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.

 

People with autism spectrum disorder (ASD) may have certain behavioral challenges when it comes to sensory situations. For some children with autism, this includes feeling particularly sensitive to hugs. Here’s what to know about hugging and children with autism.

 

Why Children With Autism May Not Like Being Hugged

Many children with autism may have sensory processing disorder which makes them very sensitive to certain senses, including touch. This is why some children with autism simply do not like being touched in any manner.

Many children with autism, even those with high-functioning autism, have difficulty learning to engage in everyday human interaction. They may avoid interactions or eye contact or even resist parental attention, hugs, or cuddling.

There has been more research into the reasoning behind this, but many times it results in people with autism being defensive against touch. The good news is, even if you have a touch-defensive child, there are other ways for children with autism to communicate through physical touch and fill in that emotional void some children may be feeling if they don’t like hugs.

 

Alternatives to Hugging

While traditional hugs may make certain children with autism very uncomfortable, there are certain alternatives to hugging that you can try. Here are some of the most popular ones.

 Starfish Hug 

 This cute little idea was introduced on the popular kid’s show Sesame Street by Julia, the first Muppet with Autism.

To do a starfish hug, simply place your hands, and palms together, while spreading out your fingers and touching fingertips. It gives the sense of the ritual of hugging and the emotion behind it but limits the amount of actual touching.

Elephant Hug 

 The “Elephant Hug” is a move where move your arms by your nose like an elephant trunk while touching each other’s fingertips. It is another fun move that will incite a child’s sense of imagination. 

 

 These types of hugs are less overwhelming while still allowing the healing sensation of touch and the comfort that a hug can bring during a difficult time.

 High Fives

High fives are another fun and easy replacement for hugs. When you want to comfort or encourage a child with autism, who gets uncomfortable and overwhelmed by hugs, swap out the ritual with a high-five. It’s easy, quick, and involves only a moment of touch.

 

Plus, it’s an easy, high-energy way to show encouragement to children who are overwhelmed by long hugs.

 Handshakes

Handshakes aren’t just for formal situations, many people with autism feel more comfortable with the act of shaking hands instead of hugging. Shaking hands only involves hands instead of the entire body and can be a more acceptable form of touch.

 

What To Do If Your Child is Feeling Hug Deprived? 

 While many children with autism feel averse to hugging, some children with autism like to be hugged. Some children can swing the opposite way and want so many hugs that they feel hug deprived when they aren’t getting enough.

If you feel as though you can’t keep up with a child’s daily hug quota, here are ways to make children feel like they are being hugged, even when you can’t physically wrap your arms around them.

Weighted Blankets

Weighted blankets have become a popular resource for kids and adults of all ages as these blankets provide an even, allover feeling of “touch” or pressure that can help increase comfort and soothe anxiety.

If your child with autism feels instantly soothed and calm by the feeling of a hug, then weighted blankets are a great option and an easy way to help teach kids to self-soothe. When purchasing a weighted blanket, make sure to pay close attention to the weight.

There are special weighted blankets just for kids that are lighter than adult blankets. Certain adult blankets may be too heavy for children and be uncomfortable or suffocating for little ones. This is why you should only use children’s weighted blankets for children.

 Teaching Self Hugging

Self-hugging is another technique that can help children learn to soothe themselves whenever they need a hug. It’s simple, tell your child that whenever they feel lonely or like they need an extra hug simply wrap their arms around themselves for a nice big hug.

Encourage kids to take a nice, big soothing deep breath while they do this. They can also pat themselves on the back, close their eyes or even rock back and forth to comfort themselves.

Cuddling With Pets or Stuffed Animals

If you can’t be there to give your child with autism a hug, then you can encourage them to cuddle with pets or stuffed animals. Stuffed animals are the perfect toy for your child to hug and snuggle up with as they can easily squeeze and hug their stuffed animals as much as they want.

If you have a pet, you can also teach your children to gently hug their pets when they need a little affection from someone. However, before encouraging your children to go and hug their pets whenever they need, make sure that you are teaching them about animal boundary language and to interact safely with your pets when they need love.

Using Other Senses to Distract

If your child is particularly in-tune with their senses and wants hugs as part of that—you can also teach them to use their other senses to distract from the need to get a hug. Here is how to encourage kids to use other senses to distract from feeling like they aren’t getting enough hugs.

This may be using touch to rub a favorite blanket, listening to a song they love or singing to themselves, looking at a picture of someone or something that soothes them, petting their pet, or anything else that uses their senses.

 

Conclusion

Hugging can be a hot button for many kids with autism. It can also be something that children with autism get particularly attached to. No matter which way your child leans, it is important to have tools in your arsenal to help your child have more balanced feelings about hugging. 

 

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.

Put simply, autism is not a mental health illness. It is often an erroneous assumption and misdiagnosis that arises from the fact that autism and mental health problems share similar symptoms.

Read on to learn the correct diagnosis of autism spectrum disorder.

Is Autism a Mental Health Diagnosis?

Autism is a developmental disorder. It is also a disability under the Americans with Disabilities Act.

The Centers for Disease Control and Prevention (CDC) defines developmental disabilities as conditions that may lead to physical, cognitive, or behavioral problems.

The symptoms are present at birth or during the child’s developmental period and persist for the rest of their lifetime.

Autism and Mental Health Problems

Just like ordinary folks, people diagnosed with autism may have good cognitive performance. But they are more prone to developing mental health challenges. Studies show that 7 in 10 persons with autism experience mental health problems.

Some of the common mental health problems affecting persons with autism include:

• Anxiety
• Depression
• Attention Deficit Hyperactivity Disorder (ADHD)
• Learning disability and challenges
• Obsessive Compulsive Disorder (OCD)

Reasons for Mental Health Issues in Those With Autism

There’s limited research on why people with autism develop mental health issues. But some of the touted potential reasons include:

Negative Attitudes from Other People

Non-autistic people look at autism through the lens of annoyance, disappointment, and shame. They may not understand or accept the unique differences of people with autism.

In severe cases, autism presents disruptive antisocial behavior where affected people may repeatedly flick their fingers, scream, hit, or injure themselves. They may also invade other people’s personal space, bringing panic and discomfort. This sort of behavior attracts stigma and discrimination from non-autistic people.

Differences in Interacting With the World

People with autism may experience sensory overload from what they smell, hear, touch, taste, and see. These sensory processing problems may lead to mental health struggles.

For example, bright lights may overload their senses, causing them to feel stressed. A noisy place may also activate their auditory hypersensitivity, leading to meltdowns.

Misdiagnosis

Rarely is autism the first medical diagnosis. In most cases, children with autism receive several other diagnoses first. For example, they may go through tests for mental disorders such as ADHD.

The assumption is the child’s symptoms are not interrelated challenges. So, the misconception is that autism-related behaviors are individual problems. And they point to another mental health problem.

Unfortunately, children with autism portray certain behaviors, like mental health symptoms, which often lead to the misdiagnosis of autism as a mental health problem. Misdiagnosis makes it challenging to get the needed support. The affected end up feeling stressed, depressed, and anxious.

Barriers to Support

For people with autism and mental health issues, accessing care is always a weary battle.

Here are some of the fundamental obstacles to receiving support:

• It is difficult to get an autism spectrum disorder diagnosis as an adult. That’s because there’s no set procedure for diagnosing autism in adults. So, adult autism specialists are hard to find.
• Social care and mental health specialists may lack adequate awareness to determine the needs and support of people with autism.
• Social care services may not be confident enough to offer support. They will instead refer you to specialized services that may be expensive or difficult to access. Such obstacles can affect your mental health.
• You may have autism, but you’re gifted and coherent. So, care professionals may believe you don’t need social support.
• In some cases, people with autism may not receive the healthcare they need due to difficulties in communicating with their physicians. These challenges can stem from anxiety or difficulties in verbal communication. Many people with autism also dislike using telephones and voicemail.

Supporting Someone With Autism and Mental Health Issues

Young people with ASD may have difficulty communicating their emotions to others. If you’re concerned about the mental health of your autistic friend, it’s a good idea to chat with them.

Use the following tips to have a more productive conversation:

Talk in a Calming Environment

People with autism may experience sensitivities to a wide range of stimuli. They may experience hypersensitivity to bright lights, loud noises, or powerful smells. Such sensory sensitivities are distracting and won’t promote a positive conversation.

You can accommodate their sensory issues by conversing in a calming environment, like a quiet coffee shop.

Ask Closed Direct Questions

Something like “Have you eaten today?” is a closed direct question that people with autism can quickly answer. But open-ended questions like “How was your day?” are harder for them to answer.

Find Out How They Prefer to Communicate

Consider asking your friend how they wish to communicate. Do they prefer to write a text? Maybe they want to talk on the phone? Or do they prefer to have some time beforehand to go through their answers?

Find out their preferred method of communication so you can adapt to their needs.

Give Them Time to Answer

People with autism often take more time to think about the questions they’re asked and how to respond to them. You may misconstrue their silence and assume they did not hear you and repeat the question.

Instead, be patient and give your pal more time to answer back.

Direct Them to Professional Help

Help your friend improve their social skills by engaging them in conversations. Also, encourage them to look after themselves.

You can also suggest that they seek specialized help from various services and agencies, like the following:

• National charities
• Local support groups
• Social media and forums
• The local council

The Bottom Line

Autism is a developmental disorder that affects learning, thinking, and behavior. But since people with autism are more prone to developing mental health problems, they’re often misdiagnosed as having a mental health illness.

Due to a lack of awareness, people with autism often get judged by the public, which makes them feel less confident and traumatized. Therefore, if you have a friend or a child with autism, it’s important to learn how to address their needs. You should be friendly with them, encourage them, and direct them to specialized care services if needed.

As a parent of a child with autism, feeling judged by others is a common occurrence. Many people may not understand the unique challenges that come with raising a child with autism. And this can take a toll on both you and your child, leading to feelings of isolation or frustration.

In this article, we walk you through the diagnostic criteria for a child with autism according to the DSM-5. We’ll also give you some tips on how to handle judgment from others.

What is the DSM-5?

“DSM-5” stands for the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders. It was developed by the American Psychiatric Association. The manual is a reference material used by medical practitioners to identify and diagnose mental and behavioral conditions, including ASD (Autism Spectrum Disorder).

DSM-5-TR Criteria for Autism Spectrum Disorder Diagnosis

For a child to be diagnosed with autism spectrum disorder, he or she must have shown the following:

• Difficulties and/or differences from what’s typical in ‘social communication’
• Restricted, repetitive, and/or sensory behaviors.

They must have had the characteristics from early childhood, even if these aren’t picked up until later in childhood.

Difficulties in Social Communication

Signs of difficulties in social communication can include:

• Rarely using language to communicate with other people
• Not speaking at all
• Rarely responding when spoken to
• Not sharing interests or achievements with parents
• Rarely using or understanding gestures like pointing or waving
• Using only limited facial expressions to communicate
• Not showing an interest in friends
• Having difficulties making friends
• Rarely engaging in imaginative play.

Restricted, Repetitive, and Sensory Behavior or Interests

Signs of restricted, repetitive, and sensory behavior or interests can include:

• Repeatedly lining up toys in a particular way
• Frequently flicking switches or spinning objects
• Speaking in a repetitive way
• Having very narrow or intense interests
• Needing things to always happen in the same way
• Having trouble with changes to their schedule or when changing from one activity to another
• Showing signs of sensory sensitivities like becoming distressed by every day sounds like hand dryers, not liking the feel of clothes labels, or licking or sniffing objects.

Severity Levels

Autism spectrum disorder can be categorized into three different levels of severity, as shown in the table below:

1. Level 1: Support is required
2. Level 2: Substantial support is required
3. Level 3: Very substantial support is required.

These levels are determined based on the severity of the child’s social communication and restricted, repetitive behaviors.

Severity Level	Social communication	Restricted, Repetitive Behaviors
Level 3 “Requiring very substantial support”	Severe deficits in verbal and nonverbal social communication skills cause severe impairments in functioning, very limited initiation of social interactions, and minimal response to social overtures from others.   An example is a child with few words of intelligible speech who rarely initiates interaction. When he initiates interactions, he makes unusual approaches to meet needs only and responds to only very direct social approaches	Inflexibility of behavior Great distress or difficulty changing focus or action Extreme difficulty coping with change Restricted or repetitive behaviors markedly interfere with functioning in all spheres
Level 2 “Requiring substantial support”	Marked deficits in verbal and nonverbal social communication skills Social impairments apparent even with support in place Limited initiation of social interactions Reduced or abnormal responses to social overtures from others.   An example is a child who speaks simple sentences, whose interaction is limited to narrow special interests, or who has markedly odd nonverbal communication.	Inflexibility of behavior Difficulty coping with change Restricted or repetitive behaviors appear frequently enough to be obvious to the casual observer. It also interferes with functioning in a variety of contexts.
Level 1 “Requiring support”	Without support in place, deficits in social communication cause noticeable impairments, including:   Difficulty initiating social interactions Atypical or unsuccessful responses to social overtures of others. May appear to have decreased interest in social interactions.   An example is a child who can speak in full sentences and engages in communication but whose to-and-fro conversation with others fails. Their attempts to make friends could also be odd and unsuccessful.	Inflexibility of behavior causes significant interference with functioning in one or more contexts. Difficulty switching between activities. Problems of organization and planning hamper independence.

Asperger’s Syndrome and the DSM-5

For many people, the term “Asperger syndrome” is part of their day-to-day vocabulary and identity. It is understandable that there are concerns around the removal of Asperger syndrome as a distinct category from DSM-5.

However, everyone who currently has a diagnosis on the autism spectrum, including those with Asperger syndrome, will retain their diagnosis. No one will ‘lose’ their diagnosis because of the changes in DSM-5.

Dealing With Judgment From Others

Here are a few tips to help you handle judgment from others regarding your child with autism.

• Educate others: Often, people who are judgmental towards children with autism simply do not understand the condition. You may want to educate them about what autism is and how it affects your child. This will help them understand where you’re coming from.
• Explain your child’s behavior: Sometimes, your child’s behavior may seem strange or unusual to others. You may want to explain why your child is behaving in a certain way and how it is related to their autism. This can be helpful at places you frequently visit with your child.
• Be patient: It can be frustrating when others don’t understand or accept your child’s condition. However, remain patient and understanding and don’t take people’s comments or criticisms to heart. It’s always best to keep a cool head so you can keep your child safe.
• Seek support: If possible, you should seek support from other parents of children with autism or from support groups. You will find comfort in knowing that others are going through similar experiences.

The Bottom Line

Handling criticism from people concerning your autistic child can be difficult at times. As a parent, you may feel frustrated or isolated since your child is unique. However, taking time to understand your child’s condition and educating your peers can help reduce the judgment surrounding having a child 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.

 

Naturalistic Developmental Behavioral Interventions (NDBI) is a set of highly effective early intervention programs for children with autism. Let’s take a closer look at what this term means and how NDBIs can support your child’s development. 

What are Naturalistic Developmental Behavioral Interventions for Children with Autism?

The term Naturalistic Developmental Behavioral Intervention (NDBI) was coined in 2015 by Laura Schreibman, director of the Autism Intervention Research Program at the University of California at San Diego, in an attempt to unify recognized autism interventions under an umbrella. 

 

NDBI combines effective treatment methods known to enhance motivation, engagement, and learning in children with autism, such as: 

 

• Early Start Denver Model (ESDM)
• Pivotal Response Treatment (PRT)
• Classroom Pivotal Response Treatment (CPRT)
• Enhanced Milieu Teaching (EMT)
• Incidental Teaching (IT)
• Project ImPACT (Improving Parents as Communication Partners)
• Project DATA (Developmentally Appropriate Treatment for Autism in Toddlers)
• Social ABC’s
• Joint Attention, Symbolic Play, Engagement and Regulation (JASPER)  

 

All of the techniques listed above are based on the principles of developmental psychology and applied behavior analysis (ABA). 

How are NDBIs implemented? 

NDBIs rely on a range of behavioral strategies, such as modeling, shaping, and differential reinforcement. These methods are based on teaching simple skills and building in complexity over time. Additionally, skills are taught in a developmental sequence, where early skills are considered to be prerequisites for the development of more complex behaviors. 

 

To illustrate, an NDBI may focus on teaching a nonverbal child with autism to initiate joint attention with others by using nonverbal communication, pointing, gesturing, imitating sounds, and making eye contact, which may eventually allow the child to learn spoken language.

Natural setting

In contrast to traditional interventions that tend to prioritize the acquisition of isolated skills in a structured setting and subsequently work on their generalization in daily life, the core assumption of NDBIs is that therapy requires exposing the child to natural social interactions. This is why these interventions are implemented in natural settings, such as the child’s home, as part of daily routines and play.

Elements of NDBIs

NDBIs rely on the following elements to support the development of communication and other skills in children with autism: 

 

• Face-to-face interactions that occur on the child’s level
• Following the child’s lead to guide activities and increase motivation and engagement 
• Taking into account the child’s interests when selecting teaching materials and activities
• Using positive affect and animation, where the therapist smiles, uses expressive gestures, and varies the tone and pitch of their voice to convey positive emotions and engage with the child in an enthusiastic and lively manner
• Modeling appropriate language, for example describing and commenting on the child’s actions or using open-ended questions to encourage communication
• Responding to communicative attempts in a positive and supportive way
• Using communicative temptations, that is, creating situations that encourage communication and interaction with others
• Providing direct teaching episodes, such as modeling, feedback, and reinforcement, to support learning 
• Taking into account the child’s age, abilities, and individual needs when planning activities
• Following the child’s lead to create a more engaging and naturalistic learning environment
• Creating frequent opportunities for teaching in the natural environment, for example, the child’s home or classroom
• Delivering interventions in a way that is natural and integrated into the child’s everyday interactions with adults
• Providing reinforcers that are directly related to the activity being performed, for example, offering a sticker to a child who completes their work on time
• Placing a strong emphasis on the child’s social and interpersonal development, in addition to improving academic learning and other skills
• Emphasis on teaching functional skills that help improve the child’s quality of life and encourage independence
• Coaching parents on the techniques they can use to promote learning, engagement, and connection through daily routines.

How Can NDBIs Support Children’s Development? 

The NDBI techniques are used to teach children with autism developmentally appropriate skills, regardless of their age and functioning level. The hope is to create a positive and supportive learning environment that is tailored to the child’s needs and abilities. 

Areas of implementations

The NDBI approach can be effective in promoting growth and development in multiple domains. Some of the areas where NDBI models are successfully applied in treating children on the autism spectrum include: 

• Early language development
• Nonverbal interactions
• Basic fine and gross motor skills
• Peer interactions
• Play skills
• Social-emotional skills
• Emotional regulation
• Adaptive behavior, including self-help skills and daily living skills
• Improving challenging behaviors

Why are NDBIs so effective? 

There are several reasons why naturalistic developmental behavioral interventions are effective in supporting the development of children with autism:

 

• NDBIs are child-centered. In other words, interventions are tailored to the child’s individual needs, interests, and abilities. This personalized approach can help promote motivation when it comes to learning new skills.
• NDBIs prioritize a naturalistic approach. They are based on the child’s preferences and incorporate everyday routines and activities, which makes learning more relevant and meaningful.
• NDBIs focus on social engagement and interaction, which are critical areas of development for children with autism. 
• NDBIs are evidence-based. They are supported by extensive research, which helps ensure that the interventions are effective and appropriate for the needs of each child.

13 Features That Are Common to the Intervention Approaches Classified as NDBIs

In her article entitled “Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder” Laura Schreibman defines the features that NDBIs have in common: 

1. Teaching incorporates the three-part contingency of antecedent, behavior, and consequence
2. The use of a manual to guide implementation
3. Accuracy assessment of the intervention implementation
4. Individualized intervention goals
5. Ongoing progress measurement
6. Child-initiated teaching
7. Setting up the environment in a way that promotes interaction and learning
8. Prioritizing natural contingencies over external reinforcement
9. Use of prompting and prompt fading to teach communication, social, and other skills
10. Helping children to learn to take turns in social and play situations
11. Modeling skills that children are being supported to learn
12. Imitating children’s actions in order to motivate further communication attempts
13. Using methodical approaches to broaden the repertoire of skills and interests.

 

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 often have a hard time grasping and following safety rules. This is due to their limited awareness of what is safe and what is not, which puts them at risk of accidents or injury.

In this guide, we will walk you through three main areas of safety to teach children with autism.

Three Areas of Safety to Teach a Child With Autism

As a parent or guardian, there are three main areas of safety you need to focus on with your autistic child:

• Stranger Danger Awareness for an autistic child
• Fire Safety Visual Schedules for an autistic child
• Street Safety and Car Safety for an autistic child

Stranger Danger Awareness for an Autistic Child

Children with autism usually struggle to pick up on the subtleties of social interactions. For instance, they may not understand why it’s okay to hug a friend while playing but it’s not okay to hug a stranger on the street.

To prevent your child from interacting with strangers, you need to teach them social skills as well as stranger danger awareness. As opposed to their peers, children with autism need these skills for them to practice, understand and generalize them in their daily life.

Here’s how you can teach your child danger awareness:

• Teaching stranger danger awareness to children with autism requires continuous effort. Constantly explain to them the difference between a stranger and a family member, a schoolmate, and a teacher. You may want to use pictures that cut across race, gender, and nationality.
• Use simple, child-friendly visual aids and charts to show them what to do if they encounter a stranger.
• Use personalized, age-appropriate social stories that depict danger.
• You may want to expose your child to trustworthy strangers in the neighborhood. Show them images and videos of these strangers assisting both people and pets. Police officers, paramedics, and firefighters are a few examples of safe strangers.
• If your child is unable to follow the visual charts, you could closely monitor when they’re in school or at home. You must ensure he or she is always in sight regardless of location.

Street Safety and Car Safety

Children with autism can have a hard time grasping and differentiating street safety rules, which puts them at risk of an accident if they must walk home after school every day. Here are some tips to help your child stay safe while around cars and on the street.

• First, you must hold your child’s hand when crossing the street or walking down a busy road.
• If traveling in a car, you can buy your child a special needs car seat with a harness or vest that will keep them secure and prevent them from unbuckling.
• Finally, when your child is old enough, you can show them how to cross the road. That way, they won’t be stranded in the absence of an adult.

Fire Safety and Visual Schedules for An Autistic Child

Fires can occur anywhere at any time. So it’s good to teach fire safety to a child with autism to equip them with knowledge of what to do in case of a fire.

Role-playing is an excellent teaching technique for a child with autism. Let the child play the firefighter while you take on the role of the person in the burning building that needs to be rescued.

Make sure to walk them through what someone is expected to do before help arrives. Making this into a fun activity can ensure the memory will stick with them.

Another great tip is to utilize the learning resources on the do2learn website. They have excellent picture cards to help parents and caregivers design a fire safety schedule for their autistic child.

Here are some tips for teaching a visual schedule:

1.   Print out the flashcards on paper or card (you can laminate the cards since you’ll be repeating the lessons every so often.)
2.   During the first few times, arrange the cards in the proper order with your child.
3.   Next, let the child try to arrange the cards individually while giving them lots of hints.
4.   Then, let the child try arranging the flashcards with minimal hints/prompts.
5.   Finally, let them try arranging the sequence without any assistance.
6.   Hang the finished visual schedule somewhere at home where the child can see it.

Extra Tips to Help You Teach Safety to A Child With Autism

Seek Professional Help

You can also enlist the help of a professional when teaching safety to your autistic child. Keeping a child with autism safe takes a collective effort. Everyone at home and in school should actively participate in keeping the child safe. Even members of the community can play an important role in teaching safety to a child with autism.

Use Rewards

To help your child learn better, you may want to incorporate rewards into your teaching schedule. Whenever he or she performs a task correctly, you can reward them with a hug, a treat, or a piggyback ride.

Be Proactive

Another helpful tip is to constantly take initiative. Think about the areas your child goes to and who they interact with, and take the necessary steps to ensure they’re always safe.

For instance, if they have swimming classes in school, you need to teach them water safety. Does he or she know how to swim? Do the instructors provide floaters for your child?

Depending on how old your child is, you may also want to childproof your house to keep him or her away from potentially dangerous objects and gadgets.

Use GPS for Tracking

Lastly, you may have to consider tracking your child. This might sound excessive at first, but when it comes to children with autism, you must always be on your toes. They don’t have the sixth sense that might warn them about being in dangerous situations, so you must know where they are at all times.

Placing a tracking chip with a live GPS location somewhere on your child can help you always know their location. A tracker can come in handy for when your child goes outdoors or if they must stay home while you go out. You can track them with a wristband or by placing the chip somewhere on their clothes or bag. Just make sure you put it on an item they carry frequently. 

No matter the teaching method you choose, make sure you collect data and feedback to track your child’s learning progress. Patience is key, as it can take months or years before your child can fully comprehend basic safety skills.

The Bottom Line

Teaching safety to a child with autism is crucial to their well-being. You want to approach the teaching process with love since children with autism have unique needs. Celebrate their successes with them, and don’t sweat it if they don’t get a concept right even after several tries.

You should also be persistent and creative with your teaching methods to see your child’s progress in no time.

 

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.

 

Parents of children with autism (ASD) often have several questions regarding autism and what they can do for their child with this disorder. One of the biggest challenges that parents of children with autism often have is how to emotionally support their loved ones. Here are some tips for any parents or caregivers. 

What is Autism?

Before you can start understanding the importance of emotional support for someone with autism, it’s essential to understand autism itself first.

So, what is autism?

Autism is a developmental condition that affects how someone sees the world and interacts with other people. Most people with autism tend to experience the following symptoms in varying degrees.

• Difficulty recognizing or understanding other people’s feelings and expressing their own feelings.
• Being overly sensitive or under-sensitive to things such as loud noises and bright lights.
• Finding loud, crowded situations overwhelming.
• Preferring familiar routines and finding unexpected changes to those routines challenging or distressing.
• Having intense and specific interests in certain things or topics.
• Difficulty reading body language and facial expressions, and understanding figurative language, such as irony and sarcasm.

Autism Spectrum Disorder is truly on a spectrum, meaning different people with autism may experience different symptoms or differing severity with each of these symptoms. What is most important is that you know how to emotionally support your child with autism with their mental health challenges.

Supporting Your Child With Autism With Their Mental Health

Any parent of a child with autism wants to know how to emotionally support their loved one and make sure that they are taking care of their mental health. Here are a few easy things that parents can start doing today.

 

Starting The Conversation

If you’re concerned that your child is struggling, try to open up a conversation with them about what’s going on. However, starting a conversation like this with your child can sometimes be a challenge. Here are some tips to help parents get started:

• Find a place to talk that is quiet and calm so that it doesn’t provide distractions.
• Try talking while doing an activity to make it seem casual and like your child isn’t in trouble.
• Find out what kind of communication works best for your child.
• Try asking closed, direct questions to ensure you get the information you need.
• During conversations, allow enough time for them to provide full answers.

These tips will help you make sure that the conversation is comfortable for everyone involved and that it allows both you and your child to be open.

 

Getting an Assessment or Diagnosis

If you think your child may be autistic and they have not received a referral for an assessment, you can speak to the following professionals for help, including:

• Your general practitioner or pediatrician.
• Your child’s teacher.
•  Special education needs coordinator (SENCO) or Special Educational Needs staff member at your child’s school.
• A private healthcare provider.
• Any type of health professional who has seen your child, including a therapist.

These professionals can talk things through with you and help you get a referral if your child needs one.

 

Finding Mental Health Support

Typically, speaking to your GP, or your child’s pediatrician is the first step to accessing mental health services. Depending on how your child is doing, your doctor may refer them to a mental health specialist or Child and Adolescent Mental Health Services (CAMHS).

If you and your primary healthcare provider feel your child should seek mental health services, it is typically best to prepare them first. It might help to give your child a clear idea beforehand about what will happen during this appointment and prepare them for any challenges.

This specialist may also be able to take extra adjustments to help your child feel more comfortable, depending on their sensory challenges. This includes:

• Dimming in the lights in the room.
• Letting you and your child wait somewhere quiet before the appointment.
• Doing a home visit if your child struggles to leave the house to attend appointments.

Little steps like this can help any appointment go better for you and your child with autism.

 

Counseling and Therapy

Counselors and therapists can help your child make sense of their feelings. These experts may also work with them to find ways of coping. It’s a good idea to find a counselor or therapist who’s experienced in working with autistic children and young people.

You may also look for therapists and counselors who offer specific therapies specifically catered towards children with autism, including ABA therapy.

 

ABA Therapy

ABA Therapy is a treatment that has become very popular in the autism community. This therapy is used for children with autism that is based on the science of learning and behavior. ABA therapy can be performed at home, at school, or in a specialist’s office.

This therapist reinforces desired behaviors while discouraging unwanted behaviors so that children with autism can develop better communication, language, and skills.

 

School

Your child’s school should be able to provide specialist help to support your child’s education and emotional well-being at school if needed. If you have concerns about how your child with autism is doing while at school, make an appointment with the principal to see what resources they have available in the Special Education department.

 

How a Parent Can Help Their Child With Autism Manage Their Emotions

While therapists, doctors, and specialists can provide a child with autism with valuable professional resources, there is still a lot of work for parents to do at home. Here are a few things that parents can do to help their children with autism manage their emotions.

 

Remind Them The Feeling Will Pass

This is one of the most difficult lessons for any parent to teach their children and it can be a particularly challenging concept for children with autism. Remind your child that feelings don’t last forever, and even though their current feelings seem overwhelming—those feelings will pass.

Remind your child to take deep breaths and they too will realize that these feelings aren’t going to last forever.

 

Help Devise Meltdown Strategies

Meltdowns happen, especially in children with autism. You can help your child learn to deal with extreme emotional reactions by giving them ways to calm or comfort themselves before going on. Every child has unique and different triggers that lead to meltdowns, as well as other things that can help them feel a sense of comfort.

If you devise meltdown strategies before you leave the home, you can feel more prepared to provide your child with what they need to feel more comfortable and get over the emotions associated with their meltdown.

 

Advise Them During Calm Times

In neutral times, when your child is not upset, you can talk to them about ways to keep their emotions from flaring up. By learning to own their anxiety and frustration, they can get through it with a little patience or by taking things in smaller steps. Trying to teach your child or give them advice when they are in the middle of a meltdown typically won’t work, as they will be so overwhelmed and distracted by their emotions.

Advising your child during these calm times is the best approach to helping them understand their feelings and how to control them.

 

Head Off the Inevitable

During times you know a meltdown is likely, you can sometimes cut it off by talking with your child about it beforehand. If you know you are heading into a situation where your child typically has a meltdown, you can discuss how they might avoid it this time. You might even want to offer a reward for behaving properly.

Sometimes, emotionally connecting with someone with autism can present certain challenges, and helping children with autism manage these emotions can be even more difficult. However, with a little extra insight, and a few tips and tricks, these strategies may help make it easier to provide the emotional support these children need.

 

Get Support For Yourself

The best way a parent can be a positive support system for their child with autism is to get support themselves. Parent support groups are a powerful and effective solution for parents who want to be the best versions of themselves possible for their children. This is why organizations like Golden Therapy offer free support groups for parents of children with autism.

These support groups not only give parents the emotional support they need to understand their child, but they also can help parents learn new tips, tricks, and strategies for handling their children’s unique emotional needs. Support groups like these can be found in communities throughout the country.

 

 

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.

 

It’s common for those with autism spectrum disorder (ASD) to struggle at mealtimes. This difficulty is called “selective eating” and can cause stress and anxiety in both kids and adults. In this article, we’ll explore how you can support someone who has ASD while they manage their diet.

Why do Children With Autism Have Food Aversions

Selective eating is when a child has an aversion to certain foods or textures and often limits their diet to only a few preferred favorites. It is common in children with autism for these reasons:

Sensory Processing Disorder

Sensory processing disorder (SPD) is widespread among kids with autism, with nearly 4 out of 5 experiencing the condition.  Unfortunately, it can make the experience of eating difficult or even uncomfortable for them. Children with SPD may be more sensitive than other kids when it comes to taste, texture, smell, temperature, color, and appearance of food. 

As a result, children on the spectrum may reject or avoid certain foods that don’t appeal to their senses. These preferences can change over time, so it’s important to be patient and understanding. You might also want to watch for tummy troubles with your child.

Stomach Issues

Children with autism are more likely to experience stomach issues than other children. Common gastrointestinal (GI) issues in children with autism include acid reflux, food sensitivities, constipation, and chronic diarrhea. 

Many of these conditions cause pain or discomfort when eating certain foods, leading to a dislike for those items. These painful conditions can also cause changes in appetite and make it difficult for a child to recognize hunger cues or feel full after meals. 

As a result, children with autism might have difficulty trying new foods or expanding their diet. This can be even more difficult if your child has specific ways they like to eat their food.

Ritualistic Eating Behaviors

These rigid behaviors at mealtimes involve a child with autism having specific routines and rituals with their food. Some examples of what this looks like are:

• Having only a limited variety of foods they will eat
• Will only eat the same food over and over, even if it’s no longer preferred 
• Refusing to try new foods or trying new foods but then refusing them after one bite 
• Having strong reactions when asked to try something new, such as gagging or vomiting 
• Being very particular about how food is prepared, cut, or arranged on the plate  
• Insisting on eating in a certain order 
• Only eating foods that are a specific temperature or texture 
• Eating food with their hands instead of utensils 
• Refusing to eat in public or in front of other people

Let’s examine some ideas to help accommodate all of these special requests from your child yet still encourage flexibility in their choices.

 

Tips for Making Mealtime Smoother

It can be incredibly frustrating to deal with a picky eater, but a few simple strategies can help make dinnertime easier for the whole family.

Rule Out Medical Problems

It’s important to rule out any medical problems if your child has selective eating habits. Kids with autism may be unable to explain what is wrong, making diagnosis tricky. Speak to a doctor like your GP or pediatrician to make sure there isn’t an underlying health issue causing picky eating and, if so, how to treat it. 

Be patient while searching for possible causes, and apply some of that patience to mealtimes too.

Stay Calm

It’s essential to be patient with your child as they explore and sample new foods.  Don’t let mealtime become a family battleground; instead, get creative and find other ways to introduce different types of food positively. 

Try offering the same food multiple times, in different forms or with different flavors, textures, or colors that appeal more to them. You can also try involving them in the cooking process, which might make them more interested in trying something new. Don’t be afraid to break the whole tasting process into simpler pieces.

Take Steps Toward Tasting

Encourage your child to stretch their taste buds by introducing them to new foods. Take a few moments to size up the food together, taking in the look and color of it. Get their senses involved by letting them smell and touch the food. 

Next, suggest they give the food a little smooch, or lick it before trying a full bite. This can help them become more comfortable with sampling something unfamiliar. You could also mix some new food with one they like, making the transition easier for your kid. 

With these steps, you can help your child build confidence in exploring different flavors and textures.

Tune into Textures

If your kiddo on the spectrum is sensitive to textures, try blending or chopping food into smaller pieces. This helps reduce the texture that may bother them. You could also offer a variety of dips and sauces with their meal, as this can help introduce new foods in a less overwhelming way. 

To change it up even more, consider offering smoothies or pureed soups, as these can be fun alternatives to traditional meals. Speaking of fun, don’t underestimate the power of play at dinnertime.

Play with New Food

Exploring new foods can be a great way to build familiarity and reduce anxiety at mealtime. Here are some ideas for making food fun: 

• Get creative with pasta sauce—why not paint with it? 
• Let your imagination run wild by making funny faces from vegetables on pizza. 
• Use cookie cutters to turn sandwiches into exciting shapes. 
• Have an ice cream sundae party and let everyone make their own creations using different toppings and syrups. 
• Put together a range of finger foods like carrot sticks, cheese cubes, grapes, crackers, etc., then challenge your child to build a tower, a bridge, or even a castle.

By making mealtimes interactive, fun, and tactile, your child will start to look forward to trying new food instead of dreading it. Once you’ve introduced “fun” into the equation, involve your child in the process by giving them choices.

Offer Choices and Control

Offering choices and control over what your child on the spectrum eats is critical for helping them to feel comfortable and secure during meals. Here’s how you can do this: 

• Ask your child about their likes and dislikes before planning the meal 
• Give them a choice between two different food items at mealtimes 
• Let them help in the kitchen when preparing meals so they know what ingredients are going into their food 
• Allow plenty of time to explore new foods without pressure or expectations 

By offering choices and control at mealtimes, you can help make eating a positive experience for kids with ASD.

Be Careful with Rewards

Rewards can be an effective way of encouraging a child with autism to try new foods. However, the reward structure must be appropriate and in line with your goals. Bribes may backfire and lead to further avoidance of trying different foods. 

It’s best to use rewards that are not food-based, such as access to favorite activities or toys after they have tried the food item. This gives them something positive about testing the new food without reinforcing their dislike. 

Make sure you’re also providing plenty of praise when they do try new food—even if they don’t like it. This will help them become more confident in their ability to try new things, which is a key part of picking up the skills needed to expand their diet. 

Finally, remember that rewards are only sometimes necessary and should be used sparingly. If your child is becoming dependent on rewards or losing interest when there isn’t one present, take a step back and assess what might need to change.

Start Enjoying Mealtimes Again

Selective eating can be challenging for those with autism and their caregivers. But there is help. Reach out to your healthcare provider or nutritionist for more information on managing it. 

With the proper support, mealtimes can be enjoyable again—you just need to find the right strategies and resources for you and your family. So don’t give up hope. Fun family dinners are just a few strategies away!

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.

Early Communication Autism

Delayed communication in children with autism is one of the most challenging aspects of the condition. In this article, we explain different autism-related verbal and nonverbal challenges. We also list a variety of ways in which you can support the development of your child’s communication skills.

Communication Challenges in Children with Autism 

Most neurotypical children start talking around the age of one. Early social communication skills, such as smiling, making eye contact, babbling, and making gestures, develop even before the child learns the first words. In children on the autism spectrum, however, these skills are typically delayed. 

Verbal communication in children with autism

Children with autism exhibit a wide range of language abilities. While some children are fully articulate, especially when it comes to their preferred topics of interest, others rely on the use of sign language, gestures, visual supports, or technology to communicate.

Speech patterns in children with autism

Children with autism often have unique ways of speaking, for example: 

• Limited vocabulary
• Repetitive language
• Difficulty with articulation
• Referring to themselves in the third person
• Using language that is overly formal or technical
• Tendency to take language literally
• Difficulty understanding and using abstract language like metaphors
• Speaking in a monotone voice, with little variation in tone or inflection
• Repeating sounds or phrases (echolalia)

Echolalia

Echolalia refers to repeating other people’s words or sentences. This is one of the most common characteristics of communication in children with autism spectrum disorder. Echolalia can be immediate, when the child repeats words right after hearing them, and delayed, when words are repeated out of context at a later time.

 

Echolalia is an effective way for children with autism to develop communication and language understanding. In addition to supporting vocabulary and syntax development, echolalia provides an opportunity for children on the spectrum to interact and engage with others. 

Non-verbal communication in children with autism

Children with autism are often unable to use gestures, for example pointing to an object, to give meaning to their speech. They may also struggle with understanding and interpreting nonverbal cues, such as tone of voice and facial expressions. Without meaningful gestures and nonverbal skills like eye contact and turn taking, many children become frustrated in their attempts to communicate, which may lead to challenging behaviors.

Four Stages of Communication

The Hanen language program defines four different stages of communication in children: 

 

1. The own agenda stage
2. The requester stage
3. The early communicator stage
4. The partner stage

The stage of communication depends on the child’s ability to interact with others, in addition to their level of understanding and communication patterns.  

The own agenda stage

During this stage, children appear uninterested in others and prefer to play alone. Communication is pre-intentional, which means that children express their wants and needs mainly through their behavior.

The requester stage

At the request stage, children start to understand that their actions may have an effect on others. For example, they may communicate by pulling you towards a toy or an object they want you to see.

The early communicator stage

Interactions at this stage are longer and more intentional. The child may look at or point to objects that they want to show you, repeat your words, and slowly start to engage in a two-way interaction.

The partner stage

The child now uses speech and is capable of carrying out a simple conversation. However, communication may still be limited to familiar settings and exclude non-verbal communication methods.

With early intervention and appropriate support, parents, teachers, and therapists can help children with autism improve their communication skills. Here’s how you can best support your child.

Supporting Communication Development

Communication delays in children with autism may lead to frustration and isolation. Below, we list a number of targeted interventions that can assist your child in improving communication skills. 

Use single words 

As your child starts talking, use single words to communicate. For example, tell them the name of their favorite toy and repeat the word once they reach for it.

Use simple expansions

Gradually add more information to help your child expand his or her vocabulary. For example, if your child says “car”, you can respond by saying “green car”. 

Give the child a reason to communicate

Make sure to create many opportunities for communication and interaction in various situations throughout the day. 

Allow enough time for communication

Give your child enough time to process information and to think about what they are going to say.

Follow the child’s lead

Follow your child’s lead instead of giving instructions. The child will be more likely to pay attention to the activity and will learn how to make choices on their own. 

Be face-to-face

Being face-to-face with the child will allow them to observe the facial expressions that you use while communicating.  

Imitate your child’s words and actions

If you repeat what your child says or does, it is more likely that you will get their attention and that they will imitate you as well. This is also the perfect opportunity for you to introduce new words and gestures that your child can copy. 

Use gestures and visual supports

Use gestures and visual supports such as photos, drawings, cue cards, and schedules to help increase your child’s understanding of the spoken language.

Encourage communication through songs

Start singing a song with your child and then pause to see if they can sing the next part.  

Use role play

Role play is an effective way to model social interaction. This way, your child can explore a variety of possible scenarios and learn what would be an appropriate thing to say in different situations. 

Give rewards

Praise your child and reward any attempts to communicate in order to increase the likelihood that the behavior will occur again.  

ABA therapy

ABA therapy is an effective method for improving early communication skills in children with autism in areas such as:

• Hearing and responding to the words of others (receptive language)
• Identifying and labeling objects (descriptive language)
• Requesting a desired object (manding)
• Reading words (textual language)
• Conversational speech (intraverbal language)

Other therapies

Speech therapy can help children with autism improve their verbal, nonverbal, and social communication. The main goal of speech therapy is to help the child communicate in more functional ways, by improving the following skills:

 

• Producing clear speech sounds
• Modulating tone of voice
• Responding to questions
• Matching emotions with the correct facial expression

Alternative Augmentative Communication (AAC)

Some children diagnosed with autism find that using pictures or technology to communicate is easier and more effective than speaking. The most common alternative augmentative communication methods include:

• Sign language
• Picture exchange communication system (PECS)
• iPads or tablets
• Speech output devices (Dynavox)

A speech-language pathologist can help you identify which AAC method is right for your child and teach them how they can use it to communicate.

Conclusion

The early development of communication skills is critical for children with autism. Language delays may have a negative impact on their ability to interact with others and navigate the world around them. By identifying the main communication challenges, parents, teachers, and therapists can provide targeted interventions and support to help the child develop stronger communication skills.

 

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.

Parents of children with autism are familiar with the dreaded mealtime negotiations, so much so that within neurodivergent parent circles, the standing joke is that chicken McNuggets are the universal sign of autism in children. 

All laughter aside, food sensitivity is a genuine problem for many families. Let’s explore how to get a child with autism to eat and make mealtime enjoyable for the entire family.

Common Challenges of Mealtime With a Child with Autism

When raising kids on the spectrum, you often face unique challenges regarding mealtime. These can range from sensory and behavioral issues to health conditions that affect their eating habits. Some common difficulties encountered include: 

• Unfamiliarity or dislike of different types or textures of food 
• Difficulty chewing or swallowing food
• Struggling to sit through a family dinner
• Resistance to trying new foods
• Refusal to eat previously enjoyed dishes 
• Not wanting to touch certain foods or utensils
• Sensory sensitivities make them avoid specific smells, sights, tastes, and textures 
• Behavioral issues such as distress or tantrums 

In addition to the behaviors and challenges listed above, children with autism often have health conditions that complicate the problem of food avoidance, such as: 

• Acid Reflux
• Constipation
• Eosinophilic Esophagitis
• Dysbiosis

Another disorder children with autism face that is not as widely known is Avoidant/Restrictive Food Intake Disorder, which we’ll explain next.

Avoidant/Restrictive Food Intake Disorder (ARFID)

As if worrying about acid reflux and constipation weren’t enough, your child on the spectrum may also be susceptible to ARFID. This little-known disorder is widespread in children with ASD. 

ARFID is very similar to anorexia nervosa, which involves restricting the quantity and types of food consumed. The difference is that those affected by ARFID don’t have any issues or anxieties about their body shape or size, nor do they worry about becoming fat.

Physical Development Delays

Children with autism spectrum disorder (ASD) often have difficulty eating because the muscles used for biting, chewing, and swallowing might be weak or underdeveloped. 

This can make it hard for them to eat foods that require a lot of chewing, such as meat. If this is happening to your child, there are some signs you may notice:

• Slower than the average eating rate
• Gagging or frequently coughing while eating
• Excess drooling or letting food fall out of their mouth
• Spitting up 

If you see any of these signs when your child eats, it may be time to talk to their doctor about possible physical development delays and how they might affect their eating habits. 

Your doctor can recommend tips to help make mealtimes less stressful for you and your kiddo!

Tips to Help Your Child With Autism Eat

Remember that these tips are not a one-size-fits-all solution. Every child is unique, so if one doesn’t work for you, don’t stress; just move on to the next and find out what works for your family.

• Relax Before Dinner

Before a meal, it is crucial to help your child with autism reduce their stress and anxiety. Calming activities before dinner can help them become more comfortable in the eating environment. 

This can include gentle stretching or yoga, soothing music, deep breathing exercises, reading stories together, or walking outdoors. Having these activities as part of your routine before meals can make your child more open to sitting down and trying different foods.

• Rule Out Any Stomach Problems

Checking with your child’s doctor should always be the first line of attack when attempting to diagnose or work with food avoidance in your kiddo. This way, you can rule out any potential medical issues possibly causing discomfort or pain and prevent them from eating. For some children with autism, underlying stomach problems are the source of their food-related difficulties. 

Remember that your child’s physical conditions can change over time, so make sure to keep up-to-date with regular checkups in case any new conditions develop or old conditions worsen.

• Develop a Meal Schedule

Creating and sticking to a meal schedule is essential for children with autism spectrum disorder (ASD). An organized, predictable routine can help alleviate stress and provide structure. 

Scheduling meals help kids know what to expect, reducing anxiety around mealtimes. It also ensures that your child gets regular nutrition so they can grow and develop properly. 

• Slowly Add New Foods

When introducing new foods to a child with autism, patience is essential. No single right way or quick fix works for everyone, so don’t be discouraged if something doesn’t work the first time. 

The key is to take your time and expose them to new items gradually. A good approach is to start by adding a small amount of the unfamiliar food into something you know your child already likes eating; this can make it easier for them to try out the new item without feeling overwhelmed.

• Encourage Food Play

If your picky eater is on the spectrum, the rule of not playing with food at the table may need to be thrown out the window. Instead, encourage your child to interact with their food before they eat it. 

This could involve examining its texture and smell or molding it into fun shapes and figures. The goal is to get them as interested in the food as possible, so they are encouraged to try it.

The next tip may seem impossible since kids and vegetables often don’t mix well, but there’s a good reason for our recommendation. Keep reading and keep an open mind!

• Introduce Cruciferous Vegetables

Vegetables from the cruciferous family may be a beneficial addition to the diet of a child with autism. Sulforaphane, an antioxidant found in these vegetables, has been linked to positive changes in autistic behaviors. 

Parents must introduce such foods gradually while providing positive reinforcement and allowing their child time to adjust. Here’s a list of possible cruciferous vegetables that you can introduce into your child’s diet: 

• Broccoli 
• Cauliflower 
• Brussels sprouts 
• Kale 
• Bok choy 
• Collard greens 
• Mustard greens 
• Radishes 
• Turnips
• Arugula

Try not to get discouraged if your child doesn’t take to these vegetables right away, most adults struggle with these too, but the rewards will be worth it. Remember, it’s essential to focus on the food and not the behavior surrounding the food.

• Focus on the Foods, Not the Behaviors

Some kids may try to avoid eating by exhibiting behaviors related to mealtime. This could be anything from refusing to sit at the table or trying to get up during the meal. 

In those situations, it’s vital that you stay focused on the food and not on these behaviors – instead of punishing them or making them finish their plate, focus your energy on what they are eating and how much they’re consuming. Make sure that every bite counts and encourage even small successes.

• Manage Your Expectations 

It’s natural for parents to feel frustrated or even overwhelmed when their child with autism refuses food or has a tantrum at mealtime. It can be easy to forget that these behaviors are their way of expressing themselves. 

Remember that your expectations for what constitutes a “normal” mealtime may need to be adjusted to accommodate the needs of your child with autism. Setting realistic goals and understanding the unique challenges you face as parents will help make mealtimes easier – and more enjoyable – for everyone involved.

Next, let’s consider the importance of involving a doctor in your mealtime process.

• Talk to a Doctor Before Starting New Diets

There’s so much information from so-called internet experts that it can be easy to take advice that may not work for your child. While some parents of autistic children have had success using special diets such as gluten- or casein-free, these methods may not work for everyone and could even cause further nutritional deficiencies if done improperly. 

Before you make any changes to your child’s diet, you must talk with a doctor. Your MD can suggest dietary modifications or supplements that could benefit your child.

In addition, your doctor can help you understand if there are any underlying health issues or medical conditions that could be causing difficulties with eating, so talking with them before making drastic changes – even for something as simple as changing food brands is essential. Speaking of brands…

• Avoid Brand Dependencies

If possible (and we know this adds yet another task to your to-do list), try to avoid your child becoming overly dependent on any one brand of food. Instead of serving meals straight from the labeled box, take out the food and serve it differently. 

Also, try switching up the brands you use for each meal, so they do not become too familiar with a particular product. Hopefully (fingers crossed), this will help them stay open-minded when trying new foods and flavors. 

If it all becomes too much for you to handle, then it’s time to call in the experts for reinforcements.

• Work With Experts

Working with experts is a great way to help your child with autism eat better. These caring professionals have the skills and knowledge to understand the unique needs of children with autism and can create targeted strategies for them. 

Here’s a list of possible experts that may be able to help: 

• Nutritionist 
• Occupational therapist 
• Speech-language pathologist 
• Behavioral therapist 
• Dietician 
• Pediatric gastroenterologist 
• Pediatrician 
• Mental health professional

Last but not least, posture also plays a role in getting your little one to eat.

• Support Your Child’s Posture

Some kids on the spectrum may have difficulty maintaining a comfortable and stable posture while eating. It’s important to remember that having the correct stance can help make mealtime more enjoyable for your child. 

To support your child’s posture during meals, you could provide them with a supportive chair or use cushions to help maintain their balance. Consider using an adaptive utensil such as a weighted spoon or fork, which can keep their hand steady and make it easier for them to eat on their own. 

With extra support, your child can enjoy mealtime without struggling to stay upright!

Mealtimes Don’t Have to Be a Battle

Mealtimes can be a battle for parents of children with autism, but they don’t have to be. Making minor adjustments to the environment, structure, and available food choices makes it possible to create an atmosphere encouraging them to eat. 

This blog gave you some tried-and-true strategies to help you navigate the sometimes complicated landscape of food and food avoidance on the spectrum. It’s always important to keep researching new approaches to add to your ever-growing toolkit as you parent your unique neurodivergent child. 

Acknowledge successes (no matter how small) with praise or rewards, so your kiddo learns positive behavior through reinforcement. Finally, remember that patience is key – have faith in yourself and your child’s progress! 

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.