Critical Period such as Critical Period such as School transitionsSchool transitionsSocial isolationSocial isolationAggressive behaviorsAggressive behaviorsDifficulty to complete schoolwork on timeDifficulty to complete schoolwork on timeSleep quality problemsSleep quality problemsDay dreaming in classDay dreaming in classToo obsessive interrupting daily life activitiesToo obsessive interrupting daily life activitiesPeer conflictsPeer conflictsVictim to bullyingVictim to bullyingSibling rivalrySibling rivalryBefore and after examinationBefore and after examinationFamily transitionsFamily transitions

Factors of Mental Health Risks such asFactors of Mental Health Risks such asTamper tantrum (3 times a week in different Tamper tantrum (3 times a week in different

classes/settings)classes/settings)School refusalSchool refusalParent-child conflicts Parent-child conflicts Excessive cryingExcessive cryingSocial withdrawalSocial withdrawalLack of motivation in his/her area of interestsLack of motivation in his/her area of interestsAddictive behavior impairing daily Addictive behavior impairing daily

functioning/performancefunctioning/performance

There has been growing pain in families living with There has been growing pain in families living with Autism Spectrum Disorder, ASD, that require early Autism Spectrum Disorder, ASD, that require early identification to address the burden of identification to address the burden of symptomatology and unmet needs of the affected symptomatology and unmet needs of the affected individuals. Early intervention on adaptive skills is individuals. Early intervention on adaptive skills is essential to positive life outcomes and manage essential to positive life outcomes and manage mental health wellbeing in adulthood.mental health wellbeing in adulthood.

1. Early Identification/Checklist (giftedhk.wordpress.com 四種不便 )

2. Review the learner profile of the student with ASD so as to identify their characteristics and needs

3. Prevention is better than cure (Self awareness by ME self-report, Monitor levels of sensory overload, Reduce of hyperarousal)

4. Update with teachers of previous lessons

5. Check their understanding (e.g. expected learning outcomes, task requirement, time frame)

6. Chart their progress (Emotion regulation, social engagement, task execution, contribution to the class)

7. Teachers learn to speak the AS language

8. Finding out their genuine interests and teaching new things in the context of their genuine interests

9. Quiet corner to recover from hyper-arousal state (arranged beforehand)

10. Appoint a responsible person to follow through the learning and self development

11. Regular update to engage parents living with autism spectrum disorder

12. Social stories (Visual sequential presentation of social communication of significant events especially meltdown) to direct instruction in specific and concrete terms

StrengthsStrengths-- Rapid learnerRapid learner-- Abstract thinkinAbstract thinkingg-- Extensive knowledgeExtensive knowledge-- Deep learning (i.e. hypersystemizer)Deep learning (i.e. hypersystemizer)-- Excellent memoryExcellent memory-- Synthesizer with unique solutionSynthesizer with unique solution-- Loyal & genuineLoyal & genuine-- PassionatePassionate

Hidden struggles/NeedHidden struggles/Need-- Hyperarousal and fear (Quiet Corner to Calm down)Hyperarousal and fear (Quiet Corner to Calm down)-- Sensory overload (Learn to identify source & changeSensory overload (Learn to identify source & change environment)environment)-- Difficulties in self understanding (Start charting mood changes)Difficulties in self understanding (Start charting mood changes)-- Difficulties with social engagement (Social thinking & skill practice)Difficulties with social engagement (Social thinking & skill practice)-- Problems with organization and execution (Skill demonstration)Problems with organization and execution (Skill demonstration)-- Problems with mentalizing & judgment (Mindreading skills & review)Problems with mentalizing & judgment (Mindreading skills & review)-- Restrictive interests or repetitive behavior (Specified time & place)Restrictive interests or repetitive behavior (Specified time & place)

Asperger syndrome (ASAsperger syndrome (AS) ) is generally regarded as is generally regarded as a mild form ofa mild form of Autism Spectrum Disorder (ASD) which Autism Spectrum Disorder (ASD) which is a neurodevelopmental disorder manifestating itself as is a neurodevelopmental disorder manifestating itself as social impairments and restrictive repetitive behavior. social impairments and restrictive repetitive behavior. Some highly able Asperger individuals show average to Some highly able Asperger individuals show average to very superior intelligenece. They may be gifted very superior intelligenece. They may be gifted Asperger who suffer silently in various social, school Asperger who suffer silently in various social, school and work settings. Their academic performance may and work settings. Their academic performance may not reveal their hidden struggles. Early identification is not reveal their hidden struggles. Early identification is important to build up their capacity for social adjustment, important to build up their capacity for social adjustment, independent living and to reduce vulnerability to mental independent living and to reduce vulnerability to mental health and family wellbeing in the long run.health and family wellbeing in the long run.