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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.
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.
Willey, L.H. (2003) want parents to know about the ‘Big Three’ things which sabotage her holidays. They are – sensory overload, disruptions to routines, and social demands. I need a specific plan to help me cope with the rush and clamor of the Holiday Season.
Ways that you can help –
Be flexible. Plan ahead. Take your time. Allow for choices. Take breaks and have ways for your child to signal he or she needs a break.
Reduce frustration. Know the things which annoy and frustrate your child. Let them use their iPad, during those times. Add structure and predictability with detailed visual schedules, time charts, role playing, social scripts, or social stories; and set a time limit to each activity.
Be sensitive to your child’s ‘sensory’ issues. Know what they have heightened reactions to, and which cause discomfort, distress, or are even painful.
< My Thoughts > “ Ways you can help –"
The key is to know your child and know your child’s autism. Please find more information on this website MENU, in my Free ASD Book Know Autism – Know Your Child: with < My Thoughts > by Sara Luker; 2024.
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. 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.
Regards,
Sara Luker
References:
Bogdashina, O., & Casanova, M. (2016). Sensory Perceptual Issues in Autism & Asperger Syndrome: 2nd Edition; eBook Edition.
Cariello, C. (2015). What Color is Monday? How Autism Changed One Family for the Better; eBook Edition.
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, p1803 - 1814.
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.
Sicile-Kira, C. (2010). The Autism Advocate:Why are Holidays so difficult for families with autism? Retrieved online from – https://www.psychologytoday.com/us/blog/the-autism-advocate
Willey, L.H. (2003). Holiday Survival Guide for Children with Autism; Organization for Autism Research. Retrieved online from – https://researchautism.org/
Yau, A. (2012). Autism – A Practical Guide for Parents; eBooks Edition