rate. Doing the right thing isn’t an option…it’s an imperative. There are lives in the balance, and we all need to do everything we can to make sure those lives aren’t lost. Behaviorally challenging kids have the right:

• To have their behavioral challenges understood as a form of developmental delay in the domains of flexibility/adaptability, frustration tolerance, and problem-solving
• To have people -- parents, teachers, mental health clinicians, doctors, coaches...everyone -- understand that challenging behavior is no less a form of developmental delay than delays in reading, writing, and arithmetic, and is deserving of the same compassion and approach as are applied to these other cognitive delays.
• Not to be misunderstood and counterproductively labeled as bratty, spoiled, manipulative, attention-seeking, coercive, limit-testing, controlling, or unmotivated.
• To have adults understand that challenging behavior occurs in response to specific unsolved problems -- homework, screen time, teeth brushing, clothing choices, sibling interactions, and so forth -- and that these unsolved problems are usually highly predictable and can therefore be solved proactively.
• To have adults understand that the primary goal of intervention is to collaboratively solve these problems in a way that is realistic and mutually satisfactory so that they don't precipitate challenging behavior any more.
• To have adults (and classmates) understand that time-outs, detentions, suspensions, expulsion, and isolation do not solve problems or "build character" but rather often make things worse.
• To have adults take a genuine interest in their concerns or perspectives, and to have those concerns and perspectives viewed as legitimate, important, and worth listening to and clarifying.
• To have adults in their lives who do not resort to physical intervention and are knowledgeable about and proficient in other means of solving problems.
• To have adults who understand that solving problems collaboratively -- rather than insisting on blind adherence to authority -- is what prepares kids for the demands they will face in the real world.
• To have adults understand that blind obedience to authority is dangerous, and that life in the real world requires expressing one's concerns, listening to the concerns of others, and working toward mutually satisfactory solutions.