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Minds and Hearts Herlev 26-27 May 2011 www.mindsandhearts.net
The Minds and Hearts Clinic
Cognition in Asperger’s Syndrome/ High Functioning Autism
Programme ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
A Different Way of  Perceiving, Thinking and Learning
[object Object],[object Object]
A different way of learning ,[object Object],[object Object],[object Object],[object Object]
Verbalizers ,[object Object],[object Object]
Visualizers ,[object Object],[object Object],[object Object],[object Object]
Curriculum on CD-Rom
Reading and Mathematics ,[object Object],[object Object],[object Object]
Reading and Mathematics ,[object Object],[object Object]
Similarities to Attention Deficit Disorder ,[object Object]
All Components of Attention ,[object Object],[object Object],[object Object],[object Object],[object Object]
Executive Function ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Need an Executive Secretary
One Track Mind
[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object]
Fear of Making a Mistake ,[object Object],[object Object],[object Object]
Fear of Making a Mistake ,[object Object],[object Object],[object Object]
Coping With Mistakes ,[object Object],[object Object],[object Object],[object Object],[object Object]
Strategies ,[object Object],[object Object],[object Object],[object Object]
Strategies ,[object Object],[object Object],[object Object],[object Object]
Consistency and Certainty ,[object Object],[object Object],[object Object],[object Object]
Preparation for Change ,[object Object],[object Object],[object Object],[object Object],[object Object]
Organised and Structured ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Weak Central Coherence ,[object Object],[object Object],[object Object],[object Object]
Practical Example ,[object Object],[object Object]
Group 2 Eyes open
Group 1 open eyes, group 2 Close Eyes
Seen by Group 1
[object Object],[object Object]
 
 
Visual Acuity Ashwin et al ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]
 
Therese Jolliffe ,[object Object]
Donna Williams ,[object Object]
Donna Williams ,[object Object]
Social Cognition ,[object Object],LDA Language Cards: Emotions
LDA Language Cards: Emotions Descriptions of pictures and events may not include thoughts and feelings.
 
 
Faulty Logic  Gunilla Gerland. ,[object Object]
Gunilla Gerland ,[object Object]
Gunilla Gerland ,[object Object]
Gunilla Gerland ,[object Object]
Social Stories ,[object Object],[object Object]
Asperger Friendly Classroom Motivation ,[object Object],[object Object],[object Object],[object Object]
Classroom ,[object Object],[object Object],[object Object],[object Object],[object Object]
Classroom ,[object Object],[object Object],[object Object],[object Object]
The Knowledge and Personality of the Teacher ,[object Object],[object Object]
 
[object Object],[object Object],[object Object],[object Object]
Nita Jackson  ,[object Object]
Hans Asperger ,[object Object],[object Object]
Stress and Mental Exhaustion ,[object Object],[object Object],[object Object]
Homework ,[object Object],[object Object]
Strategies ,[object Object],[object Object],[object Object],[object Object],[object Object]
Teachers’ Preparation of Homework ,[object Object],[object Object],[object Object],[object Object]
Memory Problems ,[object Object],[object Object]
Supervision ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Alternative Options ,[object Object],[object Object],[object Object],[object Object]
[object Object]
Talents and Interests  A Tree Growing in a Forest Clearing
[object Object],[object Object],[object Object],[object Object],[object Object]
“ If the world was left to you socialites, we would still be in caves talking to each other” Temple Grandin
Association With Famous Individuals in Science and Art ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Making Friends Strategies to improve social understanding and friendship skills
“  The nature of these children is revealed most clearly in their behaviour towards other people. Indeed, their behaviour in the social group is the clearest sign of their disorder  and the source of conflicts from earliest childhood.” Hans Asperger. Assessment of Social Interaction Skills and Social Reasoning
Solitude ,[object Object],[object Object],[object Object]
Stages in Friendship ,[object Object],[object Object],[object Object],[object Object],[object Object]
 
Social Impairment ,[object Object],[object Object],[object Object],[object Object],[object Object]
French Driver
Please draw me a picture of your classroom or your playground?
9 Year old boy with Asperger’s syndrome: Classroom
8 Year old girl with Asperger’s Syndrome: Playground
10 year old girl with Asperger’s syndrome: Playground
8 Year old boy with Asperger’s syndrome: Playground
What is unusual about each of these drawings?
6 year old sister of 8 year old boy with Asperger’s syndrome: Playground
7 Year old boy with Asperger’s syndrome: Classroom
His 5 year old sister: Classroom
Girl with Asperger’s syndrome: Playground
Encourage Friendship Skills ,[object Object],[object Object],[object Object]
Social Stories ,[object Object],[object Object],[object Object],[object Object]
Level 1: Approximately 3 to 6 Years ,[object Object],[object Object],[object Object],[object Object]
Level 1: Approximately 3 to 6 Years ,[object Object],[object Object],[object Object],[object Object]
An Adult ‘Acting’ As a Friend ,[object Object],[object Object],[object Object],[object Object]
An Adult ‘Acting’ As a Friend ,[object Object],[object Object],[object Object]
An Adult ‘Acting’ As a Friend ,[object Object],[object Object],[object Object]
An Adult ‘Acting’ As a Friend ,[object Object],[object Object],[object Object],[object Object]
 
Level 2: Approximately 6 to 9 Years ,[object Object],[object Object],[object Object]
Level 2: Approximately 6 to 9 Years ,[object Object],[object Object],[object Object],[object Object]
Level 2 ,[object Object],[object Object],[object Object]
Books on Friendship ( www.tonyattwood.com.au )
Theory Of Mind Skills
 
 
A Social Story on Assistance ,[object Object],[object Object]
Observation Schedule
Social Signals ,[object Object]
Teacher Assistant: An anthropologist in the classroom ,[object Object],[object Object],[object Object],[object Object],[object Object]
Level 3: Approximately 9 to 13 Years ,[object Object],[object Object],[object Object],[object Object]
Level 3: Approximately 9 to 13 Years ,[object Object],[object Object],[object Object],[object Object]
Level 3: Approximately 9 to 13 Years ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Books on Friendship
 
 
 
 
 
 
 
 
 
Friendship ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object]
Home Is a Castle
Moving to Manhood and Self-Identity
The Transition From Being a Child to an Adult ,[object Object],[object Object],[object Object]
Moving to Manhood ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
2009-2010 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Session 1: Qualities in Abilities and Personality ,[object Object],[object Object],[object Object],[object Object]
Examples ,[object Object],[object Object],[object Object]
Session 2: Diminishing the Difficulties ,[object Object],[object Object],[object Object]
Session 3: Compliments and Criticism ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Session4: Self-Identity ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Session 5: Managing Anxiety –part 1 ,[object Object],[object Object],[object Object],[object Object]
Session 6: Managing Anxiety –part 2 ,[object Object],[object Object],[object Object]
Session 7: Managing Anger ,[object Object],[object Object],[object Object]
Session 8: Optimism ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]
Measurement ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Quantitative Results ,[object Object],[object Object],[object Object],[object Object],[object Object]
Qualitative Results ,[object Object],[object Object],[object Object],[object Object]
Parents ,[object Object],[object Object],[object Object]
The boys ,[object Object],[object Object],[object Object],[object Object],[object Object]
The boys ,[object Object],[object Object]
The boys ,[object Object],[object Object]
Asperger ’ s Syndrome in Girls and Women ,[object Object],[object Object]
Pathways to a Diagnosis ,[object Object]
Pathways to a Diagnosis ,[object Object]
Pathways to a Diagnosis ,[object Object],[object Object],[object Object]
Pathways to a Diagnosis ,[object Object],[object Object]
Profile of Abilities in Girls and Women ,[object Object],[object Object],[object Object],[object Object]
Profile of Abilities in Girls ,[object Object],[object Object]
Profile of Abilities in Girls ,[object Object],[object Object]
Profile of Abilities in Girls ,[object Object],[object Object],[object Object],[object Object],[object Object]
Characteristics from age 5-12 Years
Self-taught reader Advanced vocabulary
Play ,[object Object],[object Object]
Fascination with symmetry and order ,[object Object]
Gender Specific Toys  ,[object Object],[object Object]
Gender Specific Toys  ,[object Object]
Friendships ,[object Object],[object Object]
Friendship Characteristics ,[object Object],[object Object],[object Object]
Conversation ,[object Object],[object Object],[object Object],[object Object]
A Tomboy ,[object Object],[object Object],[object Object]
A Tomboy ,[object Object],[object Object]
A Tomboy ,[object Object],[object Object]
Reaction to Being Different ,[object Object],[object Object],[object Object]
The Child ’ s Reaction to Being Different Before the Diagnosis ,[object Object],[object Object],[object Object],[object Object],[object Object]
Depression and Isolation ,[object Object],[object Object],[object Object],[object Object]
Imagination ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Arrogance ,[object Object],[object Object],[object Object],[object Object]
Arrogance ,[object Object],[object Object],[object Object]
Imitation ,[object Object],[object Object],[object Object]
Imitation ,[object Object],[object Object],[object Object]
Imitation ,[object Object]
Teenagers
Adolescence ,[object Object],[object Object]
Recovery from Social Exhaustion ,[object Object],[object Object],[object Object]
Social Swimming ,[object Object]
The Mask ,[object Object],[object Object],[object Object]
The Inner Self ,[object Object],[object Object],[object Object]
Conversation ,[object Object],[object Object]
Emotions and the Special Interest ,[object Object]
Clothing and Fashion ,[object Object],[object Object],[object Object]
Clothing and Fashion ,[object Object],[object Object],[object Object]
Make Up and Perfumes ,[object Object],[object Object],[object Object],[object Object]
Relationships ,[object Object],[object Object]
Relationships ,[object Object],[object Object],[object Object],[object Object]
Sexuality ,[object Object],[object Object]
Sexuality ,[object Object],[object Object]
High Functioning Autism and Celibacy ,[object Object],[object Object]
Adults
After the Diagnosis ,[object Object],[object Object],[object Object]
Interest in the Supernatural ,[object Object],[object Object],[object Object]
Relationships ,[object Object],[object Object]
Sexuality ,[object Object],[object Object],[object Object]
Being a Parent ,[object Object],[object Object],[object Object],[object Object]
Books and Resources
 
Autobiographies ,[object Object]
 
www.fhautism.com
Exploring Feelings Cognitive Behaviour Therapy to manage anxiety, sadness and anger
The Perception, Expression and Regulation of Emotions ,[object Object]
Amygdala
Anxiety ,[object Object],[object Object],[object Object]
Coping with Anxiety ,[object Object],[object Object]
Coping with Anxiety ,[object Object],[object Object],[object Object],[object Object]
Coping with Anxiety ,[object Object],[object Object],[object Object],[object Object]
Coping with Anxiety ,[object Object],[object Object],[object Object],[object Object]
Coping with Anxiety ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Coping with Anxiety ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Meltdown versus Tantrum From Anxiety to Meltdown  by Deborah Lipsky Meltdown ,[object Object],[object Object],[object Object],[object Object],[object Object],Tantrum ,[object Object],[object Object],[object Object],[object Object],[object Object]
Depression ,[object Object],[object Object],[object Object]
Depression ,[object Object],[object Object],[object Object],[object Object]
Anger ,[object Object],[object Object]
Sadness Expressed As Anger
Anger ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Exploring Feelings: Affection
The Understanding and Expression of Affection ,[object Object],[object Object]
The Understanding and Expression of Affection ,[object Object],[object Object],[object Object],[object Object]
[object Object]
Edgar Schneider ,[object Object]
The Asperger’s Perspective ,[object Object],[object Object],[object Object],[object Object]
The Asperger’s Perspective ,[object Object],[object Object]
The Asperger’s Perspective ,[object Object],[object Object]
Asperger’s Perspective ,[object Object]
Parent’s or Partner’s Perspective ,[object Object],[object Object],[object Object]
Temple Grandin ,[object Object]
The Exploring Affection Program ,[object Object],[object Object],[object Object]
Aims of the Program ,[object Object],[object Object],[object Object],[object Object]
Construction and Evaluation of 3 Affection Measures for Children with Asperger’s syndrome ,[object Object],[object Object],[object Object]
Results: Lee, Sofronoff, Sheffield and Attwood (in press) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Program ,[object Object],[object Object],[object Object],[object Object]
Session 1 ,[object Object],[object Object],[object Object]
Session 1 ,[object Object],[object Object],[object Object]
Session 1 ,[object Object],[object Object],[object Object],[object Object]
How liking or loving someone can affect your feelings, thoughts and abilities ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object]
Project ,[object Object],[object Object]
Session 2 ,[object Object],[object Object],[object Object]
Session 2 ,[object Object],[object Object]
Session 2 ,[object Object],[object Object],[object Object],[object Object]
Project ,[object Object],[object Object],[object Object]
Project ,[object Object],[object Object]
Session 3 ,[object Object]
Session 3 ,[object Object],[object Object]
Session 3 ,[object Object],[object Object],[object Object]
Project ,[object Object]
Person completing the log book of affection: Please place a    in the box when you have expressed each type of affection. See if you can express each type of affection at least twice a day. Types of Affection Wednesday Thursday Friday Saturday Sunday Monday Tuesday 1 Listen                             2 Spend fun time with the person                             3 Do something helpful for the person                             4 Say “I Love You”                             5 Kiss or hug the person                             6 Give the Person a compliment                            
Session 4 ,[object Object],[object Object],[object Object],[object Object],[object Object]
Session 4 ,[object Object],[object Object],[object Object],[object Object]
The Cat-kit
Emotional Toolbox:  To Fix The Feeling
Physical Activity Tools .  Quick release of emotional energy ,[object Object],[object Object],[object Object]
Physical Activity Tools .  ,[object Object],[object Object],[object Object],[object Object],[object Object]
Relaxation Tools . Slow release of emotional energy ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Social Tools ,[object Object],[object Object],[object Object],[object Object]
Social Tools: Affection ,[object Object],[object Object],[object Object]
Thoughts and perspective ,[object Object],[object Object],[object Object]
Special Interests ,[object Object],[object Object],[object Object],[object Object],[object Object]
Special Interest ,[object Object],[object Object],[object Object],[object Object]
Sensory Tools ,[object Object],[object Object],[object Object],[object Object]
Medication As a Tool ,[object Object],[object Object],[object Object],[object Object]
Inappropriate Tools ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Inappropriate Tools ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object]
Managing a Crisis ,[object Object],[object Object],[object Object],[object Object]
Managing a Crisis ,[object Object],[object Object],[object Object],[object Object],[object Object]
 
Evaluation Studies ,[object Object],[object Object]
Sexuality
[object Object],[object Object],[object Object]
[object Object],[object Object]
[object Object]
Sexuality ,[object Object],[object Object],[object Object],[object Object],[object Object]
Sexuality ,[object Object],[object Object],[object Object]
The relationship continuum Sexual Behaviours Flirting (showing off, looking, smiling, etc.) Meeting, noticing Spending time together Giving gifts, sharing Asking out (Option 1) Going out (alone) Asking out (Option 2) Arm around each other Kissing lightly on cheek  light kiss on lips (mouth closed) longer kiss on lips (mouth open) deep open mouth kiss, using tongues Touching  - with clothes - without clothes Sexual intercourse Body responses Heart beats faster Sweaty palms Blushing Going out (in a group) Standing or sitting close together Holding hands Hugging Oral sex Right at the start (‘Wow! I like you!’) Getting to know you/maintaining the relationship (‘You’re special – I care about you’) Touching (‘I love being close to you’)
Sexuality ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
 
 
Talking to Girls
 
 
Affection ,[object Object]
Love and Relationships
Falling in Love with an Aspie
Typical History of Relationships. ,[object Object],[object Object],[object Object]
What Attracted You to Your Aspie Partner? ,[object Object],[object Object]
What Attracted You to Your Aspie Partner? ,[object Object],[object Object],[object Object]
What Attracted You to Your Aspie Partner? ,[object Object],[object Object],[object Object],[object Object]
What Attracted You to Your Aspie Partner? ,[object Object],[object Object],[object Object],[object Object]
What Attracted You to Your Aspie Partner? ,[object Object],[object Object],[object Object],[object Object],[object Object]
Oscar Wilde ,[object Object]
What Attracted You to Your  Typical  Partner? ,[object Object],[object Object],[object Object],[object Object]
Other Qualities ,[object Object],[object Object],[object Object],[object Object]
Other Qualities ,[object Object],[object Object],[object Object],[object Object]
 
 
The Social Quotient
High Functioning Autism and Celibacy ,[object Object],[object Object]
 
Derogatis Scale Normal range ,[object Object],[object Object],[object Object],Significantly below normal range ,[object Object],[object Object],[object Object],[object Object]
The Effects of the Relationship on Each Partner: Neurotypical
Loneliness
Affection Deprivation ,[object Object],[object Object],[object Object]
 
The Communication of Affection ,[object Object],[object Object],[object Object]
In love with the special interest
Mirroring ,[object Object],[object Object]
[object Object],[object Object]
One thing that I love about my Aspie partner ,[object Object],[object Object],[object Object],[object Object],[object Object]
Cassandra Phenomenon
Intimacy ,[object Object],[object Object],[object Object],[object Object]
Sexuality ,[object Object],[object Object],[object Object]
Intimacy ,[object Object],[object Object],[object Object]
Aspie Partner ,[object Object],[object Object]
Aspie Partner ,[object Object],[object Object],[object Object]
Aspie Partner ,[object Object],[object Object],[object Object],[object Object]
Stages in the Relationship ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What Strategies Strengthen the Relationship? ,[object Object],[object Object],[object Object]
What Strategies Strengthen the Relationship? ,[object Object],[object Object],[object Object],[object Object]
What Strategies Strengthen the Relationship? ,[object Object],[object Object],[object Object],[object Object],[object Object]
 
 
 
Resources  ,[object Object],[object Object],[object Object],[object Object],[object Object]
The Parent with Asperger’s Syndrome
Issues for the Aspie parent ,[object Object],[object Object],[object Object],[object Object]
Child’s Perception ,[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object]
Child’s Perception ,[object Object],[object Object],[object Object],[object Object]
 
Magnets ,[object Object],[object Object],[object Object],[object Object]
Child’s Reaction ,[object Object],[object Object],[object Object]
Brisbane Support Group ,[object Object],[object Object]
Experiences ,[object Object],[object Object]
[object Object],[object Object],[object Object]
Coping ,[object Object],[object Object],[object Object],[object Object]
Coping ,[object Object],[object Object],[object Object],[object Object]
Happy Families?

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Autism Conference - May 26th-27th 2011 - Denmark

  • 1. Minds and Hearts Herlev 26-27 May 2011 www.mindsandhearts.net
  • 2. The Minds and Hearts Clinic
  • 3. Cognition in Asperger’s Syndrome/ High Functioning Autism
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  • 5. A Different Way of Perceiving, Thinking and Learning
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  • 16. Need an Executive Secretary
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  • 30. Group 2 Eyes open
  • 31. Group 1 open eyes, group 2 Close Eyes
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  • 43. LDA Language Cards: Emotions Descriptions of pictures and events may not include thoughts and feelings.
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  • 67. Talents and Interests A Tree Growing in a Forest Clearing
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  • 69. “ If the world was left to you socialites, we would still be in caves talking to each other” Temple Grandin
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  • 71. Making Friends Strategies to improve social understanding and friendship skills
  • 72. “ The nature of these children is revealed most clearly in their behaviour towards other people. Indeed, their behaviour in the social group is the clearest sign of their disorder and the source of conflicts from earliest childhood.” Hans Asperger. Assessment of Social Interaction Skills and Social Reasoning
  • 73.
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  • 75.  
  • 76.
  • 78. Please draw me a picture of your classroom or your playground?
  • 79. 9 Year old boy with Asperger’s syndrome: Classroom
  • 80. 8 Year old girl with Asperger’s Syndrome: Playground
  • 81. 10 year old girl with Asperger’s syndrome: Playground
  • 82. 8 Year old boy with Asperger’s syndrome: Playground
  • 83. What is unusual about each of these drawings?
  • 84. 6 year old sister of 8 year old boy with Asperger’s syndrome: Playground
  • 85. 7 Year old boy with Asperger’s syndrome: Classroom
  • 86. His 5 year old sister: Classroom
  • 87. Girl with Asperger’s syndrome: Playground
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  • 100. Books on Friendship ( www.tonyattwood.com.au )
  • 101. Theory Of Mind Skills
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  • 123. Home Is a Castle
  • 124. Moving to Manhood and Self-Identity
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  • 192. Adults
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  • 203. Exploring Feelings Cognitive Behaviour Therapy to manage anxiety, sadness and anger
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  • 250. Person completing the log book of affection: Please place a  in the box when you have expressed each type of affection. See if you can express each type of affection at least twice a day. Types of Affection Wednesday Thursday Friday Saturday Sunday Monday Tuesday 1 Listen                             2 Spend fun time with the person                             3 Do something helpful for the person                             4 Say “I Love You”                             5 Kiss or hug the person                             6 Give the Person a compliment                            
  • 251.
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  • 254. Emotional Toolbox: To Fix The Feeling
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  • 278. The relationship continuum Sexual Behaviours Flirting (showing off, looking, smiling, etc.) Meeting, noticing Spending time together Giving gifts, sharing Asking out (Option 1) Going out (alone) Asking out (Option 2) Arm around each other Kissing lightly on cheek light kiss on lips (mouth closed) longer kiss on lips (mouth open) deep open mouth kiss, using tongues Touching - with clothes - without clothes Sexual intercourse Body responses Heart beats faster Sweaty palms Blushing Going out (in a group) Standing or sitting close together Holding hands Hugging Oral sex Right at the start (‘Wow! I like you!’) Getting to know you/maintaining the relationship (‘You’re special – I care about you’) Touching (‘I love being close to you’)
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  • 288. Falling in Love with an Aspie
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  • 305. The Effects of the Relationship on Each Partner: Neurotypical
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  • 310. In love with the special interest
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  • 329. The Parent with Asperger’s Syndrome
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