This POST is about #3 "SOCIAL/PERSONAL AWARENESS & DAILY LIVING SKILLS…< My Thoughts >
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 tape (phone App) 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. In this 'post' I give you some ideas on where to begin to discover who your child is 'behind' the autism.
HOW TO FIND THE INTERVENTION OUTCOME YOU ARE LOOKING FOR…
Before looking for a program… Prioritize your child’s
‘needs’… Prioritize your ‘wants’
In other words…
What is the most concerning or destructive thing that is going on right now in your child’s world?
Recent studies show the following things worry parents the most…
Lack of…
SOCIAL/PERSONAL AWARENESS –
< My Thoughts > Babies begin being ‘social’ by interacting with those around them. They smile, coo, and show excitement when they recognize someone. They should also learn to calm themselves down when anxious or upset. Children with autism may not respond this way. That’s where the parent can try to teach or encourage this social/emotional development.
By encouraging play, acting animated, happy; even singing and dancing around your child can be a place to start. Add new toys while letting him/her cling to the favorite toys. Encourage independence by helping the child dress and undress at appropriate times. Allow for favorite shirts, colors, or styles. S/he may not like tight or heavy clothing. Tags are a definite ‘no – no’ for most sensitive children.
What to do while you wait? A favorite of parents and teachers for learning self-awareness would by teaching social skills through ‘Social Stories’. Carol Gray was the official originator of ‘Social Stories’ and you can find much online to learn more about her methods. Versions of these teacher/parent–made stories have been used the world over, in some form or another. You don’t have to take a course or follow a certain protocol in order to create them.
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 tape (phone App) 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. In this 'post' I give you some ideas on where to begin to discover who your child is 'behind' the autism.
HOW TO FIND THE INTERVENTION OUTCOME YOU ARE LOOKING FOR…
Before looking for a program… Prioritize your child’s
‘needs’… Prioritize your ‘wants’
In other words…
What is the most concerning or destructive thing that is going on right now in your child’s world?
Recent studies show the following things worry parents the most…
Lack of…
- gross motor skills
- speech/language communication
- cognition
- social/personal awareness
- daily living skills
SOCIAL/PERSONAL AWARENESS –
< My Thoughts > Babies begin being ‘social’ by interacting with those around them. They smile, coo, and show excitement when they recognize someone. They should also learn to calm themselves down when anxious or upset. Children with autism may not respond this way. That’s where the parent can try to teach or encourage this social/emotional development.
By encouraging play, acting animated, happy; even singing and dancing around your child can be a place to start. Add new toys while letting him/her cling to the favorite toys. Encourage independence by helping the child dress and undress at appropriate times. Allow for favorite shirts, colors, or styles. S/he may not like tight or heavy clothing. Tags are a definite ‘no – no’ for most sensitive children.
What to do while you wait? A favorite of parents and teachers for learning self-awareness would by teaching social skills through ‘Social Stories’. Carol Gray was the official originator of ‘Social Stories’ and you can find much online to learn more about her methods. Versions of these teacher/parent–made stories have been used the world over, in some form or another. You don’t have to take a course or follow a certain protocol in order to create them.
Crozier & Tincani (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 ‘novel’ events such as Holiday gatherings, birthday parties, or other events.
For instance if you are going to take your child to the park, you could create a little story to show them what to do or expect to see there. Here is an example of what the authors used as ‘Social Story’ text for a preschool boy who was mostly reclusive, but became animated during Preschool snacktime.
My name is Daniel
We have snacktime at school
Friends talk & share snacks
Some friends say “Hi”
Some friends ask for a drink
Some friends ask for more snacks
I can say “Hi” to my friends
I can ask for a drink
I can ask for more snacks
Friends are happy when we talk at snacktime!
The authors commented that many children need to have pictures added to the story, these can be real-time or Clip Art. Also many need to have verbal prompts added for emphasis and to increase success.
For instance if you are going to take your child to the park, you could create a little story to show them what to do or expect to see there. Here is an example of what the authors used as ‘Social Story’ text for a preschool boy who was mostly reclusive, but became animated during Preschool snacktime.
My name is Daniel
We have snacktime at school
Friends talk & share snacks
Some friends say “Hi”
Some friends ask for a drink
Some friends ask for more snacks
I can say “Hi” to my friends
I can ask for a drink
I can ask for more snacks
Friends are happy when we talk at snacktime!
The authors commented that many children need to have pictures added to the story, these can be real-time or Clip Art. Also many need to have verbal prompts added for emphasis and to increase success.
< My Thoughts > 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 this 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. Smiles.
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Reference used here was:
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.
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DAILY LIVING SKILLS –
< My Thoughts > Developing ‘daily living skills’ and developing ‘self-awareness’ go together hand-in-hand. This becomes one of the trickier tasks to teach with any child. So, before teaching ‘daily living skills’ one must have ‘self-awareness’
According to Duff & Flattery (2014), understanding ‘self’ is contingent upon understanding there is ‘other’, in other words, someone ‘other’ than ‘self’. They say that understanding ‘other’ also requires a high-level of understanding ‘object permanence’. We are reminded that “the understanding of ‘self’ is not present at birth, but develops through a process of social experiences.”
In Child Psychology class, I remember learning that babies cry when mommy leaves the room because they lack ‘object permanence’. Mommy is gone forever, because the concept of her just being in another room isn’t part of the newborn’s experiences or understanding yet.
These authors say that the tried and true method of whether or not a child has discovered ‘self’, is to put rouge on their nose then place them in front of a mirror. If they touch their nose or try to wipe off the rouge, then they are relating to the image in the mirror as themselves... ‘self’.
==================
Reference used here was:
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.
==================
DAILY LIVING SKILLS –
< My Thoughts > Developing ‘daily living skills’ and developing ‘self-awareness’ go together hand-in-hand. This becomes one of the trickier tasks to teach with any child. So, before teaching ‘daily living skills’ one must have ‘self-awareness’
According to Duff & Flattery (2014), understanding ‘self’ is contingent upon understanding there is ‘other’, in other words, someone ‘other’ than ‘self’. They say that understanding ‘other’ also requires a high-level of understanding ‘object permanence’. We are reminded that “the understanding of ‘self’ is not present at birth, but develops through a process of social experiences.”
In Child Psychology class, I remember learning that babies cry when mommy leaves the room because they lack ‘object permanence’. Mommy is gone forever, because the concept of her just being in another room isn’t part of the newborn’s experiences or understanding yet.
These authors say that the tried and true method of whether or not a child has discovered ‘self’, is to put rouge on their nose then place them in front of a mirror. If they touch their nose or try to wipe off the rouge, then they are relating to the image in the mirror as themselves... ‘self’.
Begin teaching your child ‘daily living skills’ by first playing around with the mirror idea. Sonny has mirrors everywhere in the house. The only time I see him actually looking in the mirror at ‘his’ reflection is in the bathroom. He usually looks a little puzzled and taken back, but I think that he does recognize himself in the mirror. He also seems to see and know that the person’s reflection waving to him is me. He usually seems to recognize himself in pictures on the shelf and in photo albums.
If your child responds to posters or books, you might try creating a Visual Daily Schedule to teach ‘Daily living skills’. Here are some ideas, many more online. Of course, social stories and verbal prompting or other visual and auditory cueing is usually necessary. I’m never implying that your child will spontaneously or independently use these visuals to dress or bathe, but that is the ultimate goal. Smiles.
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Reference used here:
Duff, C. & Flattery Jr., J. (2014). Developing Mirror Self Awareness in Students with Autism Spectrum Disorder; Journal of Autism Developmental Disorders; V44, p.1027 - 1038.
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Reference used here:
Duff, C. & Flattery Jr., J. (2014). Developing Mirror Self Awareness in Students with Autism Spectrum Disorder; Journal of Autism Developmental Disorders; V44, p.1027 - 1038.
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NOTE about: “Programs, Therapies, & Interventions”
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.
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.
Regards,
Sara Luker
DISCLAIMER (2023) Know Autism – Know Your Child: with < My Thoughts > by Sara Luker; 2023
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the stories and studies of those who have gone before us. Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer.
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; nor any associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.
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.
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.
Regards,
Sara Luker
DISCLAIMER (2023) Know Autism – Know Your Child: with < My Thoughts > by Sara Luker; 2023
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the stories and studies of those who have gone before us. Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer.
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; nor any associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.