How to Handle Micro-Aggressions from Your Aspie Mate

Micro-Aggressions are ways that those with Aspergers Syndrome intentionally or unintentionally invalidate, degrade or insult to their Neuro Typical partners Back in June 2014 our Asperger Syndrome: Partners and Family of Adults with ASD group discussed what MicroAggressions are and what can be done about them. This is an important topic that is worth revisiting. Usually this term “Micro-Aggressions” is used in the context of bullying and discrimination in schools and the workplace. But I think we NTs (neuro-typicals who are in a relationship with someone with Asperger’s Syndrome) are an overlooked population that experiences these micro-aggressions on a daily basis.

What are some micro-aggressions you may be experiencing from a loved one?

  • You’re told only what you have done poorly, not what you have done well.
  • You’re accused of being critical when you only disagree.
  • You’re told you always get your way, when that is hardly true.
  • You arrange loving displays of affection for the holidays, but your birthday is ignored.
  • You receive that blank look when you try to converse.

As you well know these micro-aggressions, while perhaps unintentional, are still demoralizing. Even worse than the original hostile comment, is that there is little chance of repairing the relationship with an assertive confrontation. Merely asserting yourself can result in an escalation of hostilities, making you feel even worse.

But all is not lost.

If you’re a member of the Asperger Syndrome: Partners and Family of Adults with ASD, please join our free international teleconference on Thursday, September 29, 2016 at 2:30 PM. We’ll discuss ways to deal with these micro-aggressions and save your sanity.

And if you’ve been putting off getting a copy of Out of Mind – Out of Sight: Parenting with a Partner with Asperger Syndrome (ASD) because you thought it was just for parents with young children, don’t wait another moment. The above information is just a sampling of the science behind Asperger that is explored in the book. If you want to understand your Aspie better, this is a must read.

Help Your Gifted Children Reach their Full Potential

If your child doesn’t want to go back to school, has test anxiety, depression, and is a perfectionist, you may have a gifted child who needs more challenges Now that school has begun, are you noticing a change in how your child feels toward school? As a preschooler, he was eager and excited to go to school. (The masculine is being used for ease of writing. This could easily be your daughter also.) But now the spark is gone, perhaps he even hates school so every day is a battle. Sullen behavior shouldn’t be ignored, because it’s a symptom of a larger problem. Possibly you think he has ADD or ADHD, but in reality you may have a gifted child who is bored!

Don’t wait for someone at school to tell you that your child is gifted. He may be doing just enough to fit in and get by. Gifted children quickly learn to underachieve in the early grades.

If your child has some of the following typical traits, it would be wise to get him/her tested and evaluated.


  • He read earlier than most.
  • He has an unusual sense of humor.
  • He has great comprehension and concentration.
  • He has a wide range of interests.
  • He gets his schoolwork done quickly without any effort or practice.
  • He has developed test anxiety, perfectionism and fear of failure because he hasn’t been challenged so hasn’t learned how to deal with these situations.
  • He has unusually large vocabularies for his age.

Remember, it’s possible to be gifted in a creative sense and not have an IQ score above 130.

Here are some proactive things you can do to help your child reach his/her potential.

  • Be the authority figure and make wise decisions regarding the best schooling and activities for him.
  • Provide learning challenges for him at school and at home.
  • If certain classroom discussions are at a level far below his, ie., math or reading, look into ways that this time could be better used – perhaps tutoring or part-time homeschooling in advanced math or reading.
  • Expose him to different skills and activities that reveal his talents and passion, yet don’t over-schedule him with extra curricular activities.<
  • Don’t be so focused on the challenges that basic knowledge for day-to-day living is missed.
  • Help him understand why he is different from the normand give him skills to cope with these differences.
  • Allow him some downtime to do what he thinks is fun.
  • Let him enjoy his childhood, and don’t expect him to make adult decisions.
  • Really get to know your gifted child and have fun with him.

To get a thorough and realistic appraisal of your child’s potential you may decide to have an individual intellectual and achievement evaluation by a qualified psychologist. If your child is gifted, it’s critical that you educate yourself. Gifted children are fundamentally different and they need their parents and teachers help to learn the social, interpersonal and self-development skills to relate to the rest of humanity. And if you live near Portland, OR/Vancouver, WA please contact my office and schedule an appointment to get your child assessed.

Read more on my website: Parenting Gifted Children.

Have You Had the “Money” Conversation with Your Spouse Yet

Have You Had the “Money” Conversation with Your Mate Yet?Have you and your spouse ever argued over money? It’s a rare married couple who doesn’t. Money is a hot button topic for many couples. If you and your spouse don’t think about money in the same way, it can create a lot of tension.People tend to attach so many emotions to money. So it’s important to have an open discussion with your partner about how each of you feels about making, saving, and spending money.

A recent New York Times article poses seven questions that are sure to help you start this conversation. It also shows why each question is valuable in uncovering feelings about money. I encourage you to make the time to read this article and use it as a springboard for a candid conversation with your family this coming week.

1. What lessons about money did you learn from your parents?

2. What does the word “money” conjure up for you?

3. How many children would you like to have when you retire?

4. How do you think your children feel about that?

5. What was your financial situation when you first met?

6. What are the most important things in your life?

7. What does the prospect of retirement look like to you?

Like everything else in a relationship, money needs to be discussed and planned for. Becoming aware of your own biases and skewed perceptions about money will help you break through unnecessary roadblocks to handling your finances responsibly. Developing a solid plan for the management of your money requires a thoughtful dialogue with your partner, or your dreams may be foiled.

If you need help uncovering your deep-seated beliefs about money and how these are concealing deeper, hidden issues between family members and you live near Portland, OR/Vancouver, WA please contact my office and schedule an appointment.

Also, check out my book, Entrepreneurial Couples – Making it Work at Work and at Home. It’s an invaluable resource for reeducating yourself about money, redefining your attitudes about wealth, and planning for the healthy management of your wealth. I suggest reading and discussing it together as a couple so you can openly discuss this touchy topic.

Include the Teacher When Creating a Behavioral Plan for Your ADD/ADHD Child

Include the Teacher When Creating a Behavioral Plan for Your ADD/ADHD Child Back to school – this can be a stressful time of year for children and parents. Children and teens with ADD/ADHD can enjoy their school years as they learn and contribute to the success of their education. Yes, the classroom environment – the need to sit still, stay quiet, and concentrate – is extremely challenging for them. But if parents equip their ADD/ADHD children with a behavioral plan, they’ll be properly prepared for school.

Useful behavioral plans give your ADD/ADHD child structure and clear expectations. It really helps to include the teacher in creating this behavior plan so that there are specific goals and daily positive reinforcement that contributes to your child’s success. Keep in mind that what works for one child may not work for another. So this plan must be tailored specifically to each individual.

As you create the behavioral plan, keep in mind the following things:

1. Teach your ADHD children strategies for learning in the classroom environment.
2. Give your children good communication skills so they can explain to the teacher about how they learn best.
3. Provide the teacher with as much information as you can about your child – learning style, tactics that work, medications, and so forth.
4. Support the teacher and form a partnership relationship with school officials.
5. Avoid an adversarial attitude.
6. Keep a calm, positive attitude.
7. Listen to what the teacher and school officials have to say, even if it’s difficult to hear.
8. Schedule monthly meetings with them to stay on top of things.
9. Enlist the help of the teacher to create specific, realistic goals and the steps for reaching them.
10. Support your children at home and show that you’re united with the teacher in providing the best learning environment for your child.

Here are some additional pro-active strategies you may want to discuss with the teacher to help your ADD/ADHS student thrive in the classroom:

  • If your child is easily distracted, ask the teacher to seat him or her away from the doors, windows and classroom pets.
  • Create a secret word or signal that the teacher can use to alert your child that he or she is misbehaving; this allows for discreet correction without shattering his or her self-esteem.
  • Look for opportunities for them to move around. Perhaps ask that your child be seated where he or she can achieve the maximum amount of movement possible, be sent on errands, incorporate movement in the learning process, and is encouraged to take full advantage of recess and P.E.
  • Structured schedules and specific step-by-step instructions are important; encourage the teacher to give one brief, easy to follow step at a time, which allows the child to come back for the next step when that one is accomplished.

And of course the best strategy of all is to look for ways to make learning fun at school and at home!

Coping with family members with ADD/ADHD puts stress on the whole family. Learning new skills takes time and it’s helpful to enlist the counsel of a professional. If you live near Portland, OR/Vancouver, WA please feel free to contact my office and schedule an appointment to assess and formulate a plan that works for your family.

Does Your Aspie Spouse Make You Look Like the “Bad Guy?”

Recently I stumbled upon an article that captures the essence of the life NT’s face when living with a mate who has undiagnosed ASD or Asperger’s Syndrome. The article by Sarah Swenson, MA, LMHC, is entitled, Married with Undiagnosed ASD: Why Women Who Leave Lose Twice, and it does an excellent job in making a painful situation so relatable as it captures the subtleties of the disrespect that is passed from ASD parent to child. I’ll provide a brief summary of the story for you here, but I encourage you to please take the time to read the entire article and the comments that follow it.An undiagnosed ASD man marries a woman  whom he greatly admires for her success and social skills. (Note: This story could just as easily have been about an ASD woman who marries a NT man. Not all Aspies are male.) But as soon as the wedding is over, these very qualities make him uncomfortable. Therefore, he withdraws into his predictable patterns and he tries to pigeon hole her into them as well. But this makes her feel like she’s disappearing. She feels rejected and lonely. Maybe it’s all in her head. No one understands what she’s going through. They just see that this is a good guy and she’s not trying hard enough to make the marriage work.

Then, when they have children, the situation gets worse. She tries to cover for him and create a “normal” life for them, yet he subtly undermines her efforts. No, he’s not intending to do harm. It’s just that if he doesn’t think it’s important, it’s not going to be part of their lives. A poignant story is told about how he doesn’t view her birthday as important, so the children also learn that mommy’s birthday isn’t important.

As Sarah Swenson describes it from the child’s perspective, mommy becomes the “bad guy” the “boss” who treats daddy badly.

“She is the woman who did not deserve to have birthday parties, remember. She is the woman who appeared to have pushed their father aside, so he was unable to be part of their daily lives. She appeared to have been the one who rejected him, and who instead of involving him in their lives, inserted her own agenda and goals. She is the one who spent all the money, because she had to manage everything and make all the decisions without her husband’s input. She is the one, most importantly, who broke up the family. Her selfishness caused the divorce, and the children were left to sort it all out.”

Yes, in order to preserve her sanity, this woman leaves this unintended abuse and neglect. She loses her marriage, her husband, and the respect of her children because they blame her for everything.

This story struck a chord with me and many other women, as the comments reveal. In particular, the subtlety of the disrespect is important to note. Trying to free yourself from this disrespect is futile until you understood who you’re dealing with. And, in the end, you may need to leave “the burning building”, regardless of whether your Aspie intended the disrespect.

I understand what you’re going through and I want you to know that there is hope. Hope for being understood. Hope for finding yourself again. Hope for making a better life with your Aspie or, if necessary, without your Aspie mate. Please join our growing community of NTs and discover how to navigate this crazy making ASD/NT world.

If First Baby has ASD Will Second Baby Be Autistic

Parents with one autistic child worry that the next baby will have Autism (ASD) too, and while there is a higher risk, the statistics show it’s not a given. This question weighs on the minds of many concerned parents, and it’s a reasonable question to ask. The more education you seek the better decisions you’ll make. So I’ve pulled some statistics together to help you understand your risks.I’ve previously written that if you or your husband is over 40 years of age, there’s a higher risk to have a child with autism.

A PsychCentral article written by Dr. Rick Nauert reports on a study by Kaiser Permanente that found that the risk of younger siblings developing an autism spectrum disorder is 14 times higher if an older sibling has ASD. It said:

“Compared with gestational age-matched younger siblings without ASD diagnosis, those born at term (37-42 gestational weeks) who had an older sibling diagnosed with ASD had more than 15 times the increased risk for ASD diagnosis. Younger siblings who were born at preterm (28-36 gestational weeks) and had an older sibling diagnosed with ASD had an almost 10 times increased risk for ASD.
Younger boys with ASD who had older brothers were 15 percent chance of having ASD, while younger girls with older sisters have a 7 percent chance.
Previous research from Kaiser Permanente has found that second-born children who are conceived sooner than two years or later than six years after the arrival of their older sibling have a significantly increased risk of ASD.”

NPR reported on a study conducted by UCDavis Mind Institute. They found that “the overall risk that a younger sibling of an autistic child will have the disorder is 19 percent. But if the younger sibling is male, the risk shoots up to more than one in four. By contrast, if the younger sibling is a girl, her risk of autism is 9 percent. And if a family has two or more children with autism, the risk among younger siblings goes up even more — to 1 in 3.”

Should you be concerned? This certainly shouldn’t panic you. We have to be careful how studies are interpreted. Genetics certainly play a role in the risk for autism, but it’s not the only factor. Environmental factors, such as extremely low birth weight, extremely premature birth, and exposure to toxins must also be considered.

To be safe, parents who have an older child with an autism diagnosis and their pediatricians should be on the look out for early signs of autism – lack of interest in people, not responding to their names, not responding to people or smiling at them.

There’s no guarantee that any child will be born without serious health problems. The issue is how you will handle the challenge if your child does suffer a birth defect or has a mental disorder. My advice is not to worry excessively, but if you see indications that your child is not responding as he or she should be, seek the advice of a professional who is trained in diagnosing such disorders. Working closely with your child’s pediatrician, these professionals will be able to assess the situation, educate you on what the diagnosis means and help you and your child to cope as a family.

Are you looking for guidance regarding your relationship with a family member with Asperger Syndrome? For further Autism Spectrum Disorder resources see Remote Education Asperger Relationships.

If you have a loved one on the Spectrum, please check our private MeetUp group. We have members from around the world meeting online in intimate video conferences guided by Dr. Kathy Marshack.
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