The #Autism core cognitive, social and sensory difficulties from childhood won’t disappear when adulthood arrives. Often acting childishly will also remain. Looking like a ‘child’ is the only thing that disappears with age.
 
Carpenter (2015) tells us that more than half of young adults with autism are disengaged from both #employment and #education, two years after leaving high school. He believes it is because of the following major remaining challenges of autism, into adulthood –
 

• Remembering & following instructions
• Adapting to changes & generalizing
• Planning & organizing
• Interpreting body language & facial expressions
• Making small talk & socializing
• Following unspoken social rules & expectations

 
Carpenter continues – social difficulties may frustrate college and career ambitions. And, in some regional areas, only the most severely disabled people are eligible for support or assistance, such as Medicaid-funded services.
 
Gardner (2013) marvels, I saw my son emerge from the changing rooms, and my soul swelled. What a handsome grown man he had become! Remembering that lost and lonely child, that child who had spent days rocking in a corner of a room, unable to communicate or relate, I thought, “Wow! Look at my incredible, handsome son now!
 
Heading off to college, Dale needs an awful lot of support and direction. He needs extra time if he’s to achieve his goals.”
 
< My Thoughts >       “Dale needs an awful lot of support and direction.” 
 
Throughout life, those with autism need support to a greater extent than the typical person learning a new task or operation. One suggestion in the literature has been that the designers of supported environments and educational settings find ways to compartmentalize and label tasks or operations, for persons with autism. For instance, incorporate more easily identified blocks time, areas of space, and/or use of specific tools/technology to support the adolescent and/or young adult, or adult with autism meet the challenges of their tasks.

Bowler, et al. (2015) tell us that the difference between ‘supported’ and ‘unsupported’ tasks was revealed in their study. Participants with autism found that having the ‘support’ of seeing things in a specific order, as with an organizational chart or by being given auditory cues, helped them become more effective. Having that type of support improved recognition as to the order of events or sequence.

They went on to say that those with autism have different degrees of difficulties with memory and may need to be cued to recall or recognize steps in a task or function. In the ‘discussion’ of the results, it was suggested that future support of persons with autism should be a result of spending time understanding and unpacking and clarifying the complexity of the task. These are reasonable adjustments required by most students and/or employees with autism, in order to become successful.
​
< My Thoughts >      “To make reasonable adjustments…”

When a student has a disability, which impacts upon learning college curriculum or when learning a new job, then there may be a requirement to undertake reasonable adjustments. These reasonable adjustments would help student performance, or addresses employee needs, allowing for the individual’s strengths and abilities of the persons with autism to surface.
 
Help from academia and from employers for persons with autism could come by –

• providing necessary tutoring, technology, reframing, or retraining 
• offering alternative tasks or assignments
• insuring longer supported training or length of assignment periods
• allowing more time off for rehabilitation, as needed
• permitting additional breaks, as needed
• changing inaccessible areas, or redesigning an area, as needed
• relocating work/study areas to address sensory, or other needs

Wentz, et al. (2012) explored the idea of using technology to help support adolescents and young adults with Attention Deficit Hyperactivity Disorder (ADHD) and autism disorders, in employment and educational settings. The idea was based on the concept that it could be easier to get additional support from a coach in an online ‘Chat Room’ setting; which could be accessed during the day between the hours of 2 – 4pm.
 
< My Thoughts >      “…using technology to help support…”
 
Here is a LINK to what appears to be a very recent collection of technology support tools used to train or retrain persons with disabilities, including autism – “New resources & hidden gems from the NationAl Rehabilitation Information Center (NARIC) Collection. A Quick Look at the Research, a ‘Spotlight’ collection –
https://naricspotlight.wordpress.com/2021/04/07/autism-and-technology-for-independence-a-quick-look-at-the-research/
Disclaimer: Please note that I, Sara Luker do NOT have any connection with, nor am I a representative of the National Rehabilitation Information Center (NARIC). This LINK is offered only as an opportunity to begin to seek information of interest, regarding the use of technology for support to persons with disabilities.
 
Wentz believes that because the traditional ‘face-to-face’ communication is difficult for most individuals with autism, a computer-mediated communication from one’s residence was thought to be an easier facilitation of support. The coaches available during this time period included clinical psychologists or educational therapists with the common denominator of having vast experience with this Autism Spectrum Disorder (ASD) population.
 
Jones (2016) insists that it’s clearly time to admit that some Autistics – even some highly educated Autistics – are NOT going to be able to work. We need more legitimate work-at-home opportunities, more support and assistance at finding and keeping online employment. And, a lot of help in getting disability benefits for those who aren’t able to work full-time or at all.
 
Staff Writer (2018) states that so much is riding on the future, so that an autistic adult can live independently. That the time is now for gathering information, discussing possibilities, and to start working towards milestones for independence.
 
REFERENCES
 
Bowler, D. Galgg, S., et al. (2015). Brief Report: The Role of Task Support in the Spatial and Temporal Source Memory of Adults with Autism Spectrum Disorder; Journal of Autism Developmental Disorders; V45, p.2613 - 2317.
 
Carpenter, S. (2015). Learning Through Seeing & Doing; Science News, p18-20.
 
Gardner, N. (2013). All Because of Henry; eBook Edition.
 
Jones, S.R. (2016). The ABCs of Autism Acceptance; eBook 2016 Edition.

Staff writer (2018). Are There Ways An Autistic Adult Can Live Independently?; Retrieved online from – https://ecarevault.com/2018/01/autistic-adults-can-live-independently/
 
Wentz, E., Nyden, A., et al. (2012). Development of an Internet-based Support and Coaching Model for Adolescents and Young Adults with ADHD and ASD; A Pilot Study; Journal of Early Child & Adolescent Psychiatry; V:21, p611-622.

A social story about going back to school –

1. I will be going to school after being gone for a while. This will be a change for everyone.
2. Instead of going to school online I will be learning in the classroom again.
3. Some days, I may be doing both; going to school & learning online at home.
4. This will be different, because I’ve been going to school at home.
5. Even though it is different, I’m positive it will be okay.
6. I will have classwork to do, a routine to follow.
7. I’ve missed my teacher & friends, but I knew I’d see them again
8. I will listen, follow the rules, I’ll be a helper.
9. I will still be wearing a mask, social distancing, washing my hands, & having fun with it.
10. I will have lots to tell my family about going back to school.

The main objective for any intervention strategy should be to help the child with autism cope and better understand behaviors, skills and communications; a Social Story makes it easier. Try making it in a 'comic strip' format. This WILL enable them to better cope with their environment, encounters and situations. This CAN HELP reduce their stress, confusion or anxiety. 

International Women’s Day –
 
On this day, we have named women who have been chosen, challenged, and committed to making a difference. My choice is a woman who has helped us to better understand Autism, Dr. Temple Grandin.
 
"Being touched triggered flight, it flipped my circuit breaker. I was overloaded and would have to escape, often by jerking away suddenly (from Temple Grandin, Thinking in Pictures).” 
 
I invite you to watch her on –
Temple Grandin TED Talk YouTube
http://www.youtube.com/watch?v=fn_9f5x0f1Q
 
And, read her thoughts about how adults with autism can choose the perfect career –
http://www.aspennj.org/pdf/information/adult-issues/choosing-the-right-job-for-people-with-autism.pdf

Temple Grandin inspirations –

• "Autism is part of who I am."
• "I cannot emphasize enough the importance of a good teacher."
• "The most important thing people did for me was to expose me to new things."
• "I'm a visual thinker, not a language-based thinker. My brain is like Google Images."
• "My mind works like Google for images. You put in a key word; it brings up pictures."
• “The world needs all types of minds.”

​More about Dr. Grandin, and her references for finding the right career, in #Adult Autism, along with < My Thoughts >.
​

 BLACK HISTORY MONTH: Children of Color with Autism 
with < My Thoughts > by Sara Luker

Williams (2010) wants us to know that when mainstream America catches a cold, communities of color catch pneumonia. This applies particulary when it comes to autism and other developmental disorders. Children of color are more often misdiagnosed or not properly treated for these disorders than their 'White' counterparts. "My son was diagnosed when he was 2 years old. I'm connected to mainstream media, but I had never seen people of color with autism. That was when I saw a need for autism information in our community," she said.

Burkett, et al. (2015) believe that cultural factors such as 'limited health care access' impacts timely diagnosis and treatment for African American children with autism. This health care disparity delay is said to be 1.6 years behind that of a Caucasian child's diagnosis. And, is more likely to first be diagnosed as an intellectual disability, rather than an autism diagnosis. 
 
Children of color are more often misdiagnosed, compared to other children. Also, certain cultural differences may distort the interpretation of the family’s reporting of their child’s symptoms. And, may confuse the severity of the diagnosis, and create a diagnostic bias. 
 
Historically, inequities in healthcare persist in many disenfranchised communities. Other healthcare disparities may include whether or not families become immobilized when getting the ‘autism’ diagnosis. While most parents of newly diagnosed children search online for information and direction, many families of color do not have internet access.
 
Krezmien, et al. (2017) know that maladaptive behaviors such as verbal and physical aggression of school age African American children will be dealt with by suspending them from class. Suspension will happen before the school system would begin identifying them with a developmental disability such as autism. Disciplinary suspension of children does not improve the outcome, in fact this disciplinary action may become especially harmful for children with autism or intellectual disabilities. 
 
< My Thoughts >       “…children with autism or intellectual disabilities.’’
 
Verbal and physical aggression in school age children from any culture is often a ‘response’ to unidentified ‘learning disabilities’, sensory issues’, and/or autism. In most cases, the child doesn’t want to 'give you' a bad time – the child 'is having' a bad time!
 
Note:  Writing, using and quoting the necessary semantics such as – children of color, Black, White, African American, Caucasian, 'other', etc. – has always been uncomfortable for me. Now I can add to that list, children with autism, autistic, atypical, neuro-typical, etc.
 
REFERENCES
 
Ben-Sasson, A., Cermak, S., et al. (2007). Extreme Sensory Modulation Behaviors in Toddlers with Autism Spectrum Disorders; American Journal of Occupational Therapy; V61; p 584-592.
 
Burkett, K., Morris, E., et al. (2015). African American Families on Autism Diagnosis & Treatment: The Influence of Culture; Journal of Autism & Developmental Disorders; V45, p3244-3254.
 
Kremien, M., Travers, J., et al. (2017). Suspension Rates of Students with Autism or Intellectual Disabilities in Maryland from 2004-2015; Journal of Intellectual Disability Research; V61:11, p1011-1020.
 
Williams, J. (2010). Autism Hits Hard In Communities of Color; New York Amsterdam News; V101:18, p29.

Hearing Scary News

​Marcy (2018) advises that when #scary events occur, parents often wonder how to help their family understand the graphic images and emotional content they may see. First, turn off the TV and be mindful of what adults discuss that may be overheard and misunderstood.

#< My Thoughts >       “Helping children handle scary news…”
 
Things to do with your family –

• Take nature walks
• Have a sunrise breakfast, outside
• Have a sunset supper, outside
• Make a movie night
• Have a familiar family fun event
• Put on a play
• Plan a vacation
• Build a Rube Goldberg Creation

If children become aware that someting 'bad' has happened, Marcy suggests that #families can reassure them of their #safety. Answer their questions, leaving time for them to process what they are hearing.

< My Thoughts >       “…reassure them…”
 
Remind the family of how to problem solve and about previous situations that they have been successful with in the past. Let them know that you are always available to answer questions. If their #anxiety becomes more serious, seek professional help.
 
Marcy believes that helping to inspire others by reaching out to them helps both ways. Figure out how the family can help others.
 
Reference:
 
Marcy, S. (2018). Helping Children Handle Scary News; Retrieved online from –
https://www.chla.org/blog/physicians-and-clinicians/helping-children-handle-scary-news

#4 What to do While You Wait; Programs, Therapies, & Interventions with < My Thoughts > by Sara Luker

< My Thoughts > The severity of a child’s behavior, the amount of support, the temperament of the child and parents all contribute to the family becoming isolated or seeking help. Help can come from Programs, Therapies, & other Interventions.

Even if your child hasn’t been diagnosed yet, s/he may be eligible for Early Intervention Services. The IDEA Law says that children under the age of 3 years old who are at-risk for having developmental delays may be eligible for services.

Some programs are expensive, so understand your child well enough to know what things may work and what may not. While you are waiting, try to discover who your child is behind the autism. There is danger in believing that ‘one-program-fits-all’ because each child is so different in their abilities and their challenges. That’s just a reality. 

When trying to get to know the child behind the autism, understand that s/he may be showing symptoms of more than one problem, challenge, or disorder. Misdiagnosis can result in your child receiving unnecessary or inappropriate services. Over diagnosis can also have negative consequences. Some tests provide overlapping information and that’s okay because clinicians will know how to sort everything out. Guard against becoming convinced that a program is going to ‘fix’ your child’s autism. 

Before looking for a program…  Prioritize your child’s
​‘needs’…   Prioritize your ‘wants’
 
       In other words…
 
       What is the most concerning
       or destructive thing going on
       right now in your child’s world?

Much of the diagnostic information will come from parents. So once again, be sure that you know your child well enough to give insightful but honest responses to all inquiries. If your child is in school, they will have critical input. Videotaping (most smart phones have apps) can show what you may have difficulty expressing in words. You are looking for a way to ease the current situation. This may take time and diligence. 

Prioritize. Is your child repeatedly doing weird things? Is s/he refusing to eat to the point where it is life threatening? Is s/he biting you, screaming and kicking in walls? Are you seeing tantrumming, meltdowns, and self-abuse? Is s/he a danger to his or herself or others? Then your child is asking for help the only way they are able to. 
​

​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. 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 are some of them described by the Centers for Disease Control & Prevention – Retrieved from: https://www.cdc.gov/ncbddd/autism/treatment.html

• Early Intervention Services; these services are provided through your state & may provide testing or evaluation for your child. This may be your first step.
• Treatments; some different types of treatments are Behavior/Communication; Dietary; Medication; Complementary & Alternative Medicine.
• Behavior & Communication; Applied Behavior Analysis (ABA), Developmental Individual Differences Relation-Based-Approach (aka DIR/Floortime), Treatment & Education of Autistic & related Communication-handicapped Children (TEAACH), Occupational Therapy (OT), Sensory Integration Therapy for Sensory Processing Disorder (SPD), Speech Therapy, Picture Exchange Communication System (PECS).
• Dietary Approaches; many of these treatments are unproven. But, a medical doctor may recommend biomedical intervention after testing your child for food allergies, gastrointestinal problems, and/or nutritional deficiencies.
• Medication; there are no specific medications for ASD, only medications to treat related symptoms such as energy levels, inability to focus, depression, and/or seizures. Most often these are costly substance controlled drugs which need extremely careful monitoring for dosage and side effects.
• Complementary & Alternative Medicine (CAMs); these are treatments outside those typically recommended by the medical profession and without rigorous scientific research. Such as – auditory integration therapy, facilitated communication, gluten/casein-free diets, hyperbaric oxygen therapy, probiotics, acupuncture, vitamin supplements, chelation therapy, immunoglobulin infusions, animal therapy, massage therapy, creative therapy (art & music) etc.

Advice given by the CDC… Advice to parents – “An ideal treatment coordinates therapies to address the core disorders the child is experiencing. An effective treatment program builds on the child’s interests and engages the child. More reliable than miracle cures, which appear in magazines, parents should seek out the thoroughly researched and well-documented data derived from carefully controlled clinical research.”
 
< My Thoughts >  Parents, before posting more information on all of these choices, let me offer my sincerest wishes that you first get to know your child. Getting to know your child will help you bring balance, peace, and harmony to the life of your child, yourself, and the rest of your family by choosing the best intervention.
 
Clarify and prioritize what concerns you the most. Some of you will have mild concerns, while others are living in a state of high situational stress and hyper-vigilance because of your child’s actions. Both need to be addressed. These are not phases which will pass; these are serious concerns which can be dealt with through intervention. The sooner the better but not before you check things out thoroughly.
​

​AUTISM & HOLIDAYS & COVID19 with < My Thoughts > by Sara Luker

​PART 1 – AUTISM & HOLIDAYS

How to keep everyone happy during the Holiday Season? Well, maybe not everyone, but at least you and your loved ones with Autism. Here are some helpful ideas which may get you started on that path.

Fletcher (2020) finds some insights to keep the ‘Happy’ in Happy Holidays –
​

• Prepare with a story. Whether at home or with a host, put together a ‘social story’ to show how the day is expected to progress.

​​< My Thoughts >        “…Allow taking a toy…”
​
Stay flexible. Allow taking favorite toys, and things of comfort, including favorite snacks and drinks. For the car ride, we have a DVD player which hooks to the passenger side headrest for favorite videos on a loop. Relax some boundaries, be flexible, unique situation & that rules aren’t cancelled forever!
​

• Plan as much as possible. Let everyone know what to expect, new smells, new food, new people, and new things in your home.

 < My Thoughts >       “…expect new smells…”

Know the sensory ‘triggers’ which will cause meltdowns. The holidays are filled with loud music, blinking and flashing lights, strong spicy smells, and things everywhere they are not supposed to be. Then there are people who will want to hug them, smells that may make them nauseous, noisy chatter, and spaces that are too confining.
​

• Designate a quiet space. At home or with a host, arrange for a quiet, uncrowded space. Expect that your child may want to explore with their voice and body movement.

Saunders (2020) says that certain kinds of sensory stimulation, such as sights and sounds are known to halp the brain develop. But massive amounts of audio and visual stimulation can do harm on the growing brain. Parents need to ponder how often their children should be exposed to excessive stimulation. But for some this might actually be sculpting their brains for interacting with the world’s fast-paced technology.

​< My Thoughts >        “…quiet, uncrowded space.”

Arrange to have an “I need a break!” signal. If being hosted, ask for a prearranged space for much needed sensory relief. Practice taking a deep breath when you feel scared. Say out loud “I don’t know what’s going to happen, but that’s okay.” Focus on what you can do in the present moment. Try to find a ‘safe’ outdoor space to escape to when things get too intense. Vigilance will help to regulate what your child or adolescent can tolerate at that moment in time.
​

• Use structure to your benefit. Outline clear rules of playing games, taking turns, anticipating that you may not win. Explain that games have a beginning and an ending.

< My Thoughts >        “…you may not win.”

Practice turn taking before the big event. Set up a puzzle table to have a place of focus. A good way to provide structure is with a ‘visual’ schedule showing how the day will progress. Before anyone is able to change a behavior, routine, or schedule, you need to know where they are in their basic understanding and build from there. A visual schedule can be homemade on a card, or using an APP for their iPad or other device.

Fletcher reminds us that the hustle and the bustle of the holidays can be challenging for those with sensory processing needs.

​REFERENCES
 
Fletcher, T. (2020). How To Manage Sensory Overload During The Holidays; The Art of Autism; Retrieved online from – https://the-art-of-autism.com/how-to-manage-sensory-overload-during-the-holidays/

Sanders, Laura (2016). Sensory Overload Hurts Young Brains; Science News; Nov. 12-16.​

​PART 2 – AUTISM & COVID19

​Gordon (2020) guesses that the coronavirus pandemic has altered our lives, disturbed our routines, schedules, and situations, and environments which have been carefully crafted to help us.

Eshraghi, et al. (2020) explain that with the COVID-19 it is more difficult for people with autism to receive needed therapies, practice social distancing, and adjust to daily routines. Also linked to the pandemic difficulties are emotional and behavioral upheavals.

Individuals with autism are identified as part of a group at higher risk for complications from the virus. One answer may be working from home, receiving support via technology and medical services through telehealth. Because people with autism have an affinity for electronics, working via technology may be an affective tool to help us through the pandemic.

Unless of course, the individual with autism has to endure the pace and intensity of flashing, noisy technology, in the emergency department. Specialized care such as oxygen or respiratory support, constant temperature checks, people in ‘personal protective equipment’, and all without the family being there to help or comfort them.

< My Thoughts >        “…the pace and intensity…”

Connecting with new routines, strange environments, persons in masks and gowns, can bring on expected undesirable behavioral responses. Even some behaviors you’ve never seen before. Try to keep handy – communication devices- Apps, iPad, tablets, music with earphones, weighted vest or lap pad, sensory (sight, sound, touch, smell & taste) toys, and/or a favorite cold drink. And of course, any meds needed so as not to miss a dosage if you are detained in the office or in travel.

​Many times, we have scheduled early appointments, only to find ourselves traveling home in heavy 5pm traffic, in spite of our careful planning; due to doctor overbooking, sending us somewhere for tests, or just playing the ‘waiting’ game. When Sonny sees the ‘Toy Story’ lunchbox, this signals several things – we might be going to the park for lunch; we have plenty of goodies to last us; we are out for the long haul. This mindset helps him stay calm until it’s obvious that we are not having fun! More reasons to have his favorite Vid, App, or familiar ‘whatever’ on a never-ending loop.

Pederson (2020) persists that persons on the autism spectrum are at higher risk for COVID-19 complications for many reasons. First, they tend to have immune disorders and other co-morbidities. Plus, patients may have communication and expression difficulties which prevent them from responding to or comprehending the extremeness of the situation.

If providers are needed, parents and caregivers must keep calm, facilitating communication and offering ‘out-of-the-box’ thinking, such as using TelaDoc to connect with clinicians and doing any Check-In online. Or, asking to wait in the car and having the office text you when the doctor is ready to see you. Also, asking to allow one parent and caregiver to accompany the autistic person throughout the visit process.

< My Thoughts >        “…allow one parent and caregiver…”

This is the perfect storm of challenges for parents and caregivers, clinicians, and nearby observers who are convinced they are seeing a ‘very spoiled child’. Maybe it’s time to advertise “Autism Onboard!”
 
Does your child know when and how to ask for help?  Engineer situations where your child finds success when s/he asks for ‘help’ or is asked to ‘wait’. Approach this at a time when your child is in a good state of mind, and you are in an environment which supports you.

Staff Writer, Child Mind Institute – Tips for communicating about coronavirus to children with autism spectrum disorder (ASD) include:

• Using simple, concrete language to explain how & why the virus will impact their life.
• Avoiding sarcasm, analogies or metaphors — these can be confusing.
• Providing visuals and stories to support learning

 
< My Thoughts >       “…communicating about corona virus…”
 
Kids with autism are usually literal thinkers. So, when Mom announces metaphorically that the crowded store parking lot is like a zoo! Literal thinkers start looking around wildly for giraffes & other zoo animals.

Staff Writer, Child Mind Institute – Multi-tasking is inefficient and increases stress. To stop juggling:

• Focus on one thing at a time
• Prioritize urgent tasks
• Delegate work when you can

 
< My Thoughts >                   “Multi-tasking…”
 
Instead of Multi-tasking, make time for yourself. Know that it’s OKAY to take a few minutes just for you. Reach out to people you may be separated from, but whom uplift you. Some parents are looking for ways to deal with their anxiety, depression, or seeking an overall sense of well-being. Or, parents who are trying to find others in a similar situation. There are also ‘Helplines’ which may help you cope and improve your relationship with your loved ones. Thanks to technology, we can learn a multitude to novel things on YouTube.

​Staff Writer, Child Mind Institute – Embrace the unknown.

No one knows what is going to happen. Uncertainty is scary, but worrying will not fix anything. Embrace the unknown by:

• Taking a deep breath when you feel scared
• Saying out loud “I don’t know what’s going to happen, but that’s okay”
• Focusing on what you can do in the present moment

< My Thoughts >                   “…that’s okay”
 
“Everything thing is going to be okay! We will get through this!”
 
Staff Writer, Child Mind Institute – Relax some boundaries. As families increase vigilance around hygiene & social distancing, it’s okay to relax other boundaries.
·    

• Maintain structure for children where possible, but be flexible.
• Phones normally off-limits on weeknights? Now that your kids aren’t socializing at school, consider making an exception.
• Explain that this is a unique situation & that rules aren’t cancelled forever!

< My Thoughts >                   “…unique situation…”
 
Stay calm, stay informed, stay home, stay in the moment, stay flexible, and stay positive.

REFERENCE
 
Eshraghi, A., Li, C., et al. (2020). COVID-19: Overcoming the Challenges Faced by Individuals with Autism & Their Families; Lancet Psychiatry: V6, p481-483.
 
Fletcher, T. (2020). How To Manage Sensory Overload During The Holidays; The Art of Autism; Retrieved online from – https://the-art-of-autism.com/how-to-manage-sensory-overload-during-the-holidays/
 
Gordon, J. (2020). Coping with Coronavirus: Support for the Autism Community: Retrieved online from –https://iacc.hhs.gov/resources/coronavirus/
 
Hughes, L. (2020). Holiday Tips for Children With Autism; WebMD, Retrieved online from – https://webmd.com/
 
Sanders, Laura (2016). Sensory Overload Hurts Young Brains; Science News; Nov. 12-16.
 
Pedersen, T. (2020). Meeting the Needs of Autistic Individuals During COVID-19; Retrieved online from – psychcentral.com/
 
Staff Writer,  Child Mind Institute (2020). Tips for Parents During COVID 19; Retrieved online from – https://childmind.org/coping-during-covid-19-resource-for-parents/