BLOG How can I help my child?
At home
At school
In the community
Know which support level your child needs in each area.
According the DSM-5 –
· Level 3—Requires very substantial support
· Level 2—Requires substantial support
· Level 1—Requires support
Know which areas of diagnosis affect your child.
According to the Pie Chart of Individual Autism Traits – by Claire Jack, PhD., for instance (in alphabetical order) –
Unclear Expectations: When expectations are not clear, it can create confusion and anxiety.
< My Thoughts > “…can create confusion and anxiety.”
Providing ‘choices’ can help overcome anxiety. Make certain that those choices are acceptable to you. Create a ‘busy bag’ of items that are highly desired by your child. If your child is a ‘picky eater’, bring your own snacks, bowls, and utensils.
If your child tends to be ‘sensory over-responsive’, perhaps, you can establish a ‘quiet place’ to escape to, until your child calms down. Sometimes, Visual Supports are helpful to let your child know how the day is expected to progress.
Persons with ASD often have communication problems.
Your child may avoid eye contact, social smiling, and unnecessary conversation. Understanding your child’s ‘wants & needs’ through body language and facial expressions will help. A Social Script and / or Social Story may help.
< My Thoughts > “Understanding your child’s ‘wants & needs’…”
Help your family and others nearby understand how your child is communicating and trying to be social. Augmentative and/or Alternative Communication methods may help. Sonny has a pocket-size photo album which has pics of his favorite ‘wants & needs’ in it. He can grab that to show us what he is feeling.
While most neuro-typical people use eye contact during receptive and expressive language, persons with Autism Spectrum Disorder (ASD), and Attention Deficit Hyperactivity Disorder (ADHD) may have difficulty with this non-verbal form of communication and socialization. To some, the act of looking another individual in the eyes can be both emotionally and physically draining.
< My Thoughts > “…eye contact…”
Some say that making eye contact is just too intimate for them.
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.
< My Thoughts > “…beyond a child’s control.”
Your child is being overwhelmed by something. These things are sometimes tied to ‘sensory issues’. Or, their ‘self-regulation’ methods cannot overcome their sense of ‘flight or fight’ response.
‘Sensory issues’ may send a child with spinning out-of-control; even becoming aggressive. If our Sonny finds himself on sensory overload, he goes into his ‘flight or fight’ response. He overrides his medication and starts buzzing like a bee… or, stinging whatever or whomever crosses his path. It is almost like a PTSD response.
Help your child by trying to remove them from the source of their out-of-control response. Even if you cannot identify what it is. Get them to a safe place. Of course, the older, bigger, and stronger your child is, the more difficult and dangerous this safety issue becomes.
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.
Sensory avoiding. People with ASD may avoid sensory input and have a meltdown.
Ways to help –
When children with ASD feel overwhelmed, they should learn to use an agreed upon ‘I need help’ code word with a responsible adult. The adult will then provide a means of helping the child de-stress by:
< My Thoughts > “…sensory input…”
Know that to some children, sensory stimulation can also be exciting, provoking hyper-activity, and other unwanted behaviors.
Restricted interests can be anything from constantly spinning a wheel on a favorite toy car, to talking continually about their favorite dinosaur. But when these ‘restricted interests’ are interrupted, then anxiety or even tantrums can occur.
According to Bogdashina, O. & Casanova (2016), certain behaviors, which sometimes become ritualistic, serve to help them when perceiving themselves in relation to their environment. A way of reacting that makes them feel safe.
< My Thoughts > “…way of reacting…”
Understanding this will help you, help your child.
Ways you can help –
Helping your child is knowing your child. Be flexible and 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.
If they are of school age, have these necessary things written into their Individualized Education Program (IEP).
REFERENCE:
Bogdashina, O., & Casanova, M. (2016). Sensory Perceptual Issues in Autism & Asperger Syndrome; 2nd Edition, eBook.
End of Today’s BLOG ~ How to Help Your Child.
My appreciation for sharing, commenting, and 'liking' on Facebook! Also, please note that my aim is to remove all other than government and / or public 'links' from the website. My reasoning is that they may suggest endorsement or approval of their content. It is better that individuals 'search' for desired 'links' in one's specific area of interest and location. Thank you for your understanding.
Regards,
Sara Luker
DISCLAIMER
Know Autism – Know Your Child: with < My Thoughts > by Sara Luker
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 resources, 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. No ‘rights’ are given or transferred.
At home
At school
In the community
Know which support level your child needs in each area.
According the DSM-5 –
· Level 3—Requires very substantial support
· Level 2—Requires substantial support
· Level 1—Requires support
Know which areas of diagnosis affect your child.
According to the Pie Chart of Individual Autism Traits – by Claire Jack, PhD., for instance (in alphabetical order) –
- Anxiety
Unclear Expectations: When expectations are not clear, it can create confusion and anxiety.
< My Thoughts > “…can create confusion and anxiety.”
Providing ‘choices’ can help overcome anxiety. Make certain that those choices are acceptable to you. Create a ‘busy bag’ of items that are highly desired by your child. If your child is a ‘picky eater’, bring your own snacks, bowls, and utensils.
If your child tends to be ‘sensory over-responsive’, perhaps, you can establish a ‘quiet place’ to escape to, until your child calms down. Sometimes, Visual Supports are helpful to let your child know how the day is expected to progress.
- Communication Problems
Persons with ASD often have communication problems.
Your child may avoid eye contact, social smiling, and unnecessary conversation. Understanding your child’s ‘wants & needs’ through body language and facial expressions will help. A Social Script and / or Social Story may help.
< My Thoughts > “Understanding your child’s ‘wants & needs’…”
Help your family and others nearby understand how your child is communicating and trying to be social. Augmentative and/or Alternative Communication methods may help. Sonny has a pocket-size photo album which has pics of his favorite ‘wants & needs’ in it. He can grab that to show us what he is feeling.
- Eye Contact
While most neuro-typical people use eye contact during receptive and expressive language, persons with Autism Spectrum Disorder (ASD), and Attention Deficit Hyperactivity Disorder (ADHD) may have difficulty with this non-verbal form of communication and socialization. To some, the act of looking another individual in the eyes can be both emotionally and physically draining.
< My Thoughts > “…eye contact…”
Some say that making eye contact is just too intimate for them.
- 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.
< My Thoughts > “…beyond a child’s control.”
Your child is being overwhelmed by something. These things are sometimes tied to ‘sensory issues’. Or, their ‘self-regulation’ methods cannot overcome their sense of ‘flight or fight’ response.
‘Sensory issues’ may send a child with spinning out-of-control; even becoming aggressive. If our Sonny finds himself on sensory overload, he goes into his ‘flight or fight’ response. He overrides his medication and starts buzzing like a bee… or, stinging whatever or whomever crosses his path. It is almost like a PTSD response.
Help your child by trying to remove them from the source of their out-of-control response. Even if you cannot identify what it is. Get them to a safe place. Of course, the older, bigger, and stronger your child is, the more difficult and dangerous this safety issue becomes.
- 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.
Sensory avoiding. People with ASD may avoid sensory input and have a meltdown.
Ways to help –
- Asking restaurant personnel to seat their family in a remote corner.
- Asking their child’s teachers to plan for, and then provide, extra quiet-time opportunities.
- Finding out when shopping places are least busy, and shop during those times.
- Keeping a ‘sensory overload’ emergency kit with them at all times. Possible contents – sunglasses, ear plugs, squeeze ball, aromatherapy lotion, and anything that might help avert sensory overload.
When children with ASD feel overwhelmed, they should learn to use an agreed upon ‘I need help’ code word with a responsible adult. The adult will then provide a means of helping the child de-stress by:
- Going to a quiet room to relax with his/her weighted blanket or favorite fidget toy.
- Having a deep pressure massage.
- Listening to a few minutes of his/her favorite music.
- Watching his/her favorite video.
< My Thoughts > “…sensory input…”
Know that to some children, sensory stimulation can also be exciting, provoking hyper-activity, and other unwanted behaviors.
- Restricted Interests
Restricted interests can be anything from constantly spinning a wheel on a favorite toy car, to talking continually about their favorite dinosaur. But when these ‘restricted interests’ are interrupted, then anxiety or even tantrums can occur.
According to Bogdashina, O. & Casanova (2016), certain behaviors, which sometimes become ritualistic, serve to help them when perceiving themselves in relation to their environment. A way of reacting that makes them feel safe.
< My Thoughts > “…way of reacting…”
Understanding this will help you, help your child.
Ways you can help –
Helping your child is knowing your child. Be flexible and 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.
If they are of school age, have these necessary things written into their Individualized Education Program (IEP).
REFERENCE:
Bogdashina, O., & Casanova, M. (2016). Sensory Perceptual Issues in Autism & Asperger Syndrome; 2nd Edition, eBook.
End of Today’s BLOG ~ How to Help Your Child.
My appreciation for sharing, commenting, and 'liking' on Facebook! Also, please note that my aim is to remove all other than government and / or public 'links' from the website. My reasoning is that they may suggest endorsement or approval of their content. It is better that individuals 'search' for desired 'links' in one's specific area of interest and location. Thank you for your understanding.
Regards,
Sara Luker
DISCLAIMER
Know Autism – Know Your Child: with < My Thoughts > by Sara Luker
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 resources, 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. No ‘rights’ are given or transferred.
RSS Feed