Author: golden-user

Social Stories Help Children With Autism Cope With Social Situations

A social story is a learning tool to help children with autism feel more comfortable in different social situations. These stories describe scenes from a child’s viewpoint and include pictures to make them more engaging.

 

The sections below discuss social stories and their importance to children with autism.

What are Social Stories?

After teaching children with autism at a public school in 1976, Dr. Carol Gray created Social Stories™ and Social Story™ in 1991. Gray’s social stories are narratives that describe specific social situations, including what to expect in these situations and why.

 

Gray wrote her first social story for the children she taught and published her first book in 1993. She has since taught parents and teachers worldwide how to write their own social stories to help children with autism navigate social situations.

 

Today, social stories help thousands of children with learning disorders as well.

What are Social Stories For?

Besides helping children who find it hard to learn new skills or cope with social situations, social stories are used as a guide to learning self-care skills.  

 

For example, if your child is diagnosed with autism and refuses to wash their hands or brush their teeth, a specific social story may make them feel more comfortable doing it. If your child struggles to interpret social cues, a social story will allow them to see how other children may respond to similar situations.

 

Social story structures follow a child with autism’s perspective, which will help you gain insight into how your child views the world. If your child doesn’t do well with changes to their routine, or if they are scared of extreme weather events, a social story can teach them how to cope with fear.

How do Social Stories Help?

Social stories help children with autism by breaking down overwhelming experiences into smaller chunks. For instance, if your child refuses to step inside a dentist’s office, a relevant social story may help them take that first step.

 

Furthermore, a social story opens the way for positive reinforcement and helps build your child’s self-esteem as you praise them for achieving a specific task.

 

If your child develops an obsession or becomes fixated on rituals, you can help them stop obsessive behavior with a relevant social story.

 

Social stories also highlight the sequence of social norms and provide ‘tips’ for your child that explain how to proceed when they find themselves in a particular situation.

Example of a Social Story

A well-known social story that has helped many children with autism cope with everyday social situations is My Toys, which is included in Dr. Gray’s The New Social Story Book.

 

If you observe signs of anxiety in your child when they go to school or socialize with other children, this story will teach them how to overcome their fear by sharing their toys.

 

My Toys will help your child recognize that their toys belong to them, but when they share their toys, other children can also enjoy them.

 

This story is perfect for children who may be reluctant to share their toys or play with other children.

How to Write a Social Story

If you can’t find a social story for a specific issue your child has trouble with, you can write your own story.

Picture the Goal

For instance, if you’re trying to teach your child not to wipe their nose on their sleeve, the story should detail why wiping noses on sleeves is a bad habit.

 

The story could describe a situation in which someone wipes their nose on their sleeve when they’re sick, and soon cause an entire neighborhood to become sick too. So here, the goal is to show the consequences of wiping noses on sleeves.

Gather Information

Once you’ve chosen the story you want to tell, you must gather enough information to describe all the scenes that lead to the goal. You should set the scene and decide how many people are in the situation and how long it lasts.

 

Take care to avoid words that may upset your child. You may also want to read up on appropriate topics for children with autism. The same goes for images: only choose appropriate pictures to punctuate the story and make it easier to understand.

Tailor the Text

Pictures and drawings help to tailor the social story, as does gentle language. You may want to use these illustrations to break up the story into sections below the title. These sections include the introduction, body, and ending.

 

Furthermore, the story should answer six questions:

 

• Where does the situation play out?
• When does the situation play out?
• What happens during the situation?
• Who is involved in the situation?
• How is the situation resolved?
• Why does the situation need to be resolved?

 

Use descriptive language throughout the story to answer these questions, and remember to add context as well.

 

In addition to answering questions and reaching the goal, your story should include coaching sentences. These include the appropriate reaction to an adult asking a child a question or how to deal with different emotions, such as anger.

 

For example, a child in the story may release feelings of anger by going for a walk or doing breathing exercises.

How to Use Social Stories

Additional ways to use a social story to help your child deal with social situations include adding more questions your child can find answers for. Or you can ask them to draw a picture based on the story.

 

You may want to wait until your child is relaxed before asking them if they want to read a story with you. If they agree, observe their reaction to the story to see how it affects them. If they react negatively, stop reading and start talking about something else.

 

If your child seems to enjoy the story, try to find more in the same vein.

Conclusion

Using social stories to successfully manage your child’s social anxiety will depend on their reaction to them. You should also remember that if your child displays non-verbal tendencies, social stories may not work for them.

 

In this case, you may want to discuss alternative ideas with a therapist or psychologist.

 

 

If you are ready to work with the best ABA therapy provider in New York, New Jersey or Indiana, give us a call at (732) 402-0297. Our dedicated team is ready to help and we will treat you like family.

 

One of the biggest challenges parents of children with autism face is managing disruptive behaviors. ABA therapists commonly rely on the ABC method to promote positive behavior in children on the spectrum. In this article, we describe the elements of the ABC technique and explain how they are used.

Disruptive Behavior and Autism Spectrum Disorder    

More than a quarter of children with autism spectrum disorder show disruptive behaviors. These behaviors may include: 

 

• Screaming or yelling
• Self-injurious behavior (SIB) like hand biting or head banging

• Self-stimulating behavior, also known as stimming, such as flapping or rocking
• Physical aggression, including biting, spitting, hitting, and kicking
• Pushing others away

• Taking apart or breaking objects.

Although your child may appear to go into a state of anxiety, panic, or rage for no reason at all, there are many possible triggers of negative behavior, including fatigue, emotional dysregulation, communication problems, and disruption of the child’s everyday routine or structure. 

 

In the following sections, we explain how the ABC method is used in ABA therapy to manage disruptive behaviors.

The ABC Method of Behavior Management    

ABC stands for antecedent, behavior, and consequence. ABA therapists use the ABC technique to determine the sequence of events that occurs before, during, and after the disruptive behavior and eventually replace it with a positive one.  

Antecedent

To understand and modify disruptive behaviors, it is essential to consider the events that precede them, also known as antecedents. For example, each time a teacher gives a child a challenging math problem to solve, the child throws the pencil and walks out of the classroom. In this case, the teacher’s request represents the antecedent of the unwanted behavior.

Certain antecedents can help minimize disruptive behaviors, such as: 

• Giving a warning before the transition to a new activity or setting
• Making your expectations clear
• Providing the child with choices
• Taking into account environmental factors, such as stress, hunger, fatigue, or distractions
• Adjusting the environment accordingly, for example, removing video screens and other distractions before bed or scheduling breaks to prevent the child from getting overwhelmed.

Behavior

Behavior is the specific action, either positive or negative, that the child does in response to an antecedent. This is the behavior that you may want to discourage or encourage.

Consequence

The consequence is the result of a behavior. It directly affects the likelihood of the behavior happening again. While reinforcement makes behavior likely to reoccur, punishment such as timeout makes the child less likely to repeat the behavior in the future. The more immediate the consequence, the more influence it has on the child’s behavior.

 

To encourage appropriate behavior through consequences, it is important that parents:

 

• Make sure that the expectations are clear and concrete
• Remain consistent with consequences
• Ignore negative behaviors
• Use positive reinforcement in the form of rewards, praise, and other incentives to encourage positive behaviors.    

Applied Behavioral Analysis (ABA) and Disruptive Behavior    

ABA therapy focuses on reducing disruptive behaviors and replacing them with desirable ones. Early intervention and a comprehensive treatment plan can help children with autism successfully manage their behaviors and improve their quality of life.

Focus on function

When assessing disruptive behavior in children with autism, ABA therapists focus on the function of the behavior rather than its characteristics. Understanding what the child is trying to communicate will allow the therapist to create appropriate antecedent strategies to reduce these behaviors. 

Functional behavioral assessment

To identify the function of disruptive behavior and suggest strategies for improvement, ABA therapists use the method known as functional behavioral assessment (FBA). 

 

A functional behavior assessment consists of the following steps:

• Defining the challenging behavior
• Gathering and analyzing information
• Finding out the reason for the negative behavior
• Devising a plan to encourage positive behavior.

A variety of techniques can be implemented to conduct an FBA, including: 

 

• Indirect methods, such as questionnaires and interviews, and
• Direct methods (observation) where live behavioral data is recorded   

Function-based treatment

Once the function of the disruptive behavior has been identified through a functional behavioral analysis, the therapist can develop a treatment plan targeting that function. The goal is to teach the child an alternative behavior that will allow them to gain access to the same reinforcer that motivates the disruptive behavior.  

Tips for Parents    

The most effective way to deal with your child’s disruptive behavior is to ignore it, while at the same time teaching the child how to handle anger and frustration. Paying attention to what triggers tantrums can help you act before your child’s emotions escalate beyond the point where they can control them. 

 

Below, we list some tips to help you deal with disruptive behaviors.

 

• Start by identifying the function of your child’s behavior. Does it occur because your child wants to escape a difficult task, gain access to a preferred item or activity, or get your attention?    

• If the aim of the disruptive behavior is to escape non-preferred tasks, try dividing them down into smaller parts and provide a break to fun activities after the completion of each individual task.    
• If the purpose of your child’s disruptive behavior is to gain access to preferred items or activities, teach them how to ask for the items. It is essential to provide the item as quickly as possible when requested appropriately and ignore minor disruptive behaviors. 
• Similarly, if your child engages in disruptive behavior to get attention, show them alternative behavior that would have the same result.       
• If the function of the disruptive behavior is not clear, the strategies you use are not effective, or your child’s behavior includes extreme aggression or self-injurious behavior, it is important to seek advice from a Board Certified Behavior Analyst (BCBA) or a mental health provider who has experience using ABA therapy.    

Conclusion 

Disruptive behavior is a common issue faced by children with autism spectrum disorder, which can significantly impact their daily lives and functioning. ABA therapy focuses on understanding the antecedent-behavior-consequence sequence of behavior in order to identify triggers and implement effective interventions. 

 

If you are ready to work with the best ABA therapy provider in New York, New Jersey or Indiana, give us a call at (732) 402-0297. Our dedicated team is ready to help and we will treat you like family.

Pretend play, also known as imaginative play, is an essential part of child development. It helps children develop their language and social skills, as well as their creativity and problem-solving abilities. However, for children with autism spectrum disorder (ASD), pretend play can be particularly challenging. 

 

In this blog post, we will explore the differences between typical pretend play and pretend play in children with autism, why it is difficult for them, and provide some tips for parents to support their children’s imaginative play skills.

 

Child Development, Language, and Social Skills

Pretend play is an important part of child development. It helps children develop their language and social skills by providing them with opportunities to practice communication and engage in imaginative play scenarios. During pretend play, children use their imaginations to create fictional scenarios and act them out using toys, objects, or even themselves. This type of play encourages creativity, empathy, and problem-solving skills, all of which are important for child development.

 

For children with ASD, social communication challenges are a common characteristic. They may have difficulty understanding social cues, such as facial expressions, tone of voice, and body language, which can make it harder for them to engage in imaginative play scenarios. They may also have difficulty initiating and maintaining conversations and may prefer to engage in solitary activities.

 

Differences in Pretend Play between Typical Children and Children with Autism

Typical pretend play involves children engaging in imaginary scenarios, such as pretending to be a doctor or a teacher, and acting out these scenarios with toys or objects. They may also engage in role-play with their peers or family members. Children with autism, however, may struggle with this type of play due to their difficulty with social communication and their sensory processing differences.

 

For example, a child with autism may not understand the social cues involved in pretend play, such as taking turns, sharing, and communicating with others. They may also have sensory sensitivities that make certain types of play uncomfortable or unpleasant. For instance, a child who is hypersensitive to touch may not enjoy playing with certain textures or materials, while a child who is sensory seeking may prefer activities that provide intense sensory input, such as spinning or jumping.

 

Why Pretend Play is Difficult for Children with Autism

Pretend play can be difficult for children with autism due to several reasons. As previously mentioned, social communication challenges and sensory processing differences can make it hard for them to engage in imaginative play scenarios. Additionally, children with autism may have difficulty with abstract thinking, which is needed for pretend play. They may also struggle with changes to routines or new situations, which can make it challenging for them to engage in novel play scenarios.

 

Teaching play skills to children with autism

Teaching play skills to children with autism is an important part of promoting their development. Here are some strategies parents can use to teach play skills to their children:

 

1. Model Play Behaviors – Children with autism often learn best through observation and imitation. Parents can model play behaviors by engaging in pretend play scenarios with their children, demonstrating how to use toys and objects in different ways, and showing how to take turns and share.
2. Break Play Behaviors into Small Steps – For children with autism who struggle with abstract thinking, breaking play behaviors into small steps can make them easier to understand and follow. For example, when playing with blocks, parents can start by showing their child how to stack one block on top of another, and gradually increase the complexity of the task as their child becomes more comfortable.
3. Use Visual Supports – Visual supports can be helpful in teaching play skills, particularly for children who benefit from visual aids. Parents can use visual schedules, picture cards, and storyboards to outline the steps of a play scenario or show how to use toys and objects in different ways.
4. Reinforce Positive Play Behaviors – When children exhibit positive play behaviors, such as taking turns or sharing, parents can reinforce these behaviors by providing positive feedback and praise. This can help to encourage the child to continue using these behaviors in the future.
5. Provide Opportunities for Practice – Practice is essential for developing play skills. Parents can provide opportunities for their child to practice play behaviors in a variety of settings, such as at home, at school, or during therapy sessions.
6. Tailor Play Activities to Your Child’s Interests – Children with autism are more likely to engage in play behaviors that align with their interests. Parents can tailor play activities to their child’s interests, such as using toys or objects related to their favorite characters or hobbies.
7. Applied Behavior Analysis (ABA) therapy is a type of therapy that has been shown to be effective in teaching play skills to children with autism. ABA therapy uses a structured, step-by-step approach to teach new skills, including play behaviors.

By using these strategies, parents can help their child develop their play skills and promote their overall development. It’s important to remember that every child is unique, and what works for one child may not work for another. Therefore, it’s important to experiment with different strategies and techniques to find what works best for your child

 

Tips for Parents of Children with Autism

1. Start Small and Build Gradually – Begin with activities that your child enjoys and gradually introduce new elements. For example, if your child likes playing with cars, you can start by introducing a simple scenario, such as driving the cars on a road. As your child becomes more comfortable, you can add more details, such as stopping at a gas station or having a race.
2. Use Visual Supports – Many children with autism benefit from visual supports, such as pictures or symbols, to help them understand and engage in pretend play scenarios. You can create visual schedules or storyboards that outline the steps of a pretend play scenario or use pictures to represent different characters or objects.
3. Provide Opportunities for Joint Play – Joint play, where parents and children play together, can be particularly helpful for promoting pretend play skills in children with autism. By modeling pretend play scenarios and providing social cues, parents can help their children learn the skills needed for engaging in imaginative play.
4. Use Your Child’s Interests – Find ways to incorporate your child’s interests into pretend play scenarios. For example, if your child loves dinosaurs, you can create a pretend play scenario where they are exploring a prehistoric world or digging for dinosaur bones.

1. Use Sensory-Friendly Materials – Consider using sensory-friendly materials, such as soft fabrics or non-toxic play dough, that are less likely to trigger sensory sensitivities.
2. Be Patient and Encouraging – Pretend play skills can take time to develop, so it’s important to be patient and encouraging. Praise your child’s efforts and provide positive feedback, even if the scenario doesn’t go exactly as planned.
3. Seek Support – If you are struggling to support your child’s pretend play skills, consider seeking support from a therapist or autism specialist. They can provide additional strategies and resources to help promote your child’s development.

 

Conclusion

Pretend play is an important aspect of child development, promoting language and social skills, creativity, and problem-solving abilities. While children with autism may struggle with pretend play due to social communication challenges, sensory processing differences, and difficulty with abstract thinking, there are several strategies parents can use to support their child’s development. 

 

By starting small, using visual supports, providing opportunities for joint play, using your child’s interests, using sensory-friendly materials, being patient and encouraging, and seeking support when needed, parents can help their child build their pretend play skills and promote their overall development.

 

Information from the environment bombards our senses daily, which can be challenging for children with autism (ASD). The good news is sensory integration (SI) therapy helps us understand and incorporate this information into our behavior.  This article will explore how SI therapy can help those with autism live more comfortably. 

What is Sensory Integration?

Sensory integration is the process of taking in information from our senses and using it to make sense of the world around us. It helps us understand what we see, hear, smell, taste, and touch. It can affect how we feel physically and emotionally. 

How Does SI Work?

Sensory integration works in several ways to enable us to make sense of the world around us. Here is a brief description of the process: 

1. Our senses take in information about our environment 
2. The brain processes this information so that we can respond appropriately 
3. The data is then used to help us move, think and interact with the environment meaningfully 

For example, if it’s cold out, we wear a coat.

How Does SI Help Us?

Sensory integration helps us to make sense of our environment so that we can function in everyday life. It allows us to: 

• Interpret sensory input accurately 
• Adapt to changes in the environment 
• Participate safely and comfortably 

We use sensory integration in every aspect of our daily lives, from brushing our teeth to socializing with our friends. Now that you understand the framework of SI, let’s examine how our bodies absorb information from the world around us.

How is Sensory Information Received From the Human Body?

There are five senses, right? Wrong. We actually rely on eight sensory systems when interpreting our environment. Let’s break down each for you:

• Sight (vision). The eyes are the main part of our body that receives visual information. 
• Hearing (auditory system). Our ears help us to hear sound waves and interpret them as sounds.  
• Taste (gustatory system). Our tongues and taste buds sense chemicals in food that give us a feeling of sweet, salty, sour, or bitter flavors. 
• Smell (olfactory system). Special nerve cells in our nose detect molecules from the air around us that we recognize as smells. 
• Touch (tactile system). We can feel pressure on our skin when something touches it because special sensors send signals to our brains about what’s touching us. 
• Proprioception (sense of body awareness). Our muscles, joints, and ligaments tell our brains how our body is positioned in space. 
• Interoception (how we feel inside our bodies). Internal organs like the heart, lungs, stomach, and intestines send signals to our brains that let us know what’s happening inside our bodies. 
• Balance (vestibular system). This lets us know in which direction we are moving in relation to gravity.

We often hear the terms sensory processing and sensory integration used together. But are they the same thing? Well, yes, and no.

What is the Difference Between Sensory Integration and Sensory Processing?

Sensory integration and sensory processing are two terms describing how our brains process information from our senses. Sensory integration was first developed by Dr. A Jean Ayres in the 1970s, while Dr. Lucy Miller later refined this concept and created a model of “sensory processing disorder.” 

The main difference between these concepts is that sensory integration looks at how we take in, organize, and make sense of sensations. In contrast, sensory processing focuses on how we respond to those sensations through behavior. 

Overall, these terms are often used interchangeably, depending on where the medical professional was trained. What matters most is the challenges that may occur if these systems aren’t working properly.

What do Sensory Integration and Sensory Processing Difficulties Look Like?

If the signals that come to us from our senses are either too weak or too strong, or if our brain reacts inappropriately to them, it can lead to sensory integration issues. This can show up in someone’s behavior. 

They may feel overwhelmed and distressed by the amount of sensation coming at them – this is known as ‘sensory overload.’ People can be overly sensitive to certain feelings, not sensitive enough, or a combination of both.

People with autism experience these sensations far more intensely. You may feel overwhelmed by certain sounds, smells, textures, or even temperatures that don’t bother most other people. 

It may be hard to focus on tasks if you are constantly bombarded by too much stimulation in the environment around you, and it can also be difficult to block out noise when you want to concentrate on something else. Here’s a breakdown of why this happens.

Four Common Sensory Integration Challenges

There are four problems most children with sensory integration issues experience:

• Sensory modulation issues. When the brain over- or under-responds to stimuli, problems occur. One person could be oversensitive to certain sounds but undersensitive to others. A person’s sensitivity may also depend on their environment; they could become more aware of sensations in stressful situations while less responsive in calm settings.
• Sensory discrimination and perceptual problems. If you have autism, your brain may struggle to make sense of the information it receives. This can lead to difficulties with touch sensitivity, including clumsiness or using too much or too little force when performing tasks. If it’s related to visual perception, you may need help locating objects in a messy setting or picking out a word on a page. 
• Vestibular bilateral functional problems. Have you ever noticed that it can be challenging to maintain balance or coordinate movements with both sides of your body? This could be due to vestibular bilateral functional problems. A qualified SI practitioner will help diagnose if this is the case and work on overcoming these issues. With proper intervention, individuals can improve their ability to stay steady and coordinated when performing daily activities.
• Praxis problems. Praxis is the medical term for how our brain plans and executes movements. This could be learning to jump for children or more complex skills for adults. When sensory information isn’t processed correctly, it can make new activities difficult.

Now that you understand what can go wrong with your child’s sensory integration system let’s discuss ways to make it right.

What is Sensory Integration Therapy?

Sensory integration therapy is a specialized treatment that should only be done by an expert. These professionals are highly-qualified occupational therapists, speech and language therapists, or physiotherapists who have undergone additional, intensive field training. 

This protocol aims to help people with autism better process sensory information. It involves understanding how the brain processes and responds to various inputs, such as sound or touch. 

With this knowledge, therapists design activities and treatments to help individuals with autism learn how to respond appropriately to different stimuli. The goal is for these individuals to function more effectively in their day-to-day lives.

Some activities included in sensory therapy may be:

• Structured exposure to sensory input, such as playing music or using scents and textures 
• Movement therapy, like stretching, and jumping exercises 
• Balance treatments, including yoga poses, standing on one leg, and other coordination activities 
• Customized physical activities tailored to your needs and preferences 
• Environmental or routine accommodations, changing the atmosphere around you for more comfort

Your child’s SI practitioner will use input from family, school teachers, and other professionals to create an individualized plan called a ‘sensory diet’ for them. This list contains specific activities and accommodations tailored to their particular needs. 

These activities provide the correct amount of sensory input during therapy sessions and at home or school. 

Sensory Integration Therapy for Children with Autism

If you have a child with autism, they may struggle to interpret and use sensory information. Sensory integration therapy is an option that could help them understand the world around them better. 

This type of therapy uses physical activities and exercises to assist kids in understanding multiple sensations at once. For instance, when we read a book, we take in several senses – sight (seeing the words on the page), sound (hearing pages turn), and touch (feeling the book in our hands). 

We then combine this sensory input to get a complete picture of what’s happening. Unfortunately, children with autism can have trouble interpreting and using these sensations. That’s where sensory integration therapy comes in. 

Through physical activities, children can learn to combine multiple senses more effectively. It’s like a puzzle – the therapist will provide exercises that help your child learn how to make sense of all the input they get from their environment. 

Such therapies can be highly beneficial for children with ASD and enable them to better understand the world around them. But do they really work?

Does Sensory Integration Theory Help children with Autism?

It’s hard to know if sensory integration therapy will help your child on the spectrum since more research is needed. Studies so far suggest that the treatment might lead to improvements in some areas, but there are issues with how these studies were designed.

First, it isn’t clear what the therapy can do – does it lessen sensitivity to touch or smell? It’s essential to be aware of potential adverse effects. Several studies have indicated that self-harming behavior may increase after using sensory integration therapy. 

Before deciding whether this therapy suits your child, weigh the pros and cons.

Conclusion

Sensory integration therapy is a new frontier to explore in the autism landscape. While research still needs to be done, many believe it offers an array of benefits and opportunities for children with ASD to improve their quality of life. 

By creating sensory “diets,” qualified professionals can help children with autism to process sensory input better and respond in healthier, more regulated ways. Therapies done at home between sessions allow parents and caregivers to support their child’s development further. 

If you feel this may be a good fit for your family, don’t hesitate to contact a specialist today who can help you explore the potential benefits of sensory integration therapy. With a knowledgeable and experienced professional by your side, you can provide your child with the opportunity to lead a healthier, more fulfilling life.

 

If you are ready to work with the best ABA therapy provider in New York, New Jersey or Indiana, give us a call at (732) 402-0297. Our dedicated team is ready to help and we will treat you like family.

As children grow and develop, they learn important motor skills. Many children and adults with autism experience difficulty with both fine and gross motor skills.  

 

To understand the effect of autism on motor skills, it’s essential to understand autism spectrum disorder.

What Is Autism Spectrum Disorder?

Autism spectrum disorder (ASD) is a brain development disorder that changes how a child interacts and communicates with others. There is no cure for ASD; symptoms show up during childhood, and the disorder continues to affect the person throughout their life.

 

Scientists still don’t know what causes ASD, but it has been found that the disorder affects the development of motor skills.

Motor Skills and Autism

Medical research shows that children with ASD struggle with posture and coordination. Some find it hard to keep their balance or even run. However, difficulty mastering motor skills is not the main symptom of autism.

 

Children and adults diagnosed with attention deficit hyperactivity disorder (ADHD), cerebral palsy, and Down syndrome also have motor skills issues.

 

Children with autism are usually affected by a range of motor skills issues.

What Types of Motor Skills Issues Do Children With Autism Have?

Children with autism often experience delays in developing their gross and fine motor skills. If your child has ASD, you will notice the following symptoms and issues as they grow:

 

• They have a low muscle tone.
• They may stumble a lot while walking.
• They may find it hard to write or draw.
• Your child finds it difficult to use a swing or to jump and hop.
• Your child will be less active, and they will display low muscle tone.
• Their hand-eye coordination will be lacking, so they will find it difficult to play catch.

 

You will want to prompt your child to mimic you to help enhance their motor skills. Teach them to try and copy what you do, such as jogging or hopping. Follow this up with fine motor skills like hand movements and writing.

You must consider your child’s age and choose appropriate movements so they don’t overexert themselves.

At What Age Do Motor Issues Start?

Motor issues are noticeable in infants who are a month old. If your baby is reluctant to move their arms, it may be a symptom of ASD.

 

Track their development for the following issues:

• Their head may still flop backward when they turn four months old.
• They can’t sit or stand on their own at the age of 14 months.

 

There are other signs that an infant may have ASD, including the inability to grasp small objects or clap their hands together. If you suspect your infant may have ASD, make an appointment with your doctor to assess them.

How Do Doctors and Researchers Measure Motor Skills?

It is crucial to have your child assessed while they’re still young so they can receive the correct treatment.

 

The doctor will ask you a series of questions, including the following:

 

• When did your baby smile for the first time?
• Did your baby make sounds and have different facial expressions at 9 months old?
• Do they have a range of vocal sounds?

When doctors and researchers test motor skills, they assess whether a child can perform basic motor tasks.

 

For instance, they will check your child’s ability to run, skip, hop, and jump. They will also check if your child can hold a crayon or pencil and if they can transfer an object from one hand to the other.

 

In recent times, researchers have investigated new methods of testing motor skills issues using the following tools:

 

• Sensors and infrared motion sensor cameras.
• Gyroscopes and accelerometers to determine the extent of arm and leg movements.
• Pressure sensors inside small mats to establish gait issues.
• Virtual reality technology.
• Electromyography technology for electrical muscle activity tests.

 

If your child’s assessment results point toward ASD, your doctor will suggest a treatment plan.

 

How Are Motor Problems Treated?

The treatment plan will include physical and occupational therapy, during which your child will learn motor skills training techniques.

 

It may also include the following therapies:

 

• Cognitive therapy
• Kinesthetic therapy
• Sensory integration therapy

 

Doctors believe that special sports programs and music therapy are also beneficial as ASD treatment options. More research is needed to establish the effectiveness of these therapies.

Some doctors swear by applied behavior analysis (ABA) therapy, which helps children develop their motor skills using a few defined steps.

 

These steps include setting long-term goals and dividing them into several short-term goals. This process makes it more attainable for a child to enhance their motor skills.

 

Research shows that ABA treatments produce mainly positive results, and as such, many healthcare professionals recommend them. Along with ABA therapy, you can use everyday activities to make motor skills learning easier for your child.

Tips for Everyday Activities

Daily activities include taking walks or dancing to your child’s favorite music. You can also try engaging your child in building a puzzle or painting a picture. If your child loves making things with their hands, you can allow them to dig a sand pit or set up a fort.

Dressing

Since getting dressed is a daily activity, you can help your child do it on their own. If they struggle with buttons, use colored stickers to match them with the buttonholes. Buy your child socks with colored heels and toes to make it easier for them to pair.

 

If your child finds it difficult to grasp jacket zips, you may want to add key rings to zips to simplify the task.

Using Cutlery

Make dinner time easier for your child by purchasing cutlery that shows where their fingers need to go. Stickers can also do the trick. If their lack of fine motor skills causes them to make a mess while eating, use a plate guard.

Again, consider your child’s age. If it’s safer for them to use their fingers instead of utensils, allow them to do so.

Conclusion

If your child is diagnosed with ASD, you may be overwhelmed. But rest assured that the techniques mentioned above will allow your child to develop their motor skills at their own pace.

 

The most important thing to remember is to be patient throughout the process, even when it seems the treatment plan is not working. You will see progress, even if it doesn’t happen as quickly as you want it.

 

If you are ready to work with the best ABA therapy provider in New York, New Jersey or Indiana, give us a call at (732) 402-0297. Our dedicated team is ready to help and we will treat you like family.

Elopement, or “running away” is a common behavioral issue in children with autism and one that can be both dangerous and frustrating for kids and their caregivers alike. However, the first step to stopping this behavior is understanding it and why it happens. Take a look below.

What Does Elopement in Autism Mean?

Elopement is a common action for children who have autism spectrum disorder (ASD) who run or wander away from caregivers or secure locations. They are typically running toward something or away from something and can do so seemingly without reason. Many times, children will get lost or may end up in potentially dangerous or life-threatening situations, especially if they are too young to look after themselves.

This action can be a traumatic situation for a child and their caregivers. This is why it is important for parents and all caregivers to understand eloping behavior, why it happens, and how to mitigate the risks when it does.

Why Do Children With Autism Elope?

Children with autism may elope for a variety of reasons. Some children elope to get to desired items or places. For example, a child might elope to get a favorite toy in a store. Other children with autism may find it hard to cope with certain everyday situations and may elope to get away from different stressors. For example, a child may elope to get away from a noisy birthday party.

Other children elope because they enjoy running or being chased by a caregiver, so they may elope when a caregiver is distracted. Every child is unique and has different reasons for eloping, but overall research indicates it is a common behavior among children with autism.

If you are caring for a child who engages in eloping behavior, the first step is to start a journal and begin logging instances of elopement, including what he or she may have been running toward or away from. Identifying common triggers can help you be more prepared to prevent elopement in the future.

How to Prevent Elopement

One of the first questions that parents have when their child with autism starts eloping is: how they can prevent it from happening. Here are some of the tips that can help prevent this type of behavior:

• Put locks on doors and windows that your child cannot unlock. If you use a key to lock windows and doors, ensure the key is easily accessible to adults in case of an emergency.
• Install alarms so you are alerted if your child has opened a door or window.
• Have your child wear a device that allows you to track her location. Some devices will alert you if your child has left a certain perimeter.
• Monitor your child frequently. During busy times when you may be more easily distracted, set a timer to remind yourself to check on your child.
• If your child has siblings, make sure that they also know how dangerous elopement can be so that they can help encourage your child to refrain from this behavior.
• Give frequent praise or rewards when your child doesn’t elope.
• Talk to your child about their elopement and help them understand why it frightens you when they run away and try to get to the root cause of the issue encouraging this behavior.

One of the first and most important things for parents to do is to start applying strategies to stop elopement entirely. Then, they need to learn how to reduce harm when their child does elope in the future.

How to Reduce Harm When Your Child Elopes

Even with plenty of preparation, parents will quickly realize that kids who are prone to eloping will always find a way to engage in this behavior. This is why it is also important to know how to reduce harm when your child does elope. Here are some of the top tips to keep in mind:

• Remain prepared for an elopement so you can act quickly and confidently.
• Notify all caregivers and teachers of your elopement plan so you can be ready to take action when something happens.
• Identify people such as neighbors and family who agree to help you search if needed.
• Prepare materials that include your child’s name, communication abilities, ways to calm your child if she is upset, a current picture, caregiver contact information, and places your child has commonly eloped to in the past. Distribute this information to individuals in your search party as well as public authorities as needed.
• Keep track of where your child is most likely to elope so you can check those spots first.
• Teach your child to recite his or her name, telephone number, and address, or keep this information attached to your child during times when elopement is likely to occur.
• If elopement is a regularly occurring issue for your child, seek assistance from a psychologist or behavior analyst with experience in treating elopement to develop a comprehensive treatment plan.

Many parents find that CBT, or cognitive behavior therapy, is a great tool for helping children with autism understand behaviors such as eloping so they can work on correcting these tendencies and engaging in less-dangerous behaviors when the urge to elope arises. 

As most parents already know, when a child runs away, time is of the essence, so the more prepared you are to act quickly, the better off you will be. Having a well-organized plan for when elopement happens is essential to making sure your child stays safe.

Conclusion

Nothing can be as frightening for parents as losing track of a child, and it can happen to any parent. However, parents of children with autism who engage in eloping behavior need to take extra precautions, particularly if this becomes a repeat issue. Having a detailed plan, working with your child, and seeking professional help are all great ways to help keep kids with this tendency safe.

 

If you are ready to work with the best ABA therapy provider in New York, New Jersey or Indiana, give us a call at (732) 402-0297. Our dedicated team is ready to help and we will treat you like family.

 

 

Issues with self-harm are a common but often under-recognized issue within the autism community. This is why it is important for individuals with autism and their caregivers to have a general understanding of self-harm habits and how to help someone with autism who may be engaging in self-harm.

What is Self-Harm?

The NHS describes self-harm as an action when someone intentionally damages or injures their body. Self-harm is most often described as a way to express or cope with emotional distress and can come in many different forms.

While self-harm is not a symptom of autism, there are certain symptoms or situations related to autism that can lead some people with ASD to engage in self-harming behavior.

Different Ways People Self Harm

Different people have different tendencies when it comes to self-harm. Here are some of the most common ways in which people tend to harm themselves:

• Cutting themselves with a razor or other sharp object.
• Biting themselves.
• Picking or scratching at their skin to a point where they experience pain.
• Burning their skin on purpose.
• Hitting themselves or walls to feel pain.
• Pulling their hair from their head.
• Poisoning themselves.

Self-harm can come in several different forms and is always done with the intent to cause pain or bodily injury. What is frightening to many is that self-harm can become a pattern and nearly addictive to many, and it’s been proven to be prevalent in the autism community.

How Common is Self-Harm For People With Autism?

Self-harm can impact anyone. However, some studies suggest that autistic people are more likely to engage in self-harming behaviors than non-autistic people. Studies also suggest that autistic women are more likely to self-harm than autistic men. Adults with autism are also shown to deliberately hurt themselves much more often than other adults do.

Self-harm can cause serious bodily injury and may be a precursor for suicidal behaviors if left untreated. Research into the habits indicates that self-harm in people with autism typically arises from emotional pain or an inability to cope with pain, rather than being a type of repetitive behavior.

 

Self-Harm and Suicide  

Self-harm can be a coping mechanism for some individuals, without suicidal intent. However, evidence shows that those who have self-harmed in the past have a higher risk of suicidal thoughts. They are also more likely to attempt suicide.

In fact, teens with autism are 28 times more likely to attempt suicide than their peers without autism.

Self-harm can carry a significant risk to a person’s physical and emotional well-being. If you know someone who is self-harming or who has stated they have suicidal thoughts or intentions—it is important to get them to seek professional support and treatment as early as possible.

 

How Does Someone Get Help From Self-Harm?

Parents, loved ones, and caregivers of individuals with autism should be diligent when looking for the different signs and signals associated with self-harm. They should also help that loved one seek professional help right away if they are engaging in self-harming behavior. This type of support or intervention should always address the underlying causes of self-harm.

 

Therapies

Going to counseling is a proven option for anyone engaging in self-harming behavior. There are plenty of therapists who work specifically with individuals with autism and those that specifically work with individuals who engage in self-harming behaviors.

Other recommended therapies include:

• Mindfulness-based cognitive therapy (MBCT)
• Dialectical behavior therapy (DBT)
• Psychodynamic therapy

Some people with autism have found that Cognitive Behavioral Therapy (CBT) helps them to understand why they self-harm and how to reduce this behavior. It does this by:

• Tackling self-criticism
• Improving self-esteem and confidence
• Teaching practical strategies to cope with difficult feelings.

This is one of the most relied-upon and trusted forms of therapy for those with autism and not only can help with self-harming behaviors but other tendencies as well.

Strategies and Advice

Talking to trusted friends or family members is another way that individuals with autism can get help with their self-harming behaviors. Having a support system is very important for those who self-harm. There are other strategies that people engaging in this type of behavior can try as well. This includes:

• Learning to recognize triggers– This includes keeping a diary to help understand what feelings may lead them to self-harm.
• Wait before self-harming- Encourage individuals who self-harm to wait and gradually build up the gaps between each period of self-harm, as a way to practice control over the situation.
• Practice techniques to manage and help regulate emotions- This includes calming exercises, and writing down feelings and distractions.
• Learn more about mental health- This can include getting help with stress, anxiety, and depression.

Recognizing and understanding the problem is essential to recovering from self-harming behavior and preventing it from becoming a pattern later on in life.

Advice for Parents

Knowing a child with autism is engaging in self-harming behavior can be devastating to any parent. Here is some advice for parents navigating this difficult situation.

• Show support and try to be non-judgmental. Ask your child how they would like to 
• be supported in this situation.
• Encourage honest and open communication.
• Relate to your child as a person and try to not just focus on self-harm.
• Have empathy and understanding about what they are doing, knowing it is likely a coping mechanism for something else.
• Consider and address what may be causing their underlying distress such as social situations or their school environment.
• Let your child be in control of their decisions and get them medical attention if needed.
• Encourage them to speak to a professional about self-harm.
• Remind your child of their positive qualities and the things that they have going for them.
• Discourage any online content that may appear to promote self-harm.

While these tips can be of great help, there are also things that you should avoid, such as:

• Attempting to force your child to change without addressing the underlying issue.
• Ignoring signs of self-harm or injuries.
• Overly focusing on injuries in a way that makes them feel ashamed.
• Acting or communicating in a way that threatens to take control away.
• Labeling self-harm as attention-seeking.

Parents may also want to attend their own support group for parents of children with autism or seek professional help to assist them in navigating these difficult waters.

Conclusion

Self-harm is a very scary, and very real, issue among individuals with autism. While no one ever wants their loved one with autism to engage in self-harm activities, it is important to understand this behavior and to be able to look for signs of self-harm so that you can intervene properly.        

 

If you are ready to work with the best ABA therapy provider in New York, New Jersey or Indiana, give us a call at (732) 402-0297. Our dedicated team is ready to help and we will treat you like family.

Researchers at the Yale University School of Medicine recently completed an interesting study on autism. They found that a specific region of the brain is linked to reduced eye contact in children and adults with autism.

 

Keep reading to learn more about the effect of eye contact on children with autism and ways to establish eye contact.

Autism and Eye Contact

If you have a child with autism, you will notice that they have difficulty making eye contact with you. Scientists now believe that people with autism spectrum disorder (ASD) show less dorsal parietal cortex activity when making eye contact.

 

They discovered this by analyzing the brain activity of 17 adults with ASD and 19 adults without ASD during their interactions.

What the Study Revealed

Researchers used innovative technology to create images of these interactions. They did this by placing a cap on the study volunteers. This cap helped to focus a single light into the brain to record activity during eye contact.

 

Those with a severe ASD diagnosis showed even less dorsal parietal cortex activity when compared to those with a mild diagnosis.

 

The study is necessary to understand the lack of eye contact behavior in infants. It also showed that a lack of eye contact doesn’t always mean autism.

 

However, eye contact behavior is important to observe while your child is still young.

Why Is Eye Contact Important?

As your child grows and develops, they learn language and communication skills. As a parent, making eye contact with your baby or infant helps them to vocalize and engage with you. Eye contact is a crucial part of teaching your child to communicate.

 

Adults understand the rules of eye contact with one another. It is an easy way to express interest and attention to a conversational partner and pick up social cues.

 

However, eye contact is often stressful for children with autism, especially when forced by one or both parents.

When Eye Contact Is Stressful

Don’t try to force your child to make eye contact with you. Children with ASD become stressed when forced to communicate in a way that is uncomfortable for them.

 

If your child focuses on another object while you are speaking to them, let them be. It is not wrong for them to communicate with you in a way they are comfortable with.

 

It may also be helpful to read some of the books written by adults diagnosed with ASD. In it, they explain how stressful it is when they’re forced to make eye contact with others.

 

A lack of eye contact also doesn’t mean your child is not listening to you. As soon as you notice that eye contact is difficult for them, try to engage them in other ways.

Other Ways To Show Interest

You must be patient when teaching your child to indicate that they’re interested in a conversation without making eye contact.

 

When it is clear that they cannot pay attention while looking someone in the eyes, help them to follow these steps:

 

• Allow them to face you without making eye contact.
• Teach them to comment on a conversation to show that they are listening.
• Help them to communicate their interest by teaching them to say, “I’m listening, even though I’m not looking at you.”

 

Even if your child continues to struggle with eye contact, these steps will help them be more comfortable expressing interest in a conversation.

 

There are also several ways to encourage eye contact if your child is trying to do so but struggling.

Encouraging Eye Contact With Sensitivity

You should approach eye contact with your child with the utmost sensitivity. Remember that ASD is a developmental disorder. It affects your child’s communication, and symptoms often intensify with age.

 

Your child will likely face challenges at home, school, and any other place they need to communicate.

 

You may want to use the following techniques to encourage eye contact. But, if you don’t have the patience to see these techniques through, call in the help of an expert instead.

 

First, instead of always sitting or standing while talking to your child, ensure you are at a face-to-face level with them. If your child can see your face, it is easier to look at you.

 

You can also set up a fun activity like blowing soap bubbles or planting flowers. After digging the holes for the seeds, pause for a second. Your child will likely look at you to see what to do next.

 

Don’t treat a lack of eye contact as an offense. Instead, encourage a spontaneous connection between yourself and your child by doing something playful.

 

For instance, you could build a puzzle with them and put one piece in the wrong place. Or put their boots out to wear in summer. This is likely to get a reaction, but not always the first time.

 

You must also consider your child’s nature when putting together activities. If they find it difficult to shift their attention between you and the activity, you should play simple games like hide and seek and tag.

 

When you succeed and your child makes occasional eye contact with you, encourage them to keep making eye contact.

Signs That You Should Encourage Eye Contact

You may notice that your child is more inclined to listen to you speak when he’s looking at you. There are several ways to encourage more eye contact:

Asking for a Glance

You may be able to elicit a glance from your child by pausing when they ask you for something. Your child may give you a quick look to see if you’re listening to what they’re saying.

 

If they do make eye contact with you, use positive reinforcement by praising them. Next, aim to lengthen the duration of the eye contact. You can prolong eye contact by waiting a few moments before handing your child what he wants.

 

You should also set an example by always making eye contact with other people in the presence of your child.

 

Children with ASD pick up on adult behavior – if they see that you’re not interested in looking at the people you’re speaking to, they won’t be either.

Use Your Child’s Interest

 

One of the best ways to keep your child engaged and to encourage him to look at you is to talk about their favorite topic.

 

If your child loves movies or toys, keep the conversation going about upcoming blockbusters or new action figures. You might find that the more interest you show in the things your child loves, the easier it will be for them to make eye contact with you.

Visual Supports

 As soon as your child is more comfortable making eye contact while talking to you, you can use visual supports to encourage them.

 

Instead of pausing and waiting for a reaction, you can use your hands to direct your child’s eyes in your direction. For instance, if they’re looking away, try to point out a path from your child’s eyes to yours to guide them.

Conclusion

While it’s good to encourage eye contact in children with ASD, it is crucial to remember that they don’t interpret eye contact the same way as others.

 

Through practice and patience, you can help your child overcome some of their aversion to eye contact. If you’ve tried for a long time without success, consult your doctor and seek the help of a psychologist or therapist if needed.

 

If you are ready to work with the best ABA therapy provider in New York, New Jersey or Indiana, give us a call at (732) 402-0297. Our dedicated team is ready to help and we will treat you like family.