Category: Blog

If you have a child with non-verbal autism spectrum disorder (ASD), you understand the difficulty of connecting with them. An estimated 30% of children with autism struggle to communicate through speech, so finding the right toys to foster a connection is important. Keep reading to learn how!

What Are Sensory Issues?

If your child is living with nonverbal autism, they may experience a range of sensory issues. These issues can be broken down into two categories: hypo-sensitivity and hypersensitivity. 

Hypo-sensitivity is when your child does not seem to notice or pay attention to certain sensations. This can make them less aware of their surroundings, and they may even seek out sensory experiences as a way to stimulate themselves. 

Examples of hypo-sensitivities include: 

• Not reacting to loud noises like other children do 
• Not being bothered by clothing tags or seams in socks 
• Enjoying deep pressure, such as getting massages or squeezing objects 

On the other hand, hypersensitivity occurs when your child becomes overwhelmed by certain sensations that others consider normal, which can lead to a meltdown. 

Examples of hypersensitivities include: 

• Becoming alarmed at loud noises like sirens or fireworks 
• Avoiding certain fabrics or feeling uncomfortable when wearing clothing tags 
• Reacting negatively to deep pressure, such as getting hugs from people they don’t know well 

As you can see, these sensitivities affect sight, touch, taste, sounds, balance, smells, and even body awareness. The good news is the right sensory toy can help your child better cope with these sensitivities. Let’s examine how.

How do Sensory Toys Help Autism?

Gadgets and games that engage the senses are an important part of helping children with autism learn and grow. These toys provide tactile stimulation that helps kids explore their environment and interact with others in meaningful ways.

Through playing with these toys, children are encouraged to plan ahead, negotiate and share. As they explore the different textures and sounds of the plaything, their brains become more attuned to their surroundings and those around them. 

This helps them better understand facial expressions, body language, and other forms of communication – all essential for developing social skills.  

Sensory play can also help your child focus on the task at hand by providing input through sound, sight, or touch that is calming for them. Additionally, it allows your child to practice motor skills like grasping items or manipulating objects, which can help with their development. 

No matter what type of toy you choose for your child, it’s important to look for ones specifically designed to meet the needs of those on the autism spectrum. So how do they work? We’re glad you asked.

How are Sensory Toys Used for Autism?

Sensory toys stimulate the body and give it feedback which helps the brain better understand itself. This is particularly beneficial for those with ASD as it helps them focus, relax, and calm down. 

There are different types of gadgets to choose from that target specific senses such as sight, sound, touch, or taste-smell. Many of these games are designed to be combined with others to maximize the sensory experience. 

However, it is important to note that while sensory toys can be helpful for children with autism, they do not replace formal and evidence-based treatment strategies. 

The following popular sensory toys and aids should be used as an additional strategy in conjunction with other therapies, such as applied behavioral analysis (ABA), speech-language therapy, occupational therapy, etc. 

Ultimately these tried-and-true gadgets help create more positive outcomes for those on the autism spectrum.

The 10 Best Sensory Toys for Autism

Let’s examine some of the most popular gadgets for children with non-verbal autism:

Sensory Mats

Sensory mats are an excellent option for those with nonverbal autism, as they provide a tactile experience and encourage exploration. They come in different sizes, shapes, and textures that can match the individual’s sensory preferences. 

For example, some mats may have ridged surfaces for children to run their hands over or soft fabrics to practice motor skills like grasping or pushing. These mats also offer plenty of opportunities for imaginative play since each texture can be used differently depending on the activity being done.

Chew Toys

Chew toys can be comfortable and calming to use, as they’re made of non-toxic silicone material, which is gentle on the skin. Chew toys come in many sizes and shapes, from hand-held items to jewelry-like pieces that you wear around your neck or wrist. 

Furthermore, chew toys also have different textures – from bumps and ridges to patterns or smooth surfaces – so you can find something that fits your needs perfectly. Plus, these chew toys help reduce anxiety by giving users something tangible to focus their attention on when feeling overwhelmed.

Sand, Slime, or Putty

These seemingly messy choices are fantastic options that allow your child to play while developing their fine motor skills. Plus, these substances often come in bright and bold colors which can be visually stimulating and appealing to them. 

Each of these toys has distinct characteristics: 

• Sand is a classic toy with versatile uses; you can pour it out on a table or tray and have your child explore its texture and movement. 
• Slime is another popular option with its gooey consistency that requires squeezing and stretching as they manipulate it with their hands. 
• Putty also has similar qualities but provides more resistance when molding shapes and forms. 

All of these toys provide tactile stimulation, helping to engage your child in a fun way while still providing therapeutic benefits.

Pin Art

Pin art is an entertaining and engaging toy that helps children with non-verbal autism practice expressing themselves. This toy is made up of hundreds of tiny pins connected to a board, and when pressed against the surface, they create 3D shapes. 

Here are some ways pin art can help children with nonverbal autism: 

• Develops hand-eye coordination 
• Encourages creative thinking 
• Teaches cause-and-effect relations 
• Improves fine motor skills 
• Helps with decision making 
• Improves concentration

Pin art is an engaging and entertaining toy that can provide hours of fun while also helping them build essential skills they need to thrive.

Rainmakers

The gentle sound of the rainmaker is like a soothing lullaby, which can be incredibly helpful in helping ease anxiety and stress. Rainmakers come in different colors, shapes, and sizes, which will surely spark your child’s interest. 

Benefits of using a rainmaker: 

• Provides sensory stimulation through sound 
• The calming effect helps reduce anxiety 
• Helps improve concentration levels by providing background noise 
• Aids in relaxation and promotes self-expression 
• Enhances auditory skills, such as tracking and sound discrimination 
• Teaches cause-and-effect relationships 
• Promotes imaginative play 
• Improves motor skills by encouraging hand-eye coordination 
• Encourages creative exploration and discovery

Rainmakers are fun toys that make great gifts for any child on the autism spectrum, verbal and non-verbal alike.

Fidget Spinners

Fidget spinners are an excellent toy for non-verbal children on the spectrum. Benefits of fidget spinners include: 

• Providing tactile stimulation. Kids on the autism spectrum have sensory issues and often seek activities that provide tactile input, such as spinning objects or squeezing items. Fidget spinners can offer this type of sensory feedback safely. 
• Keeping hands occupied. As mentioned above, fidget spinners can keep the child’s hands busy, which can help them focus and stay calm. 
• Improving fine motor skills. Fidget spinners can also help improve a child’s fine motor skills. This is important for children with ASD who often struggle in this area. 
• Improving coordination. Hand-eye coordination, in particular, can be beneficial for kids with ASD. 
• Reducing stress – by providing a calming and soothing activity. 

Fidget spinners provide tactile input, help keep hands occupied, and improve fine motor skills and coordination while reducing stress.

Electric Dog Pet

This toy is designed to help children with autism desensitize themselves to everyday noises from home appliances and pets. The toy has a realistic feel, complete with fur and plastic ears that move when its noise-inducing button is pressed. 

When the button is pushed, it plays a variety of sounds like barking and growling, which can be calming for children on the spectrum who may otherwise struggle with these types of noises.

Senseez Vibrating Cushion

This soft cushion features built-in vibrations that can be activated with a simple press of a button. The gentle motion and sound it creates help your child relax while also stimulating their senses in an enjoyable way. 

It’s perfect for soothing meltdowns or providing extra comfort when needed. Plus, it’s lightweight and portable so you can take it anywhere.

Body Sox

These colorful, see-through and breathable lycra socks provide a calming experience that helps to reduce anxiety. By putting themselves into one of these unique socks, kids can use their sense of touch to relax and feel safe. 

The pressure the sock creates is enough to be comforting without feeling too restrictive. For many children on the spectrum, this kind of tactile stimulation has been found to help them feel more relaxed and better able to focus on tasks or conversations.

Reflective Balls

Reflective balls, such as those made with shiny mirrors or colorful lights, are an excellent choice when it comes to toys for autism. They help children with nonverbal autism develop a visual sense by giving them something they can interact and engage with. 

The reflective surfaces of the balls draw attention and encourage exploration through play, allowing children to explore their environment safely.

Conclusion

Finding the right activities for children with nonverbal autism can be a challenge. With the proper sensory toys, however, kids on the spectrum can find joy and comfort in their environment while also developing the life skills they need to thrive. 

Remember: talk to your child’s doctor or therapist before selecting any toys, as they may have additional recommendations based on your specific situation. 

So take some time to explore the best options out there – you’re sure to find something special that will make your child smile.

 

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.

 

Children with autism may struggle to communicate, leading to many innovations over the years to allow understanding. In this article, we will talk about one of those systems – the Picture Exchange Communication System, or PECS and how it’s changed the world.

WHAT IS PECS®?

PECS was developed in the United States of America in 1985 by Andy Bindy, Ph.D., and Lori Frost, MS, CCC-SLP. It came to life as a form of augmentative communication for children with autism, an alternative to previous attempts to simplify the process.

 

Forty years later, PECS has been implemented around the world. Thousands of people of all ages are using it successfully, even with variations in physical, cognitive, and communication challenges. It’s been a successful addition to communication assistance.

 

Users adapting PECS will go through six phases. Let’s talk more about each level of the Picture Exchange Communication System.

THE SIX PHASES OF PECS

PECS comes in six unique phases. Each works to allow children with autism to communicate, think, and even move on their own.

Phase I

The first phase, known as How To Communicate, is the start of the PECS process. It’s the foundation for the PECS system and will help a child with autism become accustomed to using it.

 

In this phase, the learner learns to exchange pictures for activities and images they desire. It gets them used to the system and what they will gain if using it to their advantage.

 

Once they have the basics down, it’s time to move on to the next portion. Here, the specifics shift for the communicator.

Phase II

The second phase, Distance and Persistence, allows learners to use single pictures in new places. They operate the system with new people and even try it over long distances. It’s a slight advancement of the first learning experience.

 

Learners learn to communicate persistently in this phase. If they want something, they can make it clear with the Picture Exchange Communication System.

Phase III

The third phase, Picture Discrimination, makes things a little more complex. Here, the learner is tasked with discriminating pictures from each other.

 

For example, the user may be given two images and asked which is their favorite. They are learning to communicate their favorites and prioritize one item over the other.

 

The favorite items then go in a PECS Communication Book. This gathering of images is a ringer binder made with hook fastener strips to keep pictures secure and removed when necessary.

 

Next, learners will form the basics of sentence structures for complete communication.

Phase IV

The fourth phase, Sentence Structure, helps children with autism focus on putting together more complete forms of communication. In this stage, learners will understand how to make simple sentences.

 

Learners will form these sentences by placing images on a detachable Sentence Strip. They start with an “I Want” paper and then follow it with a picture of what they desire.

 

This phase helps make the want of the speaker firmer. It provides clarity in communication and improves communicative ability.

 

Once mastered, it’s time to move up on the requests. Questions come into play next.

Phase V

The fifth phase, known as Responsive Requesting, allows children with autism to answer specific questions from the listener, such as “What do you want?”. The individual will pick up images to answer the speaker with ease.

 

This phase may take a little bit of practice. However, the previous sections do an excellent job of setting up a child with autism for success in this area.

 

Next, it’s time to dive into the final piece of the puzzle. The user may upgrade to communicate even better to the listener.

Phase VI

The sixth and final phase, Commenting, permits the Picture Exchange Communication System user to respond and comment on more generalized questions.

 

The individual using the PECS system may respond to questions like “What is it?” or “What do you hear?”. They learn how to make up sentences, which might start with “I hear” or “It is a”. This phase opens up many doors for children with autism.

 

Although the PECS may take a while to complete, it’s worth it. There are extensive advantages to this communication method for the listener and users.

Advantages of Picture Communication

Picture communication is an advantageous system for users. Many benefits have appeared over the years in response to its implementation.

 

PECS allows the listener to understand the individual using PECS because pictures are simple and universal. Many PEC systems also label their images, making communication even simple. All the speaker must do is match their thought to the image, simplifying talk.

 

Many individuals who start using PECS may avoid establishing a poor history of emotion regarding speech. They can point to what they want, so success is much more likely than without PECS.

 

PECS is also cheap compared to other assistance programs for children with autism. It’s low-tech but opens up an entire world for those who struggle to communicate.

 

Of course, this system is still new to most people. Who implements the Picture Exchange Communication system consistently?

Who Practices The Picture Exchange Communication System?

Not everyone has had the chance to access the wonder of PECS. However, many types of people are often familiar with the process.

 

Practitioners of the PECS include:

 

•       Speech pathologists
•       Occupational therapists
•       Psychologists
•       Physiotherapists
•       Parents and teachers with proper training

 

These individuals are the most common users of the innovative system.

 

If you want to make an appointment for your child who uses PECS, it’s a good idea to ask ahead of time if they know the system. It will make everything easier for your child. PECS is becoming more and more common.

Conclusion

PECS is an exciting communication addition for those with cognitive, physical, or communicative troubles. It’s easier for children with autism to get their thoughts and desires across to the listener.

 

Although the world doesn’t use PECS, it’s becoming more common. In the future, we’ll likely see more and more PECS implementations.

 

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.

There are thousands of published books about living with autism. These books include writings for children with autism as well as books for adults on handling an autism diagnosis.

Below, we discuss the importance of these books and provide details on the 10 best books on autism available on the market today.

Why Are Books on Autism Important?

Books on autism help teach empathy, understanding, and acceptance of those with autism. Books that explain the various aspects of autism are also great for creating public awareness about the disorder.

Best Books About Autism

1. Uniquely Human by Barry M. Prizant and Tom Fields-Meyer

The plethora of reviews that Uniquely Human received is a testament to how many lives it affected. Barry Prizant and Tom Fields-Meyer challenge people to change their attitudes and perceptions about autism.

Prizant wrote Uniquely Human from his perspective after working with children with autism for more than 40 years. Each page reflects his compassion, which gives him exceptional insight into the disorder.

2. Following Ezra by Thomas Fields-Meyer

Thomas Fields-Meyer tells his own story in Following Ezra. This book details Fields-Meyer’s son Ezra’s autism diagnosis at age three and what happened after.

Fields-Meyer authored human-interest stories for People magazine for twelve years and wrote one of the chapters of Following Ezra as a final People assignment. He included poignant and often funny stories in his book after deciding to let his son make his way in the world.

3. NeuroTribes by Steve Silberman

In NeuroTribes, science writer Steve Silberman writes about the first autism diagnosis and how research into the disorder ended when the Nazi reign of terror began.

More importantly, Silberman also expands on the myths around autism, particularly the one that claims vaccines were the cause of it. He explains the evolution of autism and combines the traits of those with autism with ongoing studies into its history. The book also focuses on autism campaigns that aim to make inclusivity and acceptance the norm.

4. 1001 Great Ideas for Teaching and Raising Children with Autism or Asperger’s by Ellen Notbohm and Veronica Zysk

Ellen Notbohm and Veronica Zysk put their heads together to draft this book filled with ideas and tips on enhancing the development of children with autism.

Veronica Zysk is the managing editor of the Autism Asperger’s Digest magazine, while Ellen Notbohm has a son with autism. They’ve compiled strategies for all aspects of autism, along with a handy glossary of terms, which helps to simplify the reading process.

5. Growing Up on the Spectrum by Lynn Kern Koegel and Clare LaZebnik

Growing Up on the Spectrum: A Guide to Life, Love, and Learning for Teens and Young Adults with Autism and Asperger Syndrome consists of Lynn Koegel’s expert strategies and writer Claire LaZebnik’s questions about teenagers with autism.

Growing Up on the Spectrum deals with adolescence, social awkwardness, and college admission, providing inspiration to thousands of parents. LaZebnik has a teenage son with autism who contributed several pieces to the book. 

6. In a Different Key by Caren Zucker and John Donovan

In a Different Key tells the intense story of the first child in history to be diagnosed with autism, Donald Triplett. Caren Zucker and John Donovan did seven years of research and based some of their writing on their individual experiences. Zucker has a son with autism, while Donovan has a brother-in-law who is on the spectrum.

The book consists of 10 parts that include interviews with several individuals with autism as well as other researchers and even advocates. Though some chapters can be upsetting, the whole book is essential to understanding the ongoing struggles of those with autism.

7. Ten Things Every Child with Autism Wishes You Knew by Ellen Notbohm

Punctuated with humor and kindness, Ten Things Every Child with Autism Wishes You Knew illustrates the characteristics of children with autism. Ellen Notbohm pours out her heart on the book’s pages as she details her first-hand experiences. This excellent literary effort saw Notbohm win an iParenting Media Award.

This book is recommended for every person who works with or has children with autism. The updated version of the book includes discussions around social skills and communication issues, as well as perceptions and reactions to different surroundings.

8. Connecting with the Autism Spectrum by Casey Vormer

Casey Vormer is an autism advocate and self-taught artist. He wrote Connecting with the Autism Spectrum as a guide for those struggling to connect with children or family members with autism.

The book begins with an introduction to the autism spectrum and provides tips on active listening and positive reinforcement. Vormer also explains why the term “high-functioning autism” is a label best avoided.

Furthermore, he lists ways to communicate better and find a sensitive tone when speaking to people with autism.

9. The Reason I Jump by Naoki Higshida

The Reason I Jump is a book about autism written by 13-year-old Noaki Higshida, who was diagnosed with severe autism at the age of five.

The book illuminates the difference between how children and adults with autism view the world versus how everyone else perceives them to view the world. It also highlights the fact that this disconnect is what causes people with autism to be mistreated.

10. Look Me in the Eye by John Elder Robison

John Elder Robison had Asperger’s during a time when an Asperger’s diagnosis did not exist in America. Robison only learned that he had Asperger’s in 1996 when he was 39. He wrote his memoir, Look Me in the Eye, in 2006, when his childhood behavior finally started making sense to him.

However, his fascination with sound engineering and electronics led him to a career working with Pink Floyd’s sound company and working on special effects for Kiss. After spending some time designing games and toys for Microvision, he started his own car restoration business.

The Bottom Line

Books about autism play an important role in increasing the understanding of autism and the experiences of people with autism spectrum disorder. The books above can provide unique perspectives on the disorder and advice on interacting with individuals with autism.

 

 

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.

Functional communication aims to replace taxing behaviors with new forms of communication that achieve the same results. These communication skills are taught in the classroom and at home.

Below, we discuss how functional communication works and how it can help children with autism.

What is Functional Communication?

Functional communication refers to effective communication behaviors that express feelings, wants, preferences, and needs verbally or non-verbally. Functional communication forms part of basic development skills. It helps children understand how to present their requests or thoughts to receive an instant response.

In most cases, functional communication isn’t limited to verbal speech. It also includes gestures, sign language, and non-verbal cues. Sometimes, assistive devices may also be used.

Most children learn how to communicate effectively at the age of one. Their communication skills improve and expand with age. Children with autism experience a delay in learning functional communication skills and often learn how to communicate much later.

Functional Communication and Autism

Children on the autism spectrum struggle with verbal communication. It is estimated that in children with autism, communication is 90% non-verbal. These children also find it hard to make and maintain eye contact. This behavior causes them to miss non-verbal cues and facial expressions.

Children with autism also experience social and educational challenges because of a lack of functional communication. You may have noticed your child becoming increasingly frustrated or overwhelmed when they cannot express themselves.

Their frustration may result in undesirable behaviors such as yelling, hitting, and screeching.

How Can ABA Help Functional Communication

ABA (applied behavior analysis) therapy aims to help children increase helpful behavior and decrease challenging behavior.

The ABA strategy incorporates positive reinforcement and bases the therapy on three steps known as the ABCs:

• Antecedent: An antecedent is what happens before, and a consequence is what happens after.
• Behavior: The resulting behavior of an antecedent is the response or lack thereof to a verbal request.
• Consequence: This is what happens directly after the behavior. Consequences come in the form of praise for good behavior or no response for inappropriate behavior.

If your child struggles to communicate functionally, you may want to approach an ABA therapist for help.

ABA therapy leans on the science of learning and behavioral skills. ABA therapy is also considered best practice by the American Psychological Association and the US Surgeon General.

Is Functional Communication Evidence-Based?

Functional communication and ABA training methods rely on science-backed principles. Functional communication training (FCT) meets the criteria of evidence-based practice.

This means that ABA and FCT methods promote appropriate behavior and effective communication skills. ABA is also evidence-based and has passed several scientific tests proving its success in improving behaviors.

How Can Communication Affect Behaviors

Children with autism face several communication challenges. They often cannot put words and sentences together in a way that others can understand. You may have noticed that your child uses the same sentence to start a conversation. They may even repeat something you say or use robotic speech.

If you have tried to teach your child how to read, you may have perceived that their language skills are uneven. They may also have difficulty spelling and sounding out words. You may also have observed that your child becomes frustrated when they cannot communicate with you effectively. They may also act out and display disturbing behaviors.

But perhaps the worst part is the lack of patience others may have with your child. They may even experience bullying if they are in school.

ABA therapy can be exceptionally effective in helping your child improve their communication skills by using trusted FCT steps.

Functional Communication Training Steps

When you’ve decided on an ABA therapist, you can expect the FCT steps to look like the following:

1. FBA

The therapist will conduct a functional behavior assessment. This means they will assess and define your child’s behavior and the function of each behavior. The therapist will also ask you to explain the behavior you have observed.

2. Replace Behaviors

Once your child’s problematic behaviors become apparent, the therapist will suggest replacement behaviors. The therapist will teach your child how to adopt the replacement behaviors.

These behaviors must be:

•  Easy to learn and perform compared to the existing behaviors.
• Something that your child can grasp and remember for future use.
• Something that the rest of your family can understand and respond to.

The therapist will help your child appropriately communicate their needs and requests.

3. Practice Replacing The Behavior

An ABA therapist will also teach your child to use the replacement behavior to get a favorable response.

For instance, your child may throw tantrums because you won’t allow them to play with a toy when they should be eating or learning. The therapist will guide your child to use replacement behavior to access the toy at the appropriate time.

Your child will also discover that the new behavior gets a response while the old behavior doesn’t. Positive reinforcement will then be used to reward your child for using replacement behavior instead of challenging behavior.

4. New Opportunities

You may want to use the new behavior tactic to help your child practice replacement behaviors outside of therapy.

For example, if your child wants to play with a new toy but is displaying old behavior when asking for it, you can use it as an opportunity to enforce the new behavior. You can use positive reinforcement to encourage your child to display only the new behavior when communicating or requesting something.

This reinforcement can be a small reward that eventually leads to the extinction of inappropriate behavior.

5. Maintain The Behavior

You must help your child maintain the new behavior. Once your child is no longer displaying problematic behaviors and is using the new behavior to ask for something, you should slowly decrease the reward reinforcement.

It must happen at a gradual pace; otherwise, you may observe a recurrence of the problem behavior.

Conclusion

Children with autism need constant guidance and support to develop functional communication skills. Communication is essential to your child’s development and will help them learn acceptable behaviors. Functional communication also helps with learning and socializing skills.

FCT will help your child learn new ways to communicate functionally in ways that are less stressful and help them replace destructive or disruptive behaviors with acceptable ones.

Ultimately, this training will also help you better understand your child’s communication challenges and needs.

 

 

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.

Everyone loves the feeling of a good hug, but for children with autism spectrum disorder (ASD), the pressure in a hug accomplishes an entirely different purpose. This article will explain the science behind applied pressure techniques in autism and how they can help children with autism regulate their emotions. 

What is Deep Pressure Therapy?

Deep pressure therapy is a type of applied pressure technique used to help manage symptoms of autism. It involves applying gentle, consistent pressure on your body in order to induce a calming, soothing sensation. 

This type of therapy has been found to be particularly beneficial for people with autism who experience heightened levels of anxiety and sensory overload. 

Deep pressure therapy is best described as the feeling experienced when someone is hugged, squeezed, or held firmly – like the embrace one might receive from a parent or loved one. 

The idea behind this form of therapy is to mimic those types of comforting sensations in order to relieve many of the issues experienced by people with ASD. 

Dr. Temple Grandin, a world-renowned professor who also happens to be autistic, developed deep pressure therapy as an effective tool to help people like herself manage their symptoms. 

She believes that applying gentle pressure on the body can be calming for those who experience sensory overload or difficulty managing emotions. By using this technique, she has seen many positive changes in her patients’ behavior and well-being.

So how exactly does this type of technique work? We’re glad you asked.

How Does Deep Pressure Therapy Work?

This type of therapy helps children with autism regulate their proprioception – the awareness of where your body is in space and how it moves. Here is a breakdown of everything that is triggered in the body – for the better – after intense, sustained pressure is applied:

• Deep pressure on the body causes the release of endorphins, which are feel-good chemicals in your brain. This can help reduce stress and increase a sense of calm and relaxation. 
• It activates the parasympathetic nervous system, which is responsible for calming down your body when you’re feeling stressed or anxious.  
• The pressure stimulates touch receptors in the skin, giving a pleasant sensation that helps to relax muscles and reduce tension in the body. 
• When deep pressure is applied to certain parts of the body it can also stimulate nerve pathways that travel from your spinal cord up into your brain, helping to regulate and balance the body’s response to stress. 
• Pressure can also activate proprioceptors in the joints, which are receptors that help your brain process information about how your body is moving in space. This helps with coordination and balance.

As your child feels more relaxed, their body is better able to self-regulate and they are less likely to experience anxiety or stress. Deep pressure therapy can also help improve other areas of life for children with autism. 

Benefits of Deep Pressure Therapy for Children With Autism

Here are just some of the benefits that deep pressure therapy provides for children with autism:

• Relaxation. Deep pressure helps relax and soothe children who are feeling overwhelmed or anxious. This overall sense of peace and calm can last for hours after therapy. 
• Improved sleep. Pressure stimulation has been found to help improve sleep in children with autism. This is especially helpful since many children with ASD have difficulty sleeping through the night. 
• Reduced sensory overload. These techniques can also help reduce sensory overload. When a child feels too much stimulation from loud noises, bright lights, or other environmental factors, deep pressure can provide relief and make them feel more comfortable. This especially helps children with ASD better tolerate the school environment. 
• Increased focus and concentration. Deep pressure helps increase focus and concentration by calming down the mind so that it can better process information. 
• Improved social interactions. With less sensory overload, children with autism can more easily engage in conversations and interact with their peers. 
• Reduced aggression. Applying pressure to the body has been found to reduce aggressive behavior and self-harm in some kids on the spectrum. This is because it helps them feel calmer and better able to manage their emotions. 
• Decreased occurrence of seizures. Due to its calming effect on the nervous system, this therapy has also been found to help reduce the frequency and intensity of seizures in some children with autism.
• Reduce hypersensitivity to touch. By applying gentle pressure, the child’s nervous system is calmed, and they become less sensitive to tactile sensations such as light touches or textures.

Deep pressure therapy is a great way to help your child cope better with their condition. It offers many benefits that make life easier for you and your child. So, how do you know if your child would respond well to this type of therapy? Well, there are signs you can watch for.

Signs Your Child is Seeking Deep Pressure Input

It’s important to pay attention if you notice these behaviors, so you can help your child get the sensory input they need. Here are some common signs that indicate a child is looking for pressure: 

• A fondness for sleeping with weighty blankets or a heap of stuffed animals, even on sweltering nights. 
• Preference for snug clothing such as leggings or elastic bands around arms and legs. 
• Contentment from being bundled up, cocooned, or embraced firmly. 
• Calm in restricted spaces like tents and boxes. 
• Engagement in seemingly unsuitable behavior, including touching people, licking surfaces, or mouthing non-food items. 
• Clenching teeth and knocking head against hard surfaces. 
• Seeking tactile input by pressing into people or smacking into furniture.

If you recognize any of these behaviors in your child, they may seek deep pressure input. Talk to your doctor or an occupational therapist to learn more about how you can help meet your child’s sensory needs, either in a clinical setting or at home.

Deep Pressure Activities to Try at Home

If your child is pressure-seeking and you’re unsure what to do about it, don’t stress. There are a number of easy strategies you can try at home to help your kiddo get the pressure they need to help them feel calm and focused. Let’s unpack some of them: 

• Weighted blankets. A weighted blanket is designed to provide consistent, calming pressure over the entire body. and is recommended by occupational therapists. You can find pre-made weighted blankets in various sizes and weights or make your own at home with items like rice, beans, or small fabric pieces. 
• Squeeze toys. These are objects (often made out of foam) that you squeeze together; they provide a targeted amount of pressure on a specific area of the body. 
• Pressure wraps. Pressure wraps are cloth strips secured around the body to provide deep pressure stimulation. They come in different styles and colors, but all work by providing gentle, consistent pressure. 
• Compression garments. These tight-fitting clothes are made of lycra or spandex and provide a snug fit around the body. They can help to reduce anxiety by providing sensory input through pressure and movement. 
• Swaddling. Swaddling is an ancient technique in which the child’s arms and legs are secured with fabric to provide deep pressure stimulation. 
• Weighted vests. These heavy garments are worn over the child’s clothing to provide deep pressure stimulation. They come in various sizes and weights, so you can find one that best fits your child. 
• Willbargers Brushing Protocol. This technique provides sensory stimulation through light, and repetitive brushing all over the body, which helps reduce anxiety levels. 
• Deep Massage. Deep massage is a form of pressure therapy that uses slow, firm strokes on specific areas of the body. It can help to relax muscles, reduce anxiety levels and improve circulation. 
• Therapy balls. Large, firm balls are rolled over the body or held in place on specific areas to help reduce tension and improve circulation. 
• Bear hugs. This is a simple yet effective technique in which a parent or caregiver holds the child tightly for several minutes to provide calming pressure. It can help reduce stress and increase feelings of safety and security. 
• Squishing (carefully) with pillows.  If your child is comfortable with being squished, try creating a pillow ‘fort’. Stack up pillows to encase them, and then lightly press on each one in turn. This can be soothing for many kids with autism who may crave pressure or deep touch input.
• Making a burrito. Wrap your child in a soft blanket, tucking the ends around them like a burrito. This will help them feel secure and provide gentle pressure all over their body.

By trying some of the above techniques, you can become your child’s personal deep-pressure therapist and help them reap the benefits of this relaxing technique.

Conclusion

You now know the basics of applied pressure techniques and how they can be beneficial for children with autism. Pressure-seeking behaviors are common in children with autism, and applying pressure techniques safely can help relieve stress and anxiety. 

On top of these basic benefits, deep pressure can also improve focus and concentration, sleep patterns, and self-regulation. By being aware of your child’s behavior and seeking professional advice if needed, you can determine if applied pressure techniques are suitable for them. 

If so, you have the tools to incorporate these techniques safely and effectively at home. Take the time to observe your child’s actions and look for signs that they may need deep pressure therapy. If you have further questions, don’t hesitate to reach out for more information from professionals. You’ve got this!

 

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.

Asperger syndrome was treated as a standalone diagnosis for decades. But since children with Asperger’s are today considered to be on the high end of the autism spectrum disorder, it’s essential to understand the differences and similarities between the two conditions. This article explains in detail the criteria for each.  

Asperger’s vs. Autism

Asperger syndrome or Asperger’s was identified by Austrian pediatrician Hans Asperger in 1944. He noticed that some children with autism had better social and motor skills and fewer language challenges than their peers, leading him to establish a diagnosis separate from what was known as “autistic disorder”. Asperger syndrome first appeared in the 1994 edition of the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM-IV).

 

Today, Asperger syndrome is officially classified under the umbrella diagnosis of autism spectrum disorder (ASD), along with conditions that were formerly labeled “pervasive developmental disorders” such as severe autism, childhood disintegrative disorder, and Rett’s syndrome. Asperger syndrome was incorporated into the diagnosis of ASD in the Diagnostic and Statistical Manual of Mental Disorders (DSM-V) in 2013. 

Autism spectrum disorder

Autism spectrum disorder is currently the only diagnostic category used for autism, regardless of where on the spectrum a child is. This means that a child with characteristics of Asperger’s will today receive a diagnosis of ASD because the condition falls under the broader classification. Autism spectrum disorder can range from mild to severe and its symptoms may vary significantly from child to child. 

 

The term Asperger’s is still occasionally used to describe children and adults who have only certain symptoms of autism, but lack some of the other defining characteristics. 

Differences between Asperger’s and autism

So what exactly are the differences between Asperger syndrome and autism? Although both conditions can affect behavior, social interactions, and relationships, they differ when it comes to language abilities, cognition, and the typical age of onset. 

Speech and language

Children who previously may have been diagnosed with Asperger’s have good language skills. However, they may have difficulty fitting in with their peers and feel uncomfortable or awkward in the presence of others.

 

On the other hand, most children with autism experience speech delays, as well as verbal and nonverbal communication challenges. For example, they may have trouble understanding what another person is saying or they may be unable to pick up on nonverbal cues like hand gestures and facial expressions. Furthermore, children with autism typically use rigid and repetitive language and limit conversations to very narrow topics of interest.

Cognitive functioning

Children with Asperger’s don’t experience significant cognitive delays. On the contrary, they usually have average to above-average intelligence. 

 

Autism, however, is associated with varying degrees of cognitive deficits. According to the Center for Autism Research, around 40% of individuals with autism have some form of intellectual disability and an IQ score below 70. At the same time, the intellectual disability rate within the general population is only 1%. 

Age of onset

The average age of diagnosis for a child with autism is four, while a person with characteristics of Asperger syndrome may not receive a diagnosis until their teenage years or even adulthood. One of the main reasons for a delayed diagnosis is that the difficulty in responding to and understanding social interactions is not always obvious in young children, but it becomes more pronounced with age.

Criteria for Each Diagnosis

Many symptoms of Asperger syndrome are similar to those of autism. Since these are neurodevelopmental disorders, there are no significant physical differences in appearance between children on the autism spectrum and their neurotypical peers. Instead, symptoms are mostly related to social communication and behavior, both of which are affected by brain dysregulation. 

Asperger’s 

Children with Asperger syndrome rarely experience difficulties with language or cognitive skills, however, they may have significant challenges when it comes to social and communication abilities.

The diagnostic criteria for Asperger’s in the DSM-IV included:

• Neurotypical intelligence and language development
• Severe impairment in social interaction
• Restricted and repetitive patterns of behavior, interests, and activities
• Intense interest in particular topics or objects

It is important to note that since Asperger’s is not classified in the DSM-V, it is no longer used as an official diagnosis in itself. Instead, depending on the extent and severity of autism traits, your child will be diagnosed as being on the autism spectrum and given a severity rating ranging between 1 (mild/requiring support) and 3 (severe/requiring very substantial support). Your child will subsequently receive an in-depth diagnosis that will be used to develop a personalized treatment plan. 

Autism

Common symptoms of autism include repetitive behaviors, impaired social communication, and restricted interests. Behaviors that may cause a child to be diagnosed with autism include:

• Experiencing cognitive delays
• Having delayed speech or language skills
• Speaking in atypical ways, such as:
  • Singsong or high-pitched voice
  • Repetitive or rigid language
  • Monotonic speech
  • Echolalia 
• Uneven language development that consists in having an extensive vocabulary only within a specific area of interest
• Challenges understanding other people’s facial expressions or emotions
• Difficulty understanding and responding to social cues
• Having difficulty engaging in everyday conversations
• Expressing emotions or sharing interests less frequently than peers
• Trouble developing or understanding relationships
• Having deep and sustained interests in specific topics
• Having a need for predictable structure, routines, and order, like following the same schedule each day or organizing items a certain way

• Experiencing challenges in processing sensory experiences
• Engaging in repetitive movements or behaviors (stimming), such as hand flapping or rocking back and forth.

Conclusion

Asperger syndrome and autism are classified under the autism spectrum disorder. The signs and symptoms of both conditions are primarily based on social communication and behavior, which can make relating to others extremely difficult. 

 

However, children with Asperger’s don’t experience the same problems with language and cognitive development as their peers with higher-severity autism. Understanding the difference between Asperger’s and autism is essential in order to implement a customized intervention that will help improve long-term outcomes and the overall life quality of your child.

 

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.

 

You may have heard of disordered eating in autism spectrum disorder (ASD), but do you understand what it is? It’s important to be informed about the different categories – such as food rumination – that can exist within this condition. Let’s look closely at how they affect those with autism.

Categories of Disordered Eating on the Autism Spectrum

If you have a loved one on the autism spectrum, you may be familiar with disordered eating. Disordered eating is when someone has an unhealthy relationship, both with food and their body, which can lead to poor physical health and emotional distress. 

Studies estimate that around 70% – 90% of children with ASD have issues with food or eating, making it a common problem among those on the spectrum. Each category of disordered eating has its own unique challenges and difficulties, so it’s essential to be aware of them when caring for someone with ASD. 

With proper support and understanding of the following eating disorders, your child on the spectrum can learn to manage their relationship with food more healthily.

1. Behavioral Rigidity

Behavioral rigidity is typical in many mental health conditions, including autism. In a nutshell, it means someone has a hard time adjusting to new or different things. When it comes to food, this can show up as cravings for certain foods, refusal of certain foods, and having a very limited diet. 

Rather than being driven by body image issues common in eating disorders, these behaviors related to autism are often put into the same category as Avoidant/Restrictive Food Intake Disorder (ARFID). 

You’re not alone if you’ve never heard of this disorder. Basically, it’s when someone has a hard time eating certain foods or textures. Treatment for this type of disordered eating relies on behavioral techniques like “escape extinction.” 

This is where you repeatedly give the child the food they struggle to eat over and over again until they learn to accept it. Our next category of disorder has to do with our senses.

2. Sensory Abnormalities

If you’re on the spectrum, your senses may work differently than others. This means that things like hearing, sight, touch, and smell can be affected in ways that make eating challenging. 

Because children with autism experience food differently, they are affected by many characteristics of it, including the:

• Size of each bite
• Texture of different foods
• Taste
• Color
• Shape 
• Temperature

These factors can make it challenging for children with ASD to get daily nutrients. Proof of this comes from science, where studies show people with autism don’t identify specific tastes as well as others – like bitter, sweet, or sour. 

Interestingly, children with ASD could still tell when something was salty in the same way as those without autism, which could explain a shared love of potato chips!

However, some eating behaviors are not so funny and can produce serious consequences. 

3. Behaviors With Significant Health Risks

The third category in our list includes behaviors that can be very dangerous for your child’s health – so they’ll need lots of help and support to manage them. This group of behaviors includes things like:

• Pica. A disorder in which an individual eats non-food items, such as dirt, paint chips, or paper.
• Rumination. A type of disordered eating in which people repeatedly chew and swallow food without fully digesting it 
• Disruptive mealtime behavior. Behavior in which a person with autism engages in disruptive or inappropriate behaviors while eating, such as spitting food out, leaving the table during meals, and refusing to eat.

All of these behaviors can have severe consequences if they’re not managed properly, so if you think your child is exhibiting any of these behaviors, it’s vital to speak with a healthcare provider. Now let’s examine rumination more closely.

Rumination

A less common but equally serious type of disordered eating for children with ASD is food rumination. This condition causes people with autism to regurgitate and rechew their partially digested food – sometimes over and over again. 

While this could be a sign of underlying health issues or anxiety in some cases, it’s not always clear why this might happen, particularly for kids with autism.

Due to the difficulty in clinically identifying this condition in nonverbal children and people with ASD, estimates for how many people are affected by food rumination don’t agree. Studies suggest that rates are somewhere between 6% and 10%. 

Fortunately, there are a few approaches to treating food rumination in individuals with autism. These include: 

• Supplemental feedings to break the regurgitation cycle. The strategy of offering alternative food sources in addition to regurgitated food. 
• Use of preferred stimuli. This tactic involves providing a positive or pleasurable activity or item when the individual begins exhibiting rumination behavior to divert their attention away from it. 
• Emphasis on overall increased or alternative stimulation. This approach focuses on offering other activities that provide sensory input and rewards for individuals with autism, which can be used as a replacement for ruminating behaviors. 

You should discuss all these techniques with your doctor to find out what works best for you or your child’s needs and lifestyle. With the proper support and treatment, you can effectively manage food rumination for your child with autism. 

Sometimes, how you eat is just as important as what you eat, and we’ll look at that next.

Rapid Eating Behaviors

Eating quickly is often associated with risks such as choking, weight gain, and difficulty feeling full. For people on the autism spectrum, these dangers can also lead to indigestion and social isolation. 

Recent studies have found that a high body fat ratio is linked to rapid eating habits and may be caused by insulin resistance. Binge eating disorder (BED) was officially added to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) in 2013, making it the most common eating disorder in America today. 

To receive a diagnosis of BED, an individual must not display any behaviors that compensate for the rapid eating, such as those found in anorexia nervosa or bulimia nervosa.

Conclusion

Disordered eating in autism is a complex and often misunderstood issue. This article has discussed the three categories of disordered eating among those with autism: behavioral rigidity, sensory abnormalities, and behaviors that could cause health risks. 

It’s important to understand that these behaviors are not just “picky eaters” but have deeper psychological and physical roots that must be addressed. 

The key takeaway from this article is that it is essential for parents and caregivers of those with autism to be aware of the signs and symptoms associated with disordered eating so they can intervene early on if needed. 

If you suspect your child might be experiencing disordered eating, we encourage you to speak with a qualified healthcare provider who can help determine the best course of action.

 

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.