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
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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