• A simple tubular optical twisting device with an eyehole viewer of unusual patterns.
• One view reflecting upon mirrored surfaces.
• Repeating succession of unrelated patterns.
• Shifting pieces, combining & recombining.​
• Mysterious mosaics of shapes & colors.

​

New Year, New Look at Autism, 2025

Meeting Diagnostic Criteria for ASD (DSM-5)‎; retrieved online from –https://www.cdc.gov/autism/hcp/diagnosis/index.html states that:
To meet diagnostic criteria for ASD according to Diagnostic and Statistical Manual of Mental Disorders – Fifth Edition (DSM-V), a child must have persistent deficits in each of the areas of social communication and interaction.
 
That severity is based on social communication impairments and restricted, repetitive patterns of behavior. For either criterion, severity is described in 3 levels:

·       Level 3—Requires very substantial support
·       Level 2—Requires substantial support
·       Level 1—Requires support

A child must have persistent inconsistencies in severity of impairment across cognitive skills, adaptive behavior, and autism symptoms.

Classifying an individual as needing an unspecified “some” support versus a “substantial” level of support. This is particularly important in terms of how parents and intervention providers gauge the needs and future potential of newly diagnosed children, as well as reevaluated adolescents and adults.

These linear functioning labels often fail to recognize the unique strengths and weaknesses of an autistic individual. People who are considered “low-functioning” can be dismissed or denied opportunities, while those considered “high-functioning” may be denied support services they need.

< My Thoughts >     “…linear functioning labels…”

The linear autism spectrum line ‘simplifies’ autism spectrum disorder (ASD). But autism is not simple, almost never linear, and ‘spectrum’ means a complex ‘variety’ of changing functioning over time. Not a static ‘band’ of functioning determined at the time of testing.

Heyworth, M. (2024) says that the linear spectrum is still a specter hanging over the Autistic community, stripping us of our humanity, our right to grow, to mature, to develop … and ultimately to regress, to backslide when things are tough.
​
Imagine if I asked you to place yourself on a two-dimensional line of functioning. Nothing to do with Autism, just a standard, regular, non-autistic functioning line.

Staff Writer (2024) says that contrary to what some may assume, the autism spectrum is not linear. Instead, it can be better understood as a pie, with each slice representing a different set of symptoms.
​
Affecting approximately 1 in 54 children in the US today, autism is a developmental disorder that impacts behavior and social communication in different ways.  While someone with Autism Spectrum Disorder (ASD) may not physically look different from others, they may interact, communicate, learn, and behave in ways that deviate from the norm.

Since there is such a wide variety of autistic disorder types and severity of symptoms that people experience, autism is considered a “spectrum disorder.” While someone with Autism Spectrum Disorder (ASD) may not physically look different from others, they may interact, communicate, learn, and behave in ways that deviate from the norm.

< My Thoughts >        "...variety of autistic disorder types..."

A triad of symptoms, often referred to as 'core' symptoms, are impairments in communication and social interaction, along with restricted behaviors or interests. When there are core symptoms, but no significant delays in language or cognitive development, the diagnosis is usually 'Asperger's'.

There are other 'types' of autism, such as Pervasive developmental disorder-not otherwise specified (PDD-NOS). A diagnosis given when the criteria for a specific PDD are not met but the triad of symptoms is present. Or, Childhood disintegrative disorder (CDD). A rare type of ASD that typically appears between the ages of 2 and 4. CDD is characterized by a significant loss of previously acquired skills, especially in communication, social interaction, and behavior. This sometimes becomes documented as a 'regression', or as a previous 'misdiagnosis' of symptoms. Both may be determined by further, more skill specific testing.

Our Sonny lost skills following each series of repeated seizures. Thankfully, he never became incontinent, nor lost the ability to drink out of a cup. Once, swallowing food was somewhat impaired but was mostly recovered though therapy. He did forever lose the ability to feed himself, and had to be retrained to allow others to feed him.

Note: Read more in my Free ASD Book, Know Autism – Know Your Child: With < My Thoughts > by Sara Luker; 2024.  UNIT 2 Why Is It Autism? CHAPTER 1 – Diagnosis & DSM-5 Diagnostic and Statistical Manual of Mental Disorders – Fifth Edition; published in 2013 by the American Psychiatric Association (APA); UNIT 2 – CHAPTER 2 – Denial & Misdiagnosis

One example of a Pie Chart of Individual Autism Traits – by Claire Jack, PhD. -

     Anxiety
    Communication problems
    Eye contact
    Executive Functioning
    Meltdowns
    Need for routine
    Restricted interest
    Sensitivity to noise, textures, light
    Social issues
    Stimming

< My Thoughts >     “…Individual Autism Traits…”
 
This child’s pie chart shows that at this time, 'Restricted Interests' , 'Need for Routine' , and 'Social Issues', are areas requiring the most intervention. Next, would be  'Meltdowns', 'Eye Contact', and
 'Executive Functioning'. Autism is many things going on at once. Never, just one symptom, trait, or type. That is why trying to figure out what is happening at one given moment may distort how clinicians, therapists, educators, and parents 'identify' the symptoms 'cause'.

We felt that Sonny often had Post Traumatic Stress moments, while at the same time feeling dramatic sensory input, high anxiety, and possibly fight and flight syndrome behaviors. When he became overwhelmed, then he went into 'meltdown' phase, until removed to a safe and comfortable setting. He was not trying to give us a bad time; he was 'having' a bad time.

Jack, C. (2022) introduces the pie chart model, individual autism traits are represented by individual sections. While the pie chart represents a simplified picture of autism and cannot include every trait, it provides a visual representation of those autistic traits that someone might be higher in, compared to those they might experience in a lesser way.
 
< My Thoughts >                “…simplified picture of autism…” 
​
Autism is not simple, never linear, and ‘spectrum’ means a complex ‘variety’ of changing functioning over time. Autism represented in a pie chart, or autism wheel, does simplify the spectrum of symptoms, but it gives another perspective, in addition to a static ‘band’ of functioning determined at the time of testing.
 
Both models help paint a picture of who your child is, at the time of testing. They may also help families decide which traits need immediate intervention. And, which traits can be placed lower on the list of those most concerning. Just when you think you know your child, and your child's autism behaviors, things are likely to change.

​Added to that, autism professionals seem to be constantly updating the way they look and respond to autism. Unfortunately, it takes testing, providers, and insurance companies a while to catch up. Be flexible, keep copious notes and videos. Know autism, know your child, know yourself, and don't give up.
 
Note: Read more in my Free ASD Book, Know Autism – Know Your Child: With < My Thoughts > by Sara Luker; 2024;UNIT 3 What Is Most Concerning?
 
References:
 
Heyworth, M. (2024). Introduction of Autism, Part 4: The Autism Spectrum is Not Linear. Retrieved online from –
https://reframingautism.org.au/introduction-to-autism-part-4-the-autism-spectrum-is-not-linear/
 
Jack, C. (2022). Pie Chart of Individual Autism Traits. Retrieved online from – www.psychologytoday.com> blog/
 
Staff Writer (2022). The Autism Spectrum Isn’t Linear. Retrieved online from – https://diversushealth.org › mental-health-blog › the-autism/

Once again, thank you so much for all the 'shares' & 'mentions'. Your ‘Comments’ are welcomed. My goal is to reach as many people in the autism community as possible. Kindly share my website, globally and use my Free ASD Book, Know Autism, Know Your Child as a supplemental text for academics and clinicians. My hope is to help reach all parents, caregivers, clinicians, therapists, educators, students, and persons with autism on their journey to become more aware and more informed.

My next BLOG will be a comparison between the facets of the autistic brain and the facets of an everchanging kaleidoscope. Comments welcomed.

​Happy New Year.

Regards,

Sara Luker

Santa's Social Stories ~
​
Crozier, S & Tincani, M. (2006) tell us that the concept of Social Stories was created by Carol Gray in 1991 to use with both adults and children with autism. Examples of social stories as comic strips provide a boost in confidence through repetition, which makes these difficult experiences less scary, and more predictable.

You want the story to be brief, but maintain the child's attention. Let the child help you create this Visual story. Social stories come in as many lengths, styles, and varieties as there are subjects. Depending on the age of the person reading, it may include photographs of the individual, or of actual locations or objects, for reference.

Use for guiding desired behaviors, such as –

• Daily living skills
• Unexpected events at home, school, or community
• Transitions such as moving from one place to another; or, grade to another
• Social situations at home, school, or community

 
< My Thoughts >    “…less scary, and more predictable.”

Holiday events can be both scary and unpredictable. Often times, unpredictability triggers anxiety. Making a social story, comic strip, or storyboard can help. Sonny seems to have a storyboard in his head, for every holiday event. How do I know? Well, after Thanksgiving, he insists on going to the storage shed where we store the Christmas decorations.

Next on his radar is going to the nursery to buy a live tree. Back home again, we open and empty all the boxes. Oops, something was wrong. Our non-verbal Sonny starts for the door. He heads for the shed. We open it up, and tucked in the corner, is a small box of his favorite wooden ornaments, placed there 1 year ago. That is why I think that our Sonny has a Christmas storyboard in his head.

Rudy, L.J. (2014) reveals that most social stories (though by no means all of them) are written for young children to help them manage daily events, emotions, frustrations, and challenges. Some stories are written to prepare children for unusual events.

Bogdashina, O. (2003) says there are many things that people with autism & ‘sensory issues’ often seek to avoid –

• External control
• Disorder
• Chaos
• Noise
• Bright lights
• Touch
• Involuntary involvement

< My Thoughts >             “…mistaken for behavioral problems.”

One child with autism’s sensory seeking issue may deliberately crash into someone or something, just to feel the necessary impact. While another child with autism, even within the same family, may have a meltdown when being bumped or touched.
 
If your child’s sensory issues are ‘supersonic’ senses, air is likely to bother them. Yet, Sonny will sit in front of a fan for hours, his hair blowing in the wind. But we can never get his highness out of the house on a windy day.
 
Gift giving can cause stress with children and adults with autism, putting them on overload.
 
Why it can be hard. First there’s the sensory overload. Sensations of rustling and tearing wrapping paper can be really unpleasant or super exciting. There’s the struggling with waiting and overriding impulse control. Not sure of what is happening causes great anxiety.
  
No interest in the gift – when those with autism have a strong preference for their favorite things they don’t accept ‘new’ stuff. Sometimes the wrapping paper or the box is more exciting and more appreciated than the gift itself.
 
Ways you can help:
 
Take your time – spread the gift giving (or buying) out over a day or two. Take a break in between to play with beloved favorites. (Not giving up one for the other.)
 
Reduce frustration – Instead of wrapping the gift, place in a gift bag.
 
Add structure and predictability – visual chart, social story, or set a time limit to the activity.
 
Reduce social pressure – practice role playing and script responses for opening and for giving gifts.
 
Be flexible. Let your child take the lead. The goal is to celebrate, share and enjoy.
 
< More of My Thoughts >
 
At our house, Sonny looks forward to all the times he receives presents. In his room, near the bookshelf, he has a stack of gift bags. Our tradition is to let him place the empty bags out in the living room, the night before his special occasion. When he wakes in the morning he rushes out to see what gifts are in the bags. He usually grabs his favorites out of the bags, taking them to his room with the rest of his treasures.
 
Note: There are many ideas, suggestions, apps, and templates for Social Stories online.

References:

Bogdashina, O. (2003). Sensory Perceptual Issues in Autism & Asperger Syndrome: Different Sensory Experiences – Different Perceptual World; Jessica Kingsley Publishers: London.
 
Crozier, S & Tincani, M. (2006). Effects of Social Stories on Prosocial Behavior of Preschool Children with Autism Spectrum Disorder; Journal of Autism Developmental Disorders; V37, p.1803 - 1814.

Rudy, L.J. (2024). Social Stories for Kids with Autism; Verywell Health. Retrieved online from – https://www.verywellhealth.com › social-stories/

​
Vixen's Visual Schedule ~
 
Before changing a behavior or routine, know the child's basic understanding. A 'baseline' for learning a new skill must be established. Start where they 'are', instead of repeating what they have already learned. Visual schedules can be accompanied by auditory backup, or even a Smart Phone app.

Havlik, K. (2023) has found that Visual Schedules are an intervention that can help individuals with autism follow a routine, transition between activities, develop new skills, and reduce anxiety.

• Identify skill or desired behavior
• Break into steps
• Break into steps additional steps for areas of struggle
• Personalize, provide a way to check-off each completed step
• Use follow-up to motivate and reinforce desired behavior

This website includes links to other websites and apps, for your perusal.
​
Ambersley, K. (2013) – a psychologist who evaluated my son shared with me that in a lot of patients he sees, he can immediately tell that the ‘lights are out’ and there is “nobody home.”
 
That was a very profound statement that had me thinking, if the lights are out, what does it take to turn the lights on?
 
We find ourselves helping each other in so many different ways. My son helps me to think outside the box for creative solutions to help him navigate the basic fundamentals of communication and social behavior, which I have taken for granted all my life.
 
He needs time to fix the pieces and connect the dots in his own way, so that it makes sense and enables him to build greater self-confidence.
 
We are not working for perfection; we are working on continuous improvement.
 
< My Thoughts >                 “…we are working on continuous improvement.”
 
Sometimes this approach will take families farther on the path towards fulfillment than focusing on one task or skill. One of those approaches could be devising Visual ways to guide behavior.
 
It dawned on me: Why worry about the things I cannot change? Just focus on changing the things I can. That was a big attitude adjustment for me as a parent of a child with autism.
 
My real goal has always been to find a solution which works best for Aaron. Believe me, there is no “secret formula” to autism. The solution to autism has to be as unique as the child.
 
< My Thoughts >                 “…unique as the child.”
 
Every child is unique, and every child’s autism is unique. Aaron was fortunate to have a father who approaches his son’s autism in such a positive way. There is much to be learned from both of them.
 
Use your creative license here. Children with autism or autism-like behavior take in a lot more than parents are aware. They often use peripheral vision to watch your every move, but you’ll never catch them looking at you. So, create these social stories within his or her view. Best of all scenarios would be to have them choose a picture or help you in some way, however small. Of course, the latest twist on Carol Gray’s Social Stories is the APP available so that you can create, present, and store your child’s stories on your iPad or iPhone. 
 
Kimber, L., Verrier, D., et al. (2024) keep in mind that autism is a dynamic disability, meaning that an autistic person may be able to do one thing one day and not the next. The environment, including weather and the behavior of others, can play a significant role in an autistic student’s ability to perform academically and navigate non-autistic-centered spaces.
 
< My Thoughts >        “…ability to perform…”

Also, when there is the only one source of intervention, there could be a sudden lack of continuance or continuity. This may coincide with school holidays and extended breaks. You may find someone to provide services, during this ‘gap’ time. Or, you might wish to continue program activities yourself. Additionally, one of the things you may choose to do, would be to create Visuals to help guide your child’s behavior throughout the Holidays.

Sicile-Kira, C. (2010) asks why the holidays are so difficult for families with autism. Often parents in the autism community will joke that we become more religious during the holiday season that begins with Thanksgiving: we pray our children will behave while we are visiting relatives, we pray they will sit at the dinner table, we pray they won't hit the relative who tries to kiss them, and above all – we pray that we will have the strength to politely ignore the judgments passed upon us and our ‘misbehaving' children.

< My Thoughts >    “…our ‘misbehaving' children.”
 
Relatives may think that the child is misbehaving, and may try to discipline the child, not realizing that the child really cannot help it. Prepare to support your child and perhaps even find a way to inform relatives and friends about the current status of your child’s autism. Status in the areas of anxiety, communication, meltdowns, social interaction, restricted interests, stimming, and sensory issues.
 
Parents, prepare yourself! Perhaps this should be an ‘autism commandment. Prepare yourself and your child in the areas of needing support for his or her interwoven needs, during the Holiday Season. 
 
References:

Ambersley, K. (2013). Autism: Turning on the Light: A Father Shares His Son’s Inspirational Life’s Journey through Autism; eBook Edition.
 
Havlik, K. (2023). Visual Schedules: A Practical Guide for Families; University of Utah. Retrieved online from – https://ed-psych.utah.edu › autism-training-grant
 
Kimber, L., Verrier, D., et al. (2024). Autistic people's experience of empathy and the autistic empathy deficit narrative. Autism in Adulthood, 6(3), 321-330.

​Dear Readers, 

​Once again, thank you so much for all the 'shares' & 'mentions'. Your ‘Comments’ are welcomed. My goal is to reach as many people in the autism community as possible. Kindly share my website, globally and use my Free ASD Book, Know Autism, Know Your Child as a supplemental text for academics and clinicians. My hope is to help reach all parents, caregivers, clinicians, therapists, educators, students, and persons with autism on their journey to become more aware and more informed.

​Happy Holidays.

Regards,

Sara Luker

Prancer's Power Cards ~
 
Power Cards use a child’s favorite cartoon character, or favorite superhero to help motivate desired behavior, in certain social situations. They are effective to use as a reminder of expectations for activities or conditions.
​
< My Thoughts >    “…favorite cartoon character…”

Our Sonny responds to all the characters from Toy Story; especially Buzz Lightyear (I have a laser, and I will use it!). We choose different characters for regulating different desired behaviors.
Each character is represented on a separate homemade Power Card.

For instance, in one episode, Barbie drives a pink convertible car… so we use that character for ‘car’ behavior. Barbie likes to mess with Ken’s clothes… so, Ken is used for choosing and wearing certain appropriate clothes. Here are some of the homemade 3 x 5 index ‘power cards’ we have available for directing Sonny’s desirable actions and behaviors. Sometimes, Sonny will bring us a power card to indicate what he wants or needs. Here are other cards we have created:

Woody – Friend behavior               Card shows Woody giving a ‘high-five’ to a friend.
Stinky Pete – Bathing behavior      Card shows Stinky Pete in the bathtub.
Forky – Eating behavior                 Card shows Forky using utensils to eat.
Combat Carl (soldier)                     Card shows with Combat Carl picking up toys.
Mr. Spell (push-button talk technology)  Card shows use of Sonny’s ‘Cheap Talk’ pad.
​
Power cards can be made and used to teach a variety of skills, preventing things which often trigger core autism symptoms in children; including:
 
·       Clarifying choices (Giving even two choices can empower your child, reducing frustration.)
·       Teaching cause and effect (Understanding why things happen, eliminating unexpected changes. Simple action/reaction Shake a jingle bell=action and it will ring=reaction.)

·       Teaching another's perspective (Knowing that others may not share your interests, like /dislikes; lack of Theory of Mind.

·       Aiding in generalization (Generalizing /transitioning from one thing or place to another is often a near impossibility; eating skills used with plates /utensils at home is the same as the eating skills you use when eating at grandma’s house.)

·       Teaching consequences for behavior (Because ‘behavior’ is often a communication expression, this is a tough one. Try using a ‘positive’ consequence for a desired behavior; when creating your child’s Visuals.}
 
Step-by-step Power Cards can also be created as Visual support to show how to react when becoming overwhelmed by certain feelings and/or sensory sensations. For instance, make a card which says – 

​When I feel 'anxious', I should ~

• count to 10
• close my eyes & breathe deeply
• ask for a 'break'

Make a card which says – 

​When I am feeling scared or overwhelmed, I should ~

• breathe slowly, or blow bubbles
• do something I like (color or listen to music)
• talk to someone nearby
• take a walk

Be creative. Use words and images your child can relate to. Power cards are a visual strategy that uses a person's special interest to teach and reinforce behavioral, social, and academic skills. They are often used to help people with autism spectrum disorder (ASD) or other social and behavioral challenges. 
​
More step-by-step Power Card creation suggestions, plus a starter worksheet to address the desired behavior goal, here: Power Cards Sheffield Children’s NHS Foundation Trust. Retrieved online from – https://library.sheffieldchildrens.nhs.uk › 2023/02.

​Dear Readers, 

​Once again, thank you so much for all the 'shares' & 'mentions'. Your ‘Comments’ are welcomed. My goal is to reach as many people in the autism community as possible. Kindly share my website, globally and use my Free ASD Book, Know Autism, Know Your Child as a supplemental text for academics and clinicians. My hope is to help reach all parents, caregivers, clinicians, therapists, educators, students, and persons with autism on their journey to become more aware and more informed.

​Happy Holidays.

Regards,

Sara Luker






More on Holiday Visual Supports 202412/13/2024
0 Comments

 

4 EASY WAYS TO GUIDE HOLIDAY BEHAVIOR

​4 easy ways to guide autistic Holiday behavior ~
​

• Frosty’s 5-point-scale
• Prancer’s Power Cards
• Santa’s Social Stories
• Vixen’s Visual Schedule.

​Bloom, L. P. (2020) said that this ‘small-scale study, conducted in Stockholm, Sweden, concluded that preschool professionals needed to provide sufficient skills for children to adjust and adapt in a learning environment.
 
A model based on the understanding that each child is different. With different strengths and limitations. This ‘difference’ requires support that is varied, unique, and flexible to the child’s needs and accomplishments. Also required is an implementation of tools which are effective, simple, and useful to the child’s ‘identifiable’ requirements.
 
< My Thoughts >        “…each child is different.”
 
Each child’s differences are often difficult to discern. Teachers may decide on one model of support, which has possibly worked for a child with ‘like’ strengths and/or limitations. But the chances that this child will also respond positively, is never guaranteed. So many things can vary or be unique to this particular child, thus changing the course of intervention or instruction. Know this, let us explore the following Visual Supports; beginning with a 5-Point Rating Scale –

Yau, A. (2012) advises us that our child is likely to be much more of a visual thinker than we are. Spoken words are transitory – they are gone as soon as they are verbalized.  But visual tools are concrete, whether it be a real object, a photo, a symbol, or a written word. Visuals can be returned to use, over and over again, helping your child understand, and sometimes to accept, the new information.          
 
< My Thoughts >       “Visuals can be returned to use, over and over again…”
 
Types of VISUALS are – Visual Schedules, 5 point scales, Power Cards, Social Stories, & Comic Strips or Storyboards. Sometimes, children do not respond to ‘visuals’ the first time around. But if you leave them out, in an easily available area, your child may begin to show interest. We say about Sonny, that ‘he must make the idea’ of doing an activity or behavior, first; if we want it to be successful.

References:

Bloom, L. P. (2020). Professional Development for Enhancing Autism Spectrum Disorder Awareness in Preschool Professionals. Journal of Autism & Developmental Disorders; V51, pgs. 950-960.

Yau, A. (2012). Autism – A Practical Guide for Parents; eBooks Edition

Let's start with –

Frosty's Five Point Rating Scale ~



Have you ever used the Incredible 5-Point Scale?  According to an article by Kari Dunn Buron, this is a very simple tool that can be used to teach behavior self-regulation. More about creating a 5-point-scale from – Autism Classroom Resources; Retrieved online from – https://autismclassroomresources.com/the-incredible-5-point-scale-review-and/

< My Thoughts >    “…5-Point Scale”
 
​For children with autism, behavior self-regulation can be accomplished by following Five Steps, which visually show the calming steps to take when using self-regulation to direct behavior.

Give your child the opportunity to begin following the 5-steps necessary to solving the problem. You will need to practice with your child, how to identify the way that they are feeling. Then, to find that corresponding feeling on the chart you create.

Use only a partial Frosty face, instead of emoji. Or, use real pictures of your child. Whichever you think would work best.
 


​​#5 Visual Image: Getting ready for a ‘meltdown’.         I should…  Ask for ‘HELP’.

​#4 Visual Image: Really feeling ‘upset’.            I should…  Take deep breaths & count to 5

​#3 Visual Image: Starting to feel ‘anxious’.       I should…  Take a break.​

#2 Visual Image: Doing ‘okay’.                         I should…  Keep up the good work.​ 



#1 Visual Image: Feeling ‘great’.                      I should…  Enjoy myself.

​​The Five Point scale should be age appropriate. Use Steps from 1 - 5 that your child will understand. Be creative and let them help make the scale and the ‘faces’.
​
Unclear Expectations: When expectations are not clear, it can create confusion and anxiety. Socialization can be exhausting, leading to stress and anxiety.
 
< My Thoughts >       “ …. can create confusion and anxiety.”
 
If others are anxious, then your child may feel anxious too. Your child may not be sure of what is happening, at any given moment. Interruption of their daily routine may make the traditional expectations of the holidays seem confusing and chaotic to him or her. Especially when leaving one’s safehouse and going out into the community; or, to grandma’s house.
Providing ‘choices’ can also help. Make certain those ‘choices’ are both appropriate and acceptable to you. Rehearsing these ‘choices’ and use of Visual supports beforehand, can help too.
 
Create a “busy bag” of items that are highly desired by your child that can keep them occupied. If your child is a very picky eater, remember to bring backup food items with you. This may include his own plate, utensils, and a quiet place to eat. A ‘break’ may mean going out to sit in the family car, until your child feels ready to give the activity another go.
 
Davide-Rivera (2013) discloses – When smells overwhelmed me, I had a sensitive stomach. When I only ate a few select items, I was a picky eater.
 
< My Thoughts >                 “…picky eater...”
 
Picky eating may not be a problem unless the child’s growth is affected, or unless allergies are suspected. Many children go through periods of not wanting foods with certain tastes, textures, or temperatures. With some children this could well be a ‘sensory’ issue.
 
Bogdashina, O.  & Casanova, (2016) tell us that the sense of smell, ‘olfaction’, has in its olfactory system 10 million smell receptors of 20 different types, in the nose. To these people, the smell or taste of food can be intolerable, no matter how hungry they are. For that reason, they will only eat certain foods.
 
Schneider, J. (2012) tells everyone who will listen what he thinks about food, in his children’s book. He loves recounting his childhood refusal to eat disgusting, smelly, repulsive, lumpy, or slimy foods.
 
Note: See UNIT 4, Chapter 3, PART 2 Sensory Integration for more about Sensory Profile.
 
References:
 
Bogdashina, O., & Casanova, M. (2016). Sensory Perceptual Issues in Autism & Asperger Syndrome: 2nd Edition; eBook Edition.
 
Davide-Rivera, J. (2013). Twirling Naked in the Streets and No One Noticed: Growing Up with Autism; eBook Edition.
 
Schneider, J. (2012). Tales for Very Picky Eaters; eBook Edition.

​4 easy ways to guide autistic Holiday behavior ~
​

• Frosty’s 5-point-scale
• Prancer’s Power Cards
• Santa’s Social Stories
• Vixen’s Visual Schedule.

​Bloom, L. P. (2020) said that this ‘small-scale study, conducted in Stockholm, Sweden, concluded that preschool professionals needed to provide sufficient skills for children to adjust and adapt in a learning environment.
 
A model based on the understanding that each child is different. With different strengths and limitations. This ‘difference’ requires support that is varied, unique, and flexible to the child’s needs and accomplishments. Also required is an implementation of tools which are effective, simple, and useful to the child’s ‘identifiable’ requirements.
 
< My Thoughts >        “…each child is different.”
 
Each child’s differences are often difficult to discern. Teachers may decide on one model of support, which has possibly worked for a child with ‘like’ strengths and/or limitations. But the chances that this child will also respond positively, is never guaranteed. So many things can vary or be unique to this particular child, thus changing the course of intervention or instruction. Know this, let us explore the following Visual Supports; beginning with a 5-Point Rating Scale –

Yau, A. (2012) advises us that our child is likely to be much more of a visual thinker than we are. Spoken words are transitory – they are gone as soon as they are verbalized.  But visual tools are concrete, whether it be a real object, a photo, a symbol, or a written word. Visuals can be returned to use, over and over again, helping your child understand, and sometimes to accept, the new information.          
 
< My Thoughts >       “Visuals can be returned to use, over and over again…”
 
Types of VISUALS are – Visual Schedules, 5 point scales, Power Cards, Social Stories, & Comic Strips or Storyboards. Sometimes, children do not respond to ‘visuals’ the first time around. But if you leave them out, in an easily available area, your child may begin to show interest. We say about Sonny, that ‘he must make the idea’ of doing an activity or behavior, first; if we want it to be successful.

References:

Bloom, L. P. (2020). Professional Development for Enhancing Autism Spectrum Disorder Awareness in Preschool Professionals. Journal of Autism & Developmental Disorders; V51, pgs. 950-960.

Yau, A. (2012). Autism – A Practical Guide for Parents; eBooks Edition

Let's start with –

Frosty's Five Point Rating Scale ~

Have you ever used the Incredible 5-Point Scale?  According to an article by Kari Dunn Buron, this is a very simple tool that can be used to teach behavior self-regulation. More about creating a 5-point-scale from – Autism Classroom Resources; Retrieved online from – https://autismclassroomresources.com/the-incredible-5-point-scale-review-and/

< My Thoughts >    “…5-Point Scale”
 
​For children with autism, behavior self-regulation can be accomplished by following Five Steps, which visually show the calming steps to take when using self-regulation to direct behavior.

Give your child the opportunity to begin following the 5-steps necessary to solving the problem. You will need to practice with your child, how to identify the way that they are feeling. Then, to find that corresponding feeling on the chart you create.

Use only a partial Frosty face, instead of emoji. Or, use real pictures of your child. Whichever you think would work best.
 

​​#5 Visual Image: Getting ready for a ‘meltdown’.         I should…  Ask for ‘HELP’.

​#4 Visual Image: Really feeling ‘upset’.            I should…  Take deep breaths & count to 5

​#3 Visual Image: Starting to feel ‘anxious’.       I should…  Take a break.​

#2 Visual Image: Doing ‘okay’.                         I should…  Keep up the good work.​ 

#1 Visual Image: Feeling ‘great’.                      I should…  Enjoy myself.

​​The Five Point scale should be age appropriate. Use Steps from 1 - 5 that your child will understand. Be creative and let them help make the scale and the ‘faces’.
​
Unclear Expectations: When expectations are not clear, it can create confusion and anxiety. Socialization can be exhausting, leading to stress and anxiety.
 
< My Thoughts >       “ …. can create confusion and anxiety.”
 
If others are anxious, then your child may feel anxious too. Your child may not be sure of what is happening, at any given moment. Interruption of their daily routine may make the traditional expectations of the holidays seem confusing and chaotic to him or her. Especially when leaving one’s safehouse and going out into the community; or, to grandma’s house.
Providing ‘choices’ can also help. Make certain those ‘choices’ are both appropriate and acceptable to you. Rehearsing these ‘choices’ and use of Visual supports beforehand, can help too.
 
Create a “busy bag” of items that are highly desired by your child that can keep them occupied. If your child is a very picky eater, remember to bring backup food items with you. This may include his own plate, utensils, and a quiet place to eat. A ‘break’ may mean going out to sit in the family car, until your child feels ready to give the activity another go.
 
Davide-Rivera (2013) discloses – When smells overwhelmed me, I had a sensitive stomach. When I only ate a few select items, I was a picky eater.
 
< My Thoughts >                 “…picky eater...”
 
Picky eating may not be a problem unless the child’s growth is affected, or unless allergies are suspected. Many children go through periods of not wanting foods with certain tastes, textures, or temperatures. With some children this could well be a ‘sensory’ issue.
 
Bogdashina, O.  & Casanova, (2016) tell us that the sense of smell, ‘olfaction’, has in its olfactory system 10 million smell receptors of 20 different types, in the nose. To these people, the smell or taste of food can be intolerable, no matter how hungry they are. For that reason, they will only eat certain foods.
 
Schneider, J. (2012) tells everyone who will listen what he thinks about food, in his children’s book. He loves recounting his childhood refusal to eat disgusting, smelly, repulsive, lumpy, or slimy foods.
 
Note: See UNIT 4, Chapter 3, PART 2 Sensory Integration for more about Sensory Profile.
 
References:
 
Bogdashina, O., & Casanova, M. (2016). Sensory Perceptual Issues in Autism & Asperger Syndrome: 2nd Edition; eBook Edition.
 
Davide-Rivera, J. (2013). Twirling Naked in the Streets and No One Noticed: Growing Up with Autism; eBook Edition.
 
Schneider, J. (2012). Tales for Very Picky Eaters; eBook Edition.

Dear Readers, 

​Thank you so much for all the 'shares' & 'mentions'. Your ‘Comments’ are welcomed. My goal is to reach as many people in the autism community as possible. Kindly share my website, globally and use my Free ASD Book, Know Autism, Know Your Child as a supplemental text for academics and clinicians. My hope is to help reach all parents, caregivers, clinicians, therapists, educators, students, and persons with autism on their journey to become more aware and more informed.

​More Visual Supports for the Holidays, coming soon... keep posted.

Regards,

Sara Luker
 

NEW BLOG
​
Holidays, an important time to Know Autism, Know Your Child. Find Free ASD Book on MENU.
 
Enhance with Holiday and/or Child’s favorite graphics –   Guide expectations... use ~

Prancer’s Power Cards
Frosty’s Five Point Scale
Santa’s Social Stories
Vixen’s Visual Schedule

​Yau (2012) advises us that our child is likely to be much more of a visual thinker than we are. Spoken words are transitory – they are gone as soon as they are verbalized.  But visual tools are concrete, whether it be a real object, a photo, a symbol or a written word. Visuals can be returned to over and over again, helping your child understand, and sometimes to accept, the information.          
 
< My Thoughts >       “Visuals can be returned to over and over again…”
 
Types of VISUALS are – Visual Schedules, 5 point scales, Power Cards, Social Stories, & Comic Strips or Storyboards.

Frosty's Five Point Scale ~

Use appropriate Frosty face instead of emoji.

The emoji #4 lets you know your child is feeling upset. Or, s/he can indicate the color 'orange'. Use the FROSTY emoji's if that would work. There is even an idea for expressing that the child is headed for a 'meltdown'.

The Five Point scale should be age appropriate. Use Steps from 1 - 5 that your child will understand. Be creative and let them help make the scale.

Prancer's Power Cards ~

When I feel 'anxious', I should ~

• count to 10
• close my eyes & breathe
• ask for a 'break'

When I am feeling scared or overwhelmed, I should ~

• breathe slowly, or blow bubbles
• do something I like (color or listen to music)
• talk to someone nearby
• take a walk

Santa's Social Stories ~
You want the story to be brief, but maintain the child's attention. Again, let the child help you create this Visual story.

Vixen's Visual Schedule ~
Before changing a behavior or routine, know the child's basic understanding. A 'baseline' for learning a new skill must be established. Start where they 'are', instead of repeating what they've already learned. Visual schedules can be accompanied by auditory backup, or even a Smart Phone app.

 
Visual schedules can be accompanied by auditory backup, or even a Smart Phone app. 4 easy ways to guide autistic Holiday behavior. Vixens Visual Schedule. Read more on my site #ASDblog or download MyNewBook Units 1 – 2 https://payhip.com/b/loAmV #Autism #AutismBehavior #AutismVisualSupport #AutismHelp

Sicile-Kira, C. (2010) asks why the holidays are so difficult for families with autism. Often parents in the autism community will joke that we become more religious during the holiday season. We pray that we will have the strength to politely ignore the judgments passed upon us and our ‘misbehaving' children.

< My Thoughts >    “…our ‘misbehaving' children.”
 
Relatives may think that the child is misbehaving, and may try to discipline the child, not realizing that the child really cannot help it. Prepare to support your child and perhaps even find a way to inform relatives and friends about the current status of your child’s autism. Status in the areas of anxiety, communication, meltdowns, social interaction, restricted interests, stimming, and sensory issues.
 
Parents, prepare yourself! Perhaps this should be an ‘autism commandment. Prepare yourself and your child in the areas of needing support for his or her interwoven needs, during the Holiday Season. 
 
For example –

• Anxiety

 
Unclear Expectations: When expectations are not clear, it can create confusion and anxiety. Socialization can be exhausting, leading to stress and anxiety.
 
< My Thoughts >       “ …. can create confusion and anxiety.”
 
If others are anxious, then your child may feel anxious too. Your child may not be sure of what is happening, at any given moment. Interruption of routine may make the traditional expectations of Thanksgiving Day seem confusing and chaotic to him or her.
Providing ‘choices’ can also help to overcome anxiety. Make certain those ‘choices’ are both appropriate and acceptable to you. Create a “busy bag” of items that are highly desired by your child that can keep them occupied. If your child is very picky, remember to bring backup food items with you. This may include his own plate, utensils, and a quiet place to eat.

• Communication problems

 
People with ASD may have difficulty with verbal and nonverbal communication. They may avoid eye contact, social smiling, or unnecessary aspects of conversation. Understanding the way your child is expressing ‘wants’ and ‘needs’ will take patience and understanding on everyone’s part. There may be facial expressions, body language, and non-literal layers of communication that s/he cannot not follow. Introducing and practicing social scripts and/or social stories may help. Especially if your child becomes frustrated, expressing in unwanted behavior, when waiting for something.
 
< My Thoughts >    “…when waiting for something.”
 
Often behavior improves a thousand percent when the child has effective ways of communicating, albeit with visual cue cards, augmented communication devices, signing, or typing on their iPad. Help friends and family get updated about your child’s autism trajectory.
​

• Meltdowns

 
Know that meltdowns are NOT usually a ‘thought-out’ behavior but a likely ‘sensory’ reaction. Often, when a child has a meltdown, s/he does not know what is wrong. This reaction may be ‘sensory’ or being overwhelmed by what is happening; like emotions out of control, or environmental stress which is beyond a child’s control.
 
Cariello, C. (2015) declares that much of her son Jack’s issues, it turns out, are related to sensory integration and his own internal regulation.  …he struggles with regulation, cognitive flexibility, working memory and processing, and auditory and visual complexity.
 
< My Thoughts >      “…his own internal regulation…”
 
This is another Holiday slippery slope with our Sonny. Any kind of ‘changing-up things’ in the blink of an eye could send a child with ‘sensory issues’ spinning out of control. If he finds himself on sensory overload… he goes into his ‘flight or fight’ response. He overrides his medication and starts buzzing like a bee… stinging whatever or whomever crosses his path.
​

• Need for routine

​Reduce social pressure – practice role playing and scripted responses. Have some visuals ready. If your child responds to ‘print’ on posters or in books, you might try creating a Visual Schedule to teach about upcoming events. Visual Schedules which show what needs to be done, in stages, and completion dates. Making them should include your child, which takes patience and creativity. Of course, social stories and verbal prompting or other visual and auditory cueing is usually necessary.
 
 < My Thoughts >                   “…have some visuals ready…”
 
Visuals, like printed schedules with matching graphics, or power cards, and 5-Point charts can support learning and help to teach self-help and social skills to persons with autism. Several things need to be kept in mind though when creating and designing helpful visuals. Those things are that not all people are visual learners. Sometimes the visual schedule can be accompanied by an auditory backup, or use of a Smart Phone App to ensure the outcome you are hoping for.  Another thing is that all visuals should be age appropriate and they should find the person at their level of understanding.
 
All visuals should be age appropriate and they should find the person at their level of understanding. If the person is a very ‘literal’ thinker/learner, which many with ASD are, then you may want to take actual photos to use on their schedule, instead of graphics. Also, they may not be able to ‘generalize’, using one routine in two different places.
 
< My Thoughts >                    “…one routine…”
 
Persons with autism thrive on consistency and ‘routine’. Self-regulation, when learned, can make everyone’s life a little bit easier. Unfortunately, celebrating a Holiday, especially in someone else’s home can become an epic nightmare. When things change, the results of therapeutic strategies fade, and lives are interrupted. And, transferring skills from one setting to a different one may be impossible for the child with autism.
 
Sicile-Kira, C. (2014) says that “Social relationships are important to all people, yet are difficult for many on the autism spectrum to develop naturally.”  “…having social skills, knowing about expected yet often unstated rules of behavior, and social boundaries.” Some of the things she suggests are – Social Skills Training, Social Stories, and that by encouraging play, acting animated, happy; even singing and dancing around your child can be a place to start teaching about being social.
 
Crozier, S. & Tincani, M. (2007) tell us that a ‘social story’ is a short story written for an individual. The story describes a specific activity and the behavior expectations associated with that activity. You can also create a story to introduce ‘special’ events such as holiday gatherings, birthday parties, or other events.
 

• Sensory Issues

 
Sensory issues are heightened reactions which cause states of discomfort or distress. A child with autism may easily become overwhelmed by too much stimulation from his or her environment. They may be super sensitive to certain sounds, smells, lights, or textures.

Image by cupofjo.com

Dear Readers,

Parents often must wait days, weeks, and even months for assessments or doctor appointments. During this stressful time, it's good to feel that you are actively helping your child. This can become an important time of clarifying what bothers you the most about your child's behavior, development, or other concerns. Video what you are seeing and how your child acts throughout the day/night. 'Seeing is believing' for someone new to your child.
​
Prioritize your child's 'needs' and your 'wants'. Try new things... like teaching your child age appropriate 'developmental skills' that are non-invasive. See what works and what doesn't. Eventually, you will have to choose from available programs, therapies, and services that will be offered. Some are quite expensive, so understand your child well enough to figure out what will probably work and what absolutely won't. You can only know this by trying some things on your own.

Information about #INTERVENTIONS, #THERAPIES, #PROGRAMS, and/or #TREATMENTS is presented without intent or suggestion of status or effectiveness; or even with the title of an autism ‘intervention’. Most places in the literature and even in some laws, the word ‘intervention’ is used interchangeably with ‘instructional/educational program’, ‘therapy’, and ‘treatment’. The very word ‘INTERVENTION’ when used in the same sentence with ‘autism’ may imply ‘cure’ or ‘long-term’ effect. That is NOT the intention here.
​
Note: Read more about INTERVENTIONS, THERAPIES, PROGRAMS, and/or TREATMENTS in my Free ASD Book – Know Autism, Know Your Child with < My Thoughts >; UNIT 7CAMS.

Autism ‘intervention’ as with the phrase, “Early Detection / Early Intervention” may simply mean an ‘action’, or an attempt to ‘change a course’ or trajectory of autism. Also, the expectation for success is that all ‘interventions/therapies/programs will have the cooperation of the participant, the parent, and/or the assigned therapist.

There are many different types of treatment programs, interventions, and services being tried by parents and schools. Also, your child’s challenges may require having several non-competing therapies at once. Therefore, carefully consider the cost and time involved for your child and your family. Be very careful to fully understand your obligations. To some, AUTISM is a business. So, remember that gym/spa membership you paid for every month for three years, even though you only went there a few times? You could find yourself in the same type of situation here.

Just to let you know that I, Sara Luker, have put forth my best efforts to create the extended book reviews presented here on this website. I have permission from the authors to publish these Extended Book Reviews. This is just a sharing of stories of those who have gone on before us. Please, understand also that all health matters ALWAYS require professional medical decisions, diagnosis, and treatment by highly qualified and licensed individuals.

​Regards,
Sara Luker

Photo of boy at desk by flickr.com

How to provide positive support for the child with autism –
 
Bloom, L. P. (2020) said that this ‘small-scale study, conducted in Stockholm, Sweden, concluded that preschool professionals needed to provide sufficient skills for children to adjust and adapt in a learning environment.
 
A model based on the understanding that each child is different. With different strengths and limitations. This ‘difference’ requires support that is varied, unique, and flexible to the child’s needs and accomplishments. Also required is an implementation of tools which are effective, simple, and useful to the child’s ‘identifiable’ requirements.
 
< My Thoughts >        “…each child is different.”
 
Each child’s differences are often difficult to discern. Teachers may decide on one model of support, which has possibly worked for a child with ‘like’ strengths and/or limitations. But the chances that this child will also respond positively, is never guaranteed. So many things can vary or be unique to this particular child, thus changing the course of intervention or instruction.
 
Bloom, L. P. (2020) believes that this study shows preschool professionals needed to provide more inclusion, professional education, and more understanding of the autistic child’s needs. That they needed a model which was focused on how professionals should make changes in their current practice.
 
McConkey (2023) makes it known that the review article’s authors describe the following as influencing factors to the choice and success of the autistic child’s support –

• cultural norms of typical and atypical behaviors
• culture-specific approaches to parenting
• mental health literacy
• cultural beliefs, attitudes, and stigma to disability

​These influencing factors, as well as the need to reflect on the affordability, availability, accessibility, and acceptability of services in low- and middle-income countries (LMICs) in particular.

In sum, children and adults with autism are at a greater risk of experiencing mental health problems. The problems cited here were –

•       Attention-deficit hyperactivity disorder
•       Anxiety disorders
•      Disruptive, impulse-control & conduct disorders
•      Depressive disorders
•      Obsessive-compulsive & related disorders

 
The other less-frequently occurring conditions were bi-polar and related disorders, schizophrenia spectrum and psychotic disorders and sleep–wake disorders. Service models depended on cultural circumstances. Overall, they said that the objective should be to promote positive mental health.
 
Interventions and service support models took various forms –
​

• home-based guidance from a therapist
• peer-mentoring from other parents
• family-centered activities
• group training workshops
• support groups

Their autism required these intervention services to be flexible in adjusting to their communication and style of interaction, but they claim that this did not happen.
 
< My Thoughts >        “…they claim that this did not happen.”
 
Achieving a good support model does require those providing services to be flexible. Hopefully, families will have opportunities to develop services which meet the requirements of all parties.
 
Positive psychology advocates a different approach: one that builds on the strengths and talents of the person. One which creates a sense of wellbeing based on a sense of belonging, which is a they claimed is the key element to a desirable quality of life.
 
Readers, 

​Thank you so much for all the 'shares' & 'mentions'. My goal is to reach as many people in the autism community as possible. To reach all parents, caregivers, clinicians, therapists, educators, students, and persons with autism. Kindly share my website, globally.

Regards,

Sara Luker
 
References:

Bloom, L. P. (2020). Professional Development for Enhancing Autism Spectrum Disorder Awareness in Preschool Professionals. Journal of Autism & Developmental Disorders; V51, pgs. 950-960.

McConkey, R. (2023). Nurturing the Positive Mental Health of Autistic Children, Adolescents & Adults, Alongside That of Their Family Care-Givers: A Review of Reviews. Brain Science; Nov 27;13 (12):1645.

​
BLOG – Food Additives
 
After eating, does your child’s behavior change from being calm and satisfied, to becoming a hungrier, angrier, and/or even a wilder than usual child? Maybe that food/drink has been introducing unwanted ‘food ingredients’ into your child’s system, thus changing their behavior.
 
Note: OVERVIEW OF FOOD ADDITIVES, FDA (Online LINK) – Overview of Food Ingredients, Additives & Colors (fda.gov).
 
De Oliveria, B. (2024) defines a ‘food additive’, in its broadest sense, as any substance added to food. Legally, the term refers to “any substance which results, — or may reasonably be expected to result — directly or indirectly — to affect the characteristics of any food.”
 
< My Thoughts >       “…affect the characteristics of any food.”

Shopping in stores, as most of us do, instead of harvesting food from the land, we are subjected to consuming food and drink which takes time to reach us. To preserve staples from farm to table, keeping them fresh and colorful, often requires food additives. There are other reasons for additives, as shown below.
 
Recently, a popular cereal from a trusted food manufacturer was revealed as using ‘food additives’, instead of using natural ingredients to preserve color and flavor.

In our rush to get things done, it is hard to take the extra time needed to read labels. Then when the reading is difficult, and the ingredients are something we have never heard, we just grab and go. So, how do we prioritize what is important and worth the time to investigate? Perhaps the information in this BLOG will begin to give you a start to gathering that decision making information.

De Oliveria, B. (2024) answers the question – What Is a Color Additive? A color additive is any dye, pigment, or substance which is added or applied to a food, drug or cosmetic. The Food & Drug Administration (FDA) is responsible for regulating all color additives to ensure that foods containing color additives are safe to eat, contain only approved ingredients, and are accurately labeled.

Color additives are used in foods for many reasons:
 
1) to offset color loss due to storage conditions
2) to correct natural variations in color
3) to enhance colors that occur naturally
4) to provide color to colorless and “fun” foods
 
Without color additives, colas would not be brown, substitute butter spreads would not be yellow, and mint ice cream would not be green. Color additives are now recognized as an important part of practically all processed foods we eat.
 
< My Thoughts >          “FDA is responsible…”
 
The ‘catch’ is that the FDA depends on the food manufacturer to report the kinds of ‘additives’ in each food they send to market. Also, it seems that the FDA does not require reporting the ‘amount’ of the additive in their product. Another disclosure loophole manufacturers have is that the FDA expects them to be responsible to report how that additive is being metabolized by the human body.  Which in reality may still be under study.

Manufacturers can state that, the 'product' is generally considered to be safe for human consumption. In other words, no consumer has yet complained, or brought forth a lawsuit against the manufacturer.

Lopez, T. (2023) learned that there are four "toxic food ingredients" that can actually make us hungrier –
 
1.    MSG          MSG antagonizes the pancreas into pouring out more insulin and doctors call it a "hormonal cascade that makes you feel hungrier". 
2.    Refined flour      Refined flour causes your blood sugar levels to rise quickly, spiking your insulin before you crash. 
3.    High fructose corn syrup   High fructose corn syrup slows down the release of leptin, also known as the "I'm full" hormone. 
4.    Gluten       Gluten, also called a gut-irritant, does not make your gut feel full.  
​
Note: More about gluten-free, casein-free diets in my website’s Free ASD Book; UNIT 7-0 WHO MAY HELP? CHAPTER 3 – OTHER THERAPIES  
 
< My Thoughts >     “…actually make us hungrier.”

About ‘food additives’, i.e. added ‘food ingredients’, here are some possibilities occurring when your child eats a favorite food. Their behavior may change, unfavorably. Because when your child eats food or drink with both ‘high fructose corn syrup’, plus something with a ‘color additive’, they are getting a ‘double whammy’ of possible behavioral triggers.

Parents most often worry that their child is not getting the nutritional benefits of a variety of foods. Picky eaters go through unexplained phases of eating only ‘green’ food; only drinking brown liquids or anything hidden under cheese. Sonny takes meds, three times daily. Those meds need to be taken with food. We sometimes become desperate and let that ‘support’ food be graham crackers, washed down with cola. And, sometimes it results in him racing around the house, until he winds down from the ‘food additive’ rush.

Note: Read more about ‘picky’ eaters in my website’s FREE ASD Book; UNIT3, Chapter 1, Part 1 – Poor Eating.

Note: EWG stands for Environmental Working Group (ewg.org). FDA stands for (U.S.) Food & Drug Administration (fda.gov).

Medintz, S. (2024) makes it clear which dangerous ingredients may be in foods. He denotes the following offenders –

• Brominated vegetable oil is used in sports drinks and sodas as an emulsifier—a substance that helps blend liquids that do not otherwise blend easily, such as oil and water. According to a database hosted by the EWG, it is used in about 70 sodas and beverages, most of them vibrantly colored and citrus-flavored. 

< My Thoughts >     “…beverages, most of them vibrantly colored and citrus-flavored.”

Read the labels on bottled fruit juices, imitation ‘milk’ products (including chocolate milk), sodas, and other popular drinks. Also, for years consumers have had concerns about milk from cows that have been fed hormones to improve milk production. Just one more thing to consider.

• Potassium bromate is a flour “improver,” added to strengthen dough, make baked goods rise higher in the oven, and enhance their texture. The EWG counts some 190 products containing potassium bromate, including many packaged breads, dumplings, and frozen foods. Potassium bromate has been linked to cancer. 

< My Thoughts >       “…linked to cancer.”

It is unclear how much of this flour “improver” would have to be consumed to cause this link. A concern for parents of picky eaters is that they do not get enough ‘variety’ of healthy foods.

• Propylparaben is used as a preservative, extending the shelf life of packaged foods by preventing growth of mold and bacteria. It can be found in more than 50 products in U.S. grocery stores, including many packaged corn tortillas, baked desserts, and cake icing, according to the EWG. Propylparaben has been shown to cause endocrine disruption and reproductive issues in lab animal testing. 

< My Thoughts >        “…in more than 50 products…”

Checking labels can be exhausting and overwhelming. Especially when one favorite product may contain several of these ‘suspect’ additives.

• Red Dye No. 3, also known as FD&C Red No. 3, red dye 3, and erythrosine, is a food coloring used to give a bright, cherry-red color to thousands of food products now on shelves, including candies, baked goods, snacks, cereals, and sodas. Red Dye No. 3 has been found to cause cancer and thyroid tumors in lab animals and has been linked to hyperactivity and other neurobehavioral effects in children. Health effects like these led the FDA to ban its use in cosmetics more than 30 years ago. 

< My Thoughts >     “…linked to hyperactivity and other neurobehavioral effects in children.”

We have heard about red dye 3, for years. The consumer may believe that it is not longer a problem, but it may still be lurking on the food shelves.

• Titanium dioxide is also used as a food coloring, in this case to make coffee creamers, baking decorations, and sauces appear whiter or more vivid than they otherwise would. Banned in most European countries, titanium dioxide has been linked to digestive tract problems, and the ability of the substance to damage genetic information in the body’s cells.

 
< My Thoughts >     “Banned in most European countries…”
 
The U. S. ‘nutrition watchdogs’ may be more subject to approval pressure from food producers than their European and Canadian counterparts. Also, deceptive marketing, packaging, and advertising may play a part in consumer purchasing.
 
Added to all of the above, De Oliveria, B. (2024) warns that while foods may have received FDA approval at the point of manufacture, packaging and environmental storage and delivery conditions, may also alter the nutritional value of the foods we are serving.
 
My hope is that this and all of these BLOGs will give you a beginning to gathering important decision making information. Thanks for all the ‘sharings’. Again, comments welcomed, and kindly share my website, globally. My goal is to reach all parents, caregivers, clinicians, therapists, educators, students, and persons with autism looking for supplemental information.

Regards,

Sara Luker
 
 
References:
 
De Oliveria, B. (2024). Synthetic Colors in Food: A Warning for Children’s Health. International Journal Environmental Research & Public Health; May 27:21(6). Retrieved online from – https://www.mdpi.com/journal/ijerph
 
Lopez, T. (2023). Toxic food ingredients that can make you hungrier. Retrieved online from – cbsnews.com/sacramento.
​
Medintz, S. (2024). 5 Dangerous Ingredients That Are in Our Food but Shouldn't Be. Retrieved online from – https://www.consumerreports.org/health/food-additives/dangerous-ingredients-that-are-in-our-food-but-shouldnt-be-a4054710317/

IMAGE from parentmap.com

Artificial intelligence (AI) Overview of Autistic-like traits (ALTs) in girls can include: 
​

• Social communication: Difficulty making and keeping friends, and differences in social 

         communication that increase with age 

• Sensory sensitivity: Unusual sensitivity to sensory challenges 
• Stress management: Using control as a stress management technique 
• Interests: Passionate but limited interests, and conversations limited to their own topics of

         interest 

• Behavior: Choosing behaviors that seem to be shy, quiet, unusually passive, quirky, or peculiar.
• Routines: Strict routines and repeated actions, and difficulty adapting to a change in routine 
• Movement: Movement issues, including impairments in balance or fine and gross motor skills 
• Hyper-focus: Being hyper-focused on a specific topic and not participating in school to their potential 
• Eccentric personality: Having an eccentric personality, which may be reflected in appearance (such as, quirky, or peculiar)
• Androgynous traits: Having androgynous traits, or identifying as non-binary, not exclusively as male or female; both or, somewhere in between.

ALTs are part of a broader autism spectrum disorder (ASD) phenotype and lie on a continuum below the clinical threshold. They are common in the general population and are moderately to highly heritable. 

Keeping your child's doctor aware of development and changes in your child is an excellent way to identify when there are autism-like symptoms, but it is not autism. Some ALT behaviors are –
​
1.    Poor eye contact and impaired social interaction:ADHD children have difficulty sustaining social interactions, because they are distractable. But they are not autistic as they will start and sustain social interactions and can have back-and-forth (reciprocal) interactions. While reciprocity is missing with autism.

2.    Social withdrawal and isolation: A child with social anxiety disorder can interact normally, even if they feel comfortable and will show social reciprocity, but a child with ASD is unable to. Selective mutism as well can be mistaken for autism as a teacher may erroneously think the child is autistic. Also, typically developing children can certainly have anxiety at times. Look for a family history of anxiety.
​
3.    Repetitive behaviors, lining up toys or walking on toes:Children with Obsessive Compulsive Disorder (OCD) may line up toys and not be on the Autism Spectrum. Toe walking that can become a habit is commonly outgrown and does not mean automatically that the child is on the Autism Spectrum.
 
< My Thoughts >           “…reciprocity is missing with autism.”
 
Reciprocity is sometimes missing in subtle ways with autism. While Dad and I are looking at the fruit displayed at the ‘Farmer’s Market’, Sonny is studying the wooden display box instead. He is not sharing our interest in picking out and buying bananas, which he dearly loves. But he is absorbed by the grains of wood in the display box. He sometimes even seems upset because we cannot take the box, instead of the bananas.

Note: Learn more in my Free ASD Book, Know Autism – Know Your Child: With < My Thoughts > by Sara Luker; 2024; UNIT 2 – Why Is It Autism? CHAPTER 2 – Denial & Misdiagnosis.
 
References:

Drake Institute Staff Writer (2022). Autism Misdiagnosis: Is it really autism? Or is it something else? Retrieved online from –  https://www.drakeinstitute.com › autism-misdiagnosis
 
Comments welcomed, and kindly share my website, globally. My goal is to reach all parents, caregivers, clinicians, therapists, educators, students, and persons with autism looking for supplemental information.

Regards,

Sara Luker