Dear Readers,
Many of the UNIT Chapters in my book, KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker, have an added APPENDIX with more pertinent information for you. Therefore, the next few BLOGS will introduce you to them.
UNIT 5 What to Do While You Wait? CHAPTER 2 – Determining Social & Personal Awareness, APPENDIX A Social Isolation & APPENDIX B Spoons Theory.
Many of the UNIT Chapters in my book, KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker, have an added APPENDIX with more pertinent information for you. Therefore, the next few BLOGS will introduce you to them.
UNIT 5 What to Do While You Wait? CHAPTER 2 – Determining Social & Personal Awareness, APPENDIX A Social Isolation & APPENDIX B Spoons Theory.
UNIT 5 What to Do While You Wait?
CHAPTER 2 – Determining Social & Personal Awareness
APPENDIX A Social Isolation
APPENDIX B Spoons Theory
CHAPTER 2 – Determining Social & Personal Awareness
APPENDIX A – Social Isolation
Understanding why the child, parent, and family may be seeking ‘isolation’ and avoiding social interaction may become a priority.
Children with autism who have severe anxiety can avoid social interactions. Their extreme shyness, fearfulness of others; or, may just have no need to connect socially, causing ‘isolation’.
Sometimes there are delays or deficits in social communication and/or social interaction skills, which can contribute to avoidance and ‘isolation’.
Parents who, according to Sicile-Kira C. (2014) suggests that “never completely graduate out of the stages of grief…” may seek ‘isolation’, instead.
< My Thoughts > “…may seek ‘isolation’”
Parents of children with autism may interpret ‘isolation’ as loneliness. But autistic children may not have the same sense of loneliness as their parents. Due to ‘isolation’, parents may miss opportunities to follow career paths, and their families may avoid school and community activities. This type of ‘isolation’ can negatively impact their lives.
CDC Staff Writer (2020) for the Centers for Disease Control & Prevention (CDC) describes autism as a developmental disorder, which can cause significant social, behavioral, and communication challenges –
Community isolation is often heightened by the unpredictable behavior of the child with autism.
< My Thoughts > “…unpredictable behavior…”
There may be tantrums because going out; or, being with unfamiliar people may interfere with their cherished ‘routines’ or, the need for ‘sameness’. When our children are annoyed or stressed, they may ‘stim’ to calm themselves. This can mean repetitive movements like hand flapping, rocking, spinning, or repeating words or phrases which comfort them and break the feelings of stress.
He or she will have a ‘meltdown’ due to sensory input that is overwhelming, or distressing; and may not be noticeable by others. When there are sensory ‘avoidance’ issues, it may become impossible to get that child through the door and out of the house. Thus, leaving the house may involve a lot of planning. If it is not ‘sensory’, they just may not be ‘interested’ in connecting with anything or anyone nor connecting with anyone else. Interruptions are annoying. Often, ‘their world’ is just fine the way it is.
Note: For further information on ‘Sensory Profile’ go to MENU – Know Autism, Know Your Child with < My Thoughts > by Sara Luker. Read under UNIT 4 – When Is It Sensory? Chapter 1 – Sensory Issues, APPENDIX B ASD Sensory Profile.
Severe causes of ‘isolation’ may be –
1. First priority: Temper tantrums & life-threatening behavior such as hitting, throwing objects, jumping from high places, running into the street, or refusing to eat.
2. Second priority: Learning 'sitting' skills. Without this skill the child cannot sit to eat or to learn.
3. Third priority: Dealing with unusual or bizarre habits. Such as – Pervasive repetition of activities, self-stimulatory behavior, production of unusual sounds, and/or severely restricted interests.
A variety of treatment options are necessary, so that they may be able to function adequately.
< My Thoughts > “…treatment options…”
Cognitive Behavioral Therapy (CBT) was originally used in the Mental Health Community, in addition to medication; for anxiety, phobias, specific fears, obsessive worrying, and compulsive behaviors. Now, this therapy is used for children with autism spectrum disorder, to help them address social issues, as well as learning daily living skills. CBT can offer ways to deal with negative thoughts, learn meditation and mindfulness skills, and inform parents on ways to help their child.
According to Wood, et al. (2011), there is a strong link between a child’s ‘high anxiety’ and their ‘low motivation’, when learning necessary daily living skills.
The Cognitive Behavioral Therapy (CBT) also has a pharmacological component. In addition to therapy, the patient receives antipsychotics, and/or antidepressants, to deal with underlying issues related to social problems. CBT has an important ‘parent’ component.
Maughan, A. & Weiss, J. (2017) examined parents being involved in their child’s treatment, to determine if they also benefited from their participation. The literature maintains that both parents and children improve with these emerging mindfulness and acceptance-based therapies.
Note: For further information on ‘Cognitive-Behavioral Therapy (CBT)’ therapy go to MENU – Know Autism, Know Your Child with < My Thoughts > by Sara Luker. Read under UNIT 7 Who May Help? 7 – 1 OTHER THERAPIES, Section 1: ABA, CBT, DIR, OT, PECS.
Note: DISCLAIMER – Autism ‘intervention’, as with the phrase ‘Early Detection / Early Intervention’, may simply mean to attempt an ‘action’, or attempt to ‘change a course’ or ‘trajectory’ of the person’s autism. Any expectation for a successful ‘change’ must have the cooperation of the participant, the parent, and/or the assigned therapist. Words such as, ‘intervention’, ‘instruction’, ‘treatment’, ‘therapy’, ‘service’, or ‘program’ imply ‘cure’, or ‘long-term’ positive effect. That is NOT my intention here, and all information is presented without intent or suggestion of status or effectiveness.
REFERENCES:
Maughan, A. & Weiss, J. (2017). Parental Outcomes Following Participation in Cognitive Behavior Therapy for Children with Autism Spectrum Disorder; Journal of Autism & Developmental Disorders; V47, p3166-3179.
Wood, J., Fuji, C., et al. (2014). Impact of Cognitive Behavioral Therapy on Observed Autism Symptom Severity During School Recess: A Preliminary Randomized, Controlled Trial; Journal of Autism Developmental Disorders; V44, p2264-2276.
End of APPENDIX A Social Isolation.
CHAPTER 2 – Determining Social & Personal Awareness
APPENDIX A Social Isolation
APPENDIX B Spoons Theory
CHAPTER 2 – Determining Social & Personal Awareness
APPENDIX A – Social Isolation
Understanding why the child, parent, and family may be seeking ‘isolation’ and avoiding social interaction may become a priority.
Children with autism who have severe anxiety can avoid social interactions. Their extreme shyness, fearfulness of others; or, may just have no need to connect socially, causing ‘isolation’.
Sometimes there are delays or deficits in social communication and/or social interaction skills, which can contribute to avoidance and ‘isolation’.
Parents who, according to Sicile-Kira C. (2014) suggests that “never completely graduate out of the stages of grief…” may seek ‘isolation’, instead.
< My Thoughts > “…may seek ‘isolation’”
Parents of children with autism may interpret ‘isolation’ as loneliness. But autistic children may not have the same sense of loneliness as their parents. Due to ‘isolation’, parents may miss opportunities to follow career paths, and their families may avoid school and community activities. This type of ‘isolation’ can negatively impact their lives.
CDC Staff Writer (2020) for the Centers for Disease Control & Prevention (CDC) describes autism as a developmental disorder, which can cause significant social, behavioral, and communication challenges –
- Disrupting successful learning within school settings
- Preventing an ability to live independently
- Creating an inability to be successfully employed
- Causing social isolation or rejection
- Producing stress within families
- Allowing for victimization & bullying
Community isolation is often heightened by the unpredictable behavior of the child with autism.
< My Thoughts > “…unpredictable behavior…”
There may be tantrums because going out; or, being with unfamiliar people may interfere with their cherished ‘routines’ or, the need for ‘sameness’. When our children are annoyed or stressed, they may ‘stim’ to calm themselves. This can mean repetitive movements like hand flapping, rocking, spinning, or repeating words or phrases which comfort them and break the feelings of stress.
He or she will have a ‘meltdown’ due to sensory input that is overwhelming, or distressing; and may not be noticeable by others. When there are sensory ‘avoidance’ issues, it may become impossible to get that child through the door and out of the house. Thus, leaving the house may involve a lot of planning. If it is not ‘sensory’, they just may not be ‘interested’ in connecting with anything or anyone nor connecting with anyone else. Interruptions are annoying. Often, ‘their world’ is just fine the way it is.
Note: For further information on ‘Sensory Profile’ go to MENU – Know Autism, Know Your Child with < My Thoughts > by Sara Luker. Read under UNIT 4 – When Is It Sensory? Chapter 1 – Sensory Issues, APPENDIX B ASD Sensory Profile.
Severe causes of ‘isolation’ may be –
1. First priority: Temper tantrums & life-threatening behavior such as hitting, throwing objects, jumping from high places, running into the street, or refusing to eat.
2. Second priority: Learning 'sitting' skills. Without this skill the child cannot sit to eat or to learn.
3. Third priority: Dealing with unusual or bizarre habits. Such as – Pervasive repetition of activities, self-stimulatory behavior, production of unusual sounds, and/or severely restricted interests.
A variety of treatment options are necessary, so that they may be able to function adequately.
< My Thoughts > “…treatment options…”
Cognitive Behavioral Therapy (CBT) was originally used in the Mental Health Community, in addition to medication; for anxiety, phobias, specific fears, obsessive worrying, and compulsive behaviors. Now, this therapy is used for children with autism spectrum disorder, to help them address social issues, as well as learning daily living skills. CBT can offer ways to deal with negative thoughts, learn meditation and mindfulness skills, and inform parents on ways to help their child.
According to Wood, et al. (2011), there is a strong link between a child’s ‘high anxiety’ and their ‘low motivation’, when learning necessary daily living skills.
The Cognitive Behavioral Therapy (CBT) also has a pharmacological component. In addition to therapy, the patient receives antipsychotics, and/or antidepressants, to deal with underlying issues related to social problems. CBT has an important ‘parent’ component.
Maughan, A. & Weiss, J. (2017) examined parents being involved in their child’s treatment, to determine if they also benefited from their participation. The literature maintains that both parents and children improve with these emerging mindfulness and acceptance-based therapies.
Note: For further information on ‘Cognitive-Behavioral Therapy (CBT)’ therapy go to MENU – Know Autism, Know Your Child with < My Thoughts > by Sara Luker. Read under UNIT 7 Who May Help? 7 – 1 OTHER THERAPIES, Section 1: ABA, CBT, DIR, OT, PECS.
Note: DISCLAIMER – Autism ‘intervention’, as with the phrase ‘Early Detection / Early Intervention’, may simply mean to attempt an ‘action’, or attempt to ‘change a course’ or ‘trajectory’ of the person’s autism. Any expectation for a successful ‘change’ must have the cooperation of the participant, the parent, and/or the assigned therapist. Words such as, ‘intervention’, ‘instruction’, ‘treatment’, ‘therapy’, ‘service’, or ‘program’ imply ‘cure’, or ‘long-term’ positive effect. That is NOT my intention here, and all information is presented without intent or suggestion of status or effectiveness.
REFERENCES:
Maughan, A. & Weiss, J. (2017). Parental Outcomes Following Participation in Cognitive Behavior Therapy for Children with Autism Spectrum Disorder; Journal of Autism & Developmental Disorders; V47, p3166-3179.
Wood, J., Fuji, C., et al. (2014). Impact of Cognitive Behavioral Therapy on Observed Autism Symptom Severity During School Recess: A Preliminary Randomized, Controlled Trial; Journal of Autism Developmental Disorders; V44, p2264-2276.
End of APPENDIX A Social Isolation.
CHAPTER 2 – Determining Social & Personal Awareness
APPENDIX B – Spoons Theory
All people need a ‘social perspective’, such as there are only so many ‘spoons’ you are able to use in a day.
Christine Miserandino's1 "spoon theory" is often used to make sense of what it feels like to have a limited amount of energy and to have to make choices to avoid (or at least minimize) burnout and fatigue. She developed this metaphor to explain her chronic illness, but it was adopted by the autistic community to explain the similar energy limitations that autistic people face.
Jack, C. (2022) explains Christine Miserandino's "Spoons theory" –
KEY POINTS
Options change, as an autistic woman, I am constantly reinventing myself. As I age, I can take less risks. Finding myself and a different kind of mindfulness.
< My Thoughts > “…a different kind of mindfulness.”
To Claire Jack, Christine Miserandino's ‘spoons theory’ has somehow become a different kind of mindfulness.
Jack, C. (2022) says, I fight isolation, I use survival skills to protect myself from discomfort or disillusionment. I am hardwired to adapt.
REFERENCES:
Jack, C. (2022). What Is the Spoons Theory of Autism? Psychology Today. Retrieved online from – https://www.psychologytoday.com › blog.
End of APPENDIX B – Spoons Theory
APPENDIX B – Spoons Theory
All people need a ‘social perspective’, such as there are only so many ‘spoons’ you are able to use in a day.
Christine Miserandino's1 "spoon theory" is often used to make sense of what it feels like to have a limited amount of energy and to have to make choices to avoid (or at least minimize) burnout and fatigue. She developed this metaphor to explain her chronic illness, but it was adopted by the autistic community to explain the similar energy limitations that autistic people face.
Jack, C. (2022) explains Christine Miserandino's "Spoons theory" –
KEY POINTS
- Autistic people often experience burnout, fatigue and even meltdowns.
- ‘Spoons theory’ encourages people with autism to think of their energy in terms of a limited number of spoons to use, daily.
- Conceiving of energy in this way can help autistic people stop themselves from taking on too much.
- Being realistic about their energy and deliberate in how they use it can help autistic people avoid unwanted symptoms.
Options change, as an autistic woman, I am constantly reinventing myself. As I age, I can take less risks. Finding myself and a different kind of mindfulness.
< My Thoughts > “…a different kind of mindfulness.”
To Claire Jack, Christine Miserandino's ‘spoons theory’ has somehow become a different kind of mindfulness.
Jack, C. (2022) says, I fight isolation, I use survival skills to protect myself from discomfort or disillusionment. I am hardwired to adapt.
REFERENCES:
Jack, C. (2022). What Is the Spoons Theory of Autism? Psychology Today. Retrieved online from – https://www.psychologytoday.com › blog.
End of APPENDIX B – Spoons Theory
Thank you so much for sharing, commenting, and 'liking' on Facebook!
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 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.
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 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.
RSS Feed