FAQautism » Health and Nutrition

Making Change Common

dwightk — Fri, 29 Oct 2010 13:33:00 +0000

Many individuals with autism have problems with change, whether unexpected changes in their daily routine or a significant shift in their life such as a family split or moving to a new school. Autism can also cause a person to be intolerant of wearing new shoes, sleeping on a new pillow, using a different type of soap or toothpaste, or eating a different brand of soup. Let us look at one strategy that can gradually help our friends with autism become more tolerant of change in their lives.

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Because of individual differences, it is impossible to develop one fool-proof strategy for increasing tolerance for change and for decreasing agitation or explosive outbursts in the face of change. But it is helpful to look at strategies that have worked for others people with autism. One such option to consider is that of making change common.

I noticed years ago that youngsters with autism in larger families seemed to be more flexible and more tolerant of change. Keep in mind that this observation was not based on scientific data, and that I certainly knew some children with large families who were, indeed, extraordinarily obsessed with routine and quite intolerant of even minor changes in the details of their daily lives. But, in general terms, growing up in a busy household seemed to make some individuals with autism more able to cope with unexpected events and sudden changes in schedule.

Over the years, some families and teachers have successfully instituted the “big family” strategy of intentionally making change a part of the daily routine for children, teens, and adults with autism. Every day, teachers and parents purposefully insert one or more unexpected change in schedule or a change in one or more aspects of daily life, e.g. a new snack or menu item at a meal, a new pair of socks or t-shirt, a new music CD while riding in the car, or a different type of shampoo.

TIP FOR THE DAY: We certainly want to respect the fact that autism causes intolerance for change for many individuals with autism, but we can sometimes help them gradually learn to cope if we make change part of their daily routine.

NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com

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Snack Monster

dwightk — Thu, 23 Sep 2010 04:01:16 +0000

Several of my friends with autism are obsessed with snacks. Families and teachers report their efforts to limit snacks lead to explosive behavior. One youngster began sneaking out into the kitchen to steal bags of chips or cartons of ice cream, hiding them in his room. Let us look at some ideas to help successfully tame the snack monster.

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Off-limit snacks. Some individuals with autism have dietary restrictions that make some foods off-limits.The only way to effectively stop our friends from eating off-limits foods it to simply remove them from the house. Without any comments, announcements, or fanfare, simply quit purchasing those foods. So, for example, if a teen has dietary restrictions related to sugar, then cookies, ice cream, chips, sugared pop, candy, and other sugar snacks must not be in the house.

Limited portions. The other critical step in decreasing the volume of snack consumption is to decrease the size of portions. Rather than having a big box of snack crackers, nuts, or seasoned pretzels on the shelf, break the package into small portions. The smaller snack-sized zip-lock bags work well for this.

Nagging. Whether your youngster has autism or not, nagging is not an effective behavior management tool. We tend to say things like, “You don’t get any more Oreos because they aren’t on your diet,” or “No more snacks for you, young man. They are bad for your health and ruining your dinner,” or “Starting tomorrow, you are going on a diet. No more ice cream or cookies for you.”

Choices. Instead, have a box with a variety of allowable in snack-sized ziplocks. Let the youngster pick his choice periodically, and avoid limiting snacks too harshly.

Stealing. There is only one fool-proof way to stop stealing – any foods that are off-limits must be totally unavailable. If a youngster cannot eat sugared foods, for example, it is not appropriate to have a half-gallon of ice cream or a package of Oreo cookies reserved in the kitchen for other family members.

TIP FOR THE DAY: The only effective way to decrease stealing and unhealthy eating is to completely remove the temptation by making off-limits snacks inaccessible. And remember to have a choice of healthy snacks readily available for your friend to enjoy.

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Evening Round-up

dwightk — Wed, 15 Sep 2010 04:01:35 +0000

No matter how tired everyone is in the evenings, you may discover taking some time to slow down, get organized, and make connections with your youngster with autism is an invaluable investment of time and energy. Remember that the goal is not perfection, but rather to increase contentment and decrease stress for everyone.

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Take a few minutes to do a few routine tasks so you don’t have to deal with them in the chaos of the morning rush. Back when I was a young, harried mother, I found myself stomping around bellowing orders and empty threats as I tried to get the kids in bed. I kept thinking of all the things that needed my attention. As my stress level rose, I made everyone around me miserable. So, I’m suggesting an alternate plan. Make an effort to remain calm in spite of the loud sound of looming deadlines. You can’t control every aspect of family life, and you can’t make everything perfect, so just relax. Establish the Evening Round-Up as a regular routine to get ahead of the flood, thinking of it as an “investment in contentment” rather than a “time thief.”

Here’s a sample Evening Round-Up checklist to get you started. Without nagging, spend some time calmly help your youngsters get their checklists completed.
1. CLOTHES. Does each person have a set of clean clothes? Do they need gym clothes or after school clothes or basketball league clothes? What about shoes, socks, underwear, coats, hats, etc.?
2. BODY. Clean head to toe in the evenings to prevent a morning rush. That means shower or bathe, wash hair, brush teeth, and even shave if needed.
3. BACK PACK. Put all work supplies and/or books, permission slips, lunch money, and other necessary items in back pack before going to bed.
4. CONNECTION. Take a few minutes for quiet interaction with your youngster with autism. This is important even if your youngster is non-verbal or does not seem to participate in the conversation. Read a story or talk about their day to help them make an emotional connection with you and wind down. Take time to review the schedule for the upcoming day, to discuss concerns, and to review rules and/or expectations – whether they seem to understand or not. And don’t forget to remind your youngsters of your love and support.

TIP FOR THE DAY: Remember, perfection is not the goal here. You just want to make an investment of 30 minutes every night to increase contentment. Believe me, your efforts will pay off big time for all involved.

And take a bit of time to learn new ways to systematically address challenging issues that can arise in the lives of our friends with autism. Click on the Toolkit tab on our webiste for great resources; http://FAQautism.com

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Cooking Over a Campfire

dwightk — Mon, 16 Aug 2010 04:01:38 +0000

Over the years, many of my friends of all ages with autism have been intrigued with the process of cooking over a fire. Even people who have never shown much interest in eating have taken bites of food they have helped prepare over the colorful glowing embers and dancing flames.

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Take a look at our podcast, “Summer Campfires” for some tips about building a fire. Then try some of the recipes below, adapting them as needed for special dietary restrictions and very selective eaters.

S’mores. It is always fun to give your friend with autism a chance to help out by making a list of items needed for s’mores and shopping for them at the store – with your assistance only as needed. So, for example, if he is able to do so, let him find the ingredients in the grocery store without your help. Traditional s’mores use graham crackers, Hershey chocolate bars, and marshmallows. You can also try a less messy version by using the chocolate flavored graham crackers and marshmallows.

Bread on a Stick. Just stretch a canned butter biscuit into a long thin shape and spiral it around the end of a long stick. Wait until the flames have died down into glowing coals and slowly “bake” the biscuit over the fire, turning the stick slowly until your Bread on a Stick is golden on all sides. Slip it off the stick, let it cool a few minutes, then enjoy this delicious treat. I’ve seen some of my rather impatient friends with autism cook their bread very patiently.

Tip for the day. Many different snacks can be adapted for the campfire without too much special equipment. No need to cook the whole meal over the fire – just enjoy simple foods with one or two aspects cooked on the fire. It is an intriguing process for all. Enjoy!

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Swimming Pools, Part 2

dwightk — Thu, 12 Aug 2010 04:01:38 +0000

In part 1 of our discussions about swimming pools, we looked at one example of water safety rules a family implements every time their youngster with autism goes swimming. Safety is, of course, the first consideration when it comes to our friends with autism and water. In part 2 of this discussion, we will take a brief look at other issues related to swimming and water activities.

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1. PROBLEMS WITH A PUBLIC SWIMMING POOL. For a variety of reasons, even the most avid swimmer with autism may not be able to swim in a public pool. Among other things, a person with autism may not be able to tolerate crowds or may not follow the rules and comply with the lifeguard. Several of my friends with autism are overly obsessed with rules, so they become very agitated when another person at the pool doesn’t follow the rules immediately and to the “letter of the law.” Some individuals with autism are oblivious to other people or to danger, so they may swim under the diving board or may jump in the water right on top of another swimmer. These issues, along with others, make swimming in a public pool very challenging.

2. ALTERNATIVES TO A PUBLIC SWIMMING POOL. Since some youngsters with autism simply cannot tolerate swimming in a public pool, or because their public pool behavior or interaction with people in public places is inappropriate or unsafe, let us look at some other fun water activities.

+ Water sprinkler. The traditional water hose has expanded to some very sophisticated water sprinklers that many of my friends of all ages with autism find intriguing. One young adult loves to sit in a lawn chair under a water sprinkler that shoots randomly in all directions. Another loves the “on and off” rhythm of a traditional lawn sprinkler that sways back and forth.

+ Backyard pool. It may be that a backyard pool is the best solution if a public pool is not an option. One of my friends will not wear a swim suit, but insists on wearing sweats for swimming. That wouldn’t work in a public pool with deep water, but is fine for a backyard pool that is only waist deep. And sunburn isn’t a problem ☺

+ Year-round swimming. One of my buddies with autism who is typically very agitated with life in general, is just enthralled with swimming, finding is very relaxing. His parents have installed an above ground heated pool in their garage so he can swim all year long! Another parent fills up the bathtub in the winter and encourages her water-loving daughter to put on her swimsuit so she can play in the “winter swimming pool.”

TIP FOR THE DAY: The idea to think out of the box. With careful planning we can help our friends with autism enjoy swimming and other water activities while minimizing challenging behaviors and other difficult issues. Hope you will click on our website http://FAQautism.com to find hundreds more helpful tips and resources.

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Swimming Pools, part 1

dwightk — Wed, 11 Aug 2010 04:01:39 +0000

Just as with more typical kids, some youngsters with autism love the water. Let’s take a look at some creative ideas and some serious factors related to autism and water. First and foremost, we must consider water safety.

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Whether in a swimming pool, lake, river, or even a kiddy pool, our first obligation to our friends with autism is water safety. Except in rare incidences, we simply must assume that a teen or adult with autism needs supervision around water.

No one should swim alone, of course, but sometimes individuals with autism, even those who are very bright and thoughtful, simply do not comprehend the concept of danger. While we should not make our friends fearful of water, we need to teach and enforce basic water safety. Warnings like “You’d better not do that or you could get hurt” or “If you go in the deep water, you might drown” have little meaning to many individuals with autism and will not deter potentially dangerous behavior.

Rather than showering our friends with dire warnings and constant nagging about water safety, it might work better to develop a “Water Safety Routine” that you follow every single time you go swimming, boating, or even wading in a stream that may have an unexpected drop-off or other unseen danger. Let’s take a look at a water safety routine one family developed for their 10-year-old with autism who is fearless and rather obsessed with water.
Step 1: The family decided against a pool in the yard since 24/7 supervision is impossible. They have also quietly contacted families in the neighborhood who do have pools, politely telling them of their son’s autism and his obsession with water, and requesting they fence the pools and keep the gates locked.
Step 2: Because swimming is their son’s primary interest, the family takes him swimming as often as possible.
Step 3: Family pool rules are strictly reinforced for this youngster. He is reminded before going swimming and upon arrival at the pool to “Stop, look, and listen.” “Stop” means to freeze on the side of the pool. “Look” means to look at his personalized life-guard and wait for a nod to get in the water. “Listen” means to stop and look if he hears a certain whistle sound, waiting to see what his personal lifeguard has to say, then to follow that instruction right away. If he breaks any of the rules, his swimming time is immediately over.

This safety routine, of course, will not work for everyone, but it is an example of a consistent procedure that, over time, helps a youngster anticipate the hard and fast rules so he can relax and enjoy swimming to his heart’s content.

In part 2 of our swimming pools podcast, we will look at some alternatives to public pools and some ideas for moderating a perseverative person’s obsession with water. Tune in tomorrow for Swimming Pools, Part 2.

And, don’t forget to click on the Toolkit tab on our website – http://FAQautism.com – to find some great resources to help us systematically address other challenges that arise as a result of autism.

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Outside Adventures

dwightk — Tue, 03 Aug 2010 04:01:14 +0000

Families, teachers, and others who care about the well-being of individuals with autism frequently ask for ideas to help prevent isolation. Challenges like loud outbursts, aggressive behaviors, repetitive mannerisms, and meltdowns can make folks hesitate to get out in public. Sometimes it is just easier to just stay at home to keep the peace. The downside to that decision is isolation for our friends with autism as well as for folks in their care network. One way to decrease seclusion and detachment from society is to get outside!

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Wide open spaces allow for loud noises and provide a safe cover of anonymity for our friends who may unusual mannerisms. Getting outside also impacts physical health and emotional well-being. So, get up and get going!

1. Take a Trek. Walk or bike in the park, around the block, or just to the end of the driveway.
2. Around the House. Put a swing in the backyard or on the front porch. Go outside every day to feed the dog, put water in the birdbath, pick a tomato out of the garden, or pick up the newspaper. Lie on a blanket in the back yard to look at clouds or the stars.
3. Easy Sports. Play informal rounds of kickball, t-ball, tether ball or badminton. Shoot some hoops. Toss some horseshoes. Set up an outdoor obstacle course or play follow the leader.
4. In the Park. Go fly a kite. Enjoy an outdoor picnic or snack. Look through binoculars for birds or trees or cars driving by. Pick up litter.
5. Pick Your Own. Locate a local apple orchard, strawberry patch, or pecan orchard that allows “Pick Your Own” harvesting.
6. Explore. Take a trip to the zoo, to outdoor garden centers, to metropolitan areas, to drive-through nature centers, to state parks, to outdoor historical areas, or to a roadside park looking across miles of landscape.
7. Outdoor events. If your friend can tolerate anonymous crowds, take time to enjoy car shows, outdoor flea markets, outdoor arts festivals, county fairs, metropolitan parks or outdoor exhibits, rides on the metro, parades, firework displays, air shows, car races, and other events where folks can walk around freely.
8. Find water. One of the most universally enjoyable environments for all human beings is water – beach, lake, river, pool.

Be creative. Get outside. Don’t hesitate. Just do it. And send us your ideas. Just click on the comments button or send a message to talk@FAQautism.com

NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com

Published on: May 5, 2008

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Snack Factory

dwightk — Thu, 03 Jun 2010 04:01:15 +0000

You can jazz up snack time by encouraging individuals of all ages who are diagnosed with autism to mix up their own snack mixes at the beginning of the week. They can put their own hand-selected mix in small, snack-sized ziplock bags and keep them handy for road trips, school lunches, work breaks, or t.v.snacks. Here are some ideas to get you started. Don’t forget to take into consideration individual allergies and specialized dietary needs.

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SPECIFIC STRATEGY The key to a successful snack mix is to have a variety of healthy, bite-sized tidbits that take special dietary needs into consideration. Fortunately, grocery stores are stocking snacks in a large variety of textures, sizes, and tastes, so it is easier to select five or ten items that can be mixed together for a customized snack. Just give your “snack chef” a mixing bowl or a baking pan and put out a variety of ingredients in small bowls. After he washes his hands, the chef can use a small measuring cup or large spoon to scoop up anything he wants into the mixing pan. After getting just the right combination and scrambling the ingredients together with his hands or a soft spatula, he can scoop the mixture into several small snack-sized ziplock bags. Because variety is the spice of life, your chef will probably will want to make several different combinations for the week.

If possible, let your chef go to the store and select his own ingredients. Try some of these snack-sized tidbits for ingredients in your snack factory:
+ almonds, cashews, peanuts, pecans, macadamia nuts (note: a wide selection of roasted, no-salt nuts is available now in many grocery stores)
+ corn nuts, popcorn, dry Ramen noodles, shoestring potatoes, crunchy Chinese noodles
+ raisins, golden raisins, dried cranberries, dried cherries, dried apricots, banana chips, dried apples, dried pineapple chunks
+ snack-sized crackers (the selection of small, bite-sized crackers that are baked and lower in salt is growing), and low-salt corn chips
+ mini-pretzels, flavored pretzels, square butter pretzels
+ Chex, mini-shredded wheat, Honey Grahams, Crispix, and other crunchy cereal squares
+ animal crackers, ginger snaps, vanilla wafers, and other small, non-sticky cookies
+ (in limited quantities) M&Ms, red hots, miniature marshmallows
Just help your chef explore a wide variety of textures and tastes in his snack factory.

NOTE TO LISTENERS AND READERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. You can click on a button to send me an email with your thoughts or challenging situations or innovative solutions. Check out our website for a wealth of ideas and a glimpse into the world of autism. www.FAQautism.com

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Getting Outside

dwightk — Tue, 25 May 2010 04:01:47 +0000

“As long as he had three meals a day, my son would probably be happy just sitting on his bed, flapping his hands and rocking,” commented the dad of an eight-year-old youngster diagnosed with autism. “I’m concerned about his physical health and emotional health, so I’m looking for some ideas for getting him out and about more.”

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This simple three-step strategy has helped a number of individuals with autism become more active. Step 1 is “do it anyway.” Step 2 is “make it routine.” And Step 3 is “keep it simple.

DO IT ANYWAY. Sometimes we fall into the trap of assuming a person doesn’t like doing something just because they don’t express enthusiasm about the activity. When my boys were young, I learned to avoid the question, “Do you want to go for a walk?” I also learned to avoid making comments like, “You’d better get some exercise” or “It isn’t good for you to just sit around.” Instead, I just announced that we were going on an adventure hike or a bike ride and shooed everyone out the door. As long as we are focusing on the well-being of youngster, we don’t need their permission. Parents and teachers of all teenagers learn quickly that teens often act apathetic and bored even if they are actually looking forward to an activity. The same can be true of So the key to success is to do it anyway.

MAKE IT ROUTINE. Individuals with autism often thrive on routine. Make an outdoor excursion part of your son’s daily routine. Mention it at bedtime or at breakfast. If he has a daily calendar or schedule, insert “outdoor adventure” in each day. Over time, it will become part of his daily routine, and he will just expect to get outside every day.

KEEP IT SIMPLE. Outdoor activities don’t need to be time-consuming nor cumbersome. We can make an impact on physical and emotional health by just walking around the block, walking out to pick up the newspaper and mail each day, throwing sticks for our dog to retrieve, shooting some hoops in the driveway, swinging in the sunshine, jumping on a trampoline, watering the outdoor plants, raking leaves, sweeping the sidewalk, tromping in the snow, or throwing a soft, squishy ball back and forth. The idea is to spend at least 15 minutes moving around outside every day.

Feel free to send your comments and ideas. Send a message to talk@FAQautism.com

NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com

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Sick Neck

dwightk — Mon, 17 May 2010 04:01:42 +0000

This will be a very brief podcast because I have actually lost my voice. But take a minute to listen, because I have two quick stories to tell you.

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First, it is very interesting to see the reaction of some of my friends with autism when I lose my voice. It is especially touching to notice responses of individuals who are typically rather unresponsive to other people and somewhat disconnected in social situations. When they notice the croaking sounds, some friends who are usually disengaged actually look at me, often with a quizzical, concerned look. One youngster reached out gently and touched my mouth as if trying to see why it did not work. Another young adult with limited language skills looked at me for a few moments, then asked, “Are you broken?” An 8-year-old heard me tell her parents I had lost my voice. She jumped up and exclaimed, “I’ll help you find it!” Her sincere good wishes made our hearts glow.

My hoarseness reminds me of a story by the mom of one of my long-time music therapy students. When he was in elementary school, the youngster with autism came home complaining of a “sick neck.” His teacher and parents assumed he was talking about sore or strained muscles. The situation escalated overnight and at school the next day until the frustrated youngster exploded into a temper tantrum. Something he said made his mom realize the youngster wasn’t talking about muscle pain. His term, “sick neck,” referred to a sore throat!

The “sick neck” experience helps me remember that we must all avoid assuming we know what a person with autism is thinking or feeling. And we must all adopt the role of detective to help translate terms and descriptions used by our friends so we can keep those lines of communication open.

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Less Dependent, Part 2

dwightk — Wed, 28 Apr 2010 04:01:13 +0000

Decreasing dependence on others is a challenge, especially when our friends with autism are unwilling to become more self-reliant, or if they have difficulty learning new skills or new routines. Under these circumstances, how can we encourage and teach a person to be less dependent?

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Decreasing dependence means different things for different people, but, in general terms, we are talking about teaching a person to complete daily living skills with less assistance, and shaping new routines necessary for self-reliance. To avoid being overwhelmed when approaching a gigantic, life-changing goal like this, break it down and patiently teach just one step at a time.

One strategy that works is the “52 Step Approach.” The basic concept of this creative approach is to purposefully teach one small task and to raise expectations for self-reliance just a notch each week. If your friend with autism takes just a tiny step forward each week, he will have taken 52 steps toward a higher level of independence by the end of just one year. Yipee!

So, for example, one of my friends with autism learned to gather up his dirty clothes into a basket one week, to put his clothes in the washer with little assistance the following week, and to transfer the clothes from the washer to the dryer the following week. Granted, this youngster still needed help with turning on the washer and dryer and with putting his clothes away, but he made great strides in just three weeks. This young teen also seemed to gain a sense of personal pride and seemed to portray some self-satisfaction from his work.

One word of caution: we tend to wait until our friends with autism are teens or young adults before we start teaching self-sufficiency. My experience over the past 40 years tells me that 2 years old is not too young to begin.

TIP FOR THE DAY: Don’t hesitate. Don’t wait until a perfect plan is in place. Start today. Just pick one small task, teach it to your friend with autism, then help them learn to complete that task with as little assistance and nagging as possible. Keep track of the tasks, then have a celebration in 52 short weeks.

Don’t hesitate click on the Toolkit tab on our website to learn more about practical, to-the-point, helpful Toolkits for family members, teachers, therapists, and others interested in the well-being of individuals with autism of all ages and levels of ability. http://FAQautism.com

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Emergency Evacuation

dwightk — Thu, 22 Apr 2010 04:01:49 +0000

Some of our faithful FAQautism.com followers live in parts of the world where earthquakes, volcanic eruptions, floods, tornadoes, tsunamis, and even civil unrest or war can lead to unexpected emergency evacuations. What would you grab in the event you and your youngster with autism were required to suddenly leave your home?

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Essentials. You might consider keeping a bag packed with a change of clothes and basic toiletries for everyone. If you must leave in a rush, don’t forget your cell phone, phone charger, and prescription meds.

Personal Bag. Let your youngster pack his own small, zippered bag with items such as a familiar book, favorite game or toy, familiar video/DVD and portable player, iPod, or other personal items. To help ease transition into unfamiliar surroundings during the emergency evacuation, include a small photo album with pictures of family, friends, pets, house, and other familiar people and places.

Sleep-Tight Bag. To help encourage peaceful sleep in unfamiliar places, pack your youngster’s pillow, sheet/blanket, pajamas, toothbrush, and teddy bear in a colorful stuff bag that is easy to identify and locate when you stop for the night.

YIKES! Kit. Keep an emergency kit handy that not only has first aid items and medications, but also some water bottles, snacks, water-free hand cleaner, wet-wipes, zip lock bags, flashlight with extra batteries, and other items you anticipate needing.

TIP FOR THE DAY: Calm, measured responses to emergency situations help prevent panic and helplessness. You can help allay anxiety and agitation in the event of an emergency evacuation by gathering up essential items. Be prepared!

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Independent Living

dwightk — Mon, 05 Apr 2010 04:01:08 +0000

What specific skills do our friends with autism need in order to live as independently as possible? Sometimes we focus on self-care like grooming and dressing or daily-living skills like laundry and cooking when thinking of self-sufficiency, but the list of skills necessary for independent living is VERY long!

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Autism, by definition, is complex. Anyone functioning on the spectrum of autism is dealing to one degree or another with deficits in communication and social interaction while, at the same time, dealing with issues related to transition, routines, sensory sensitivities, flexibility, and problem solving. The diagnostic criteria for autism raise some red flags about skills necessary for living independently.

For example, can a person who has challenges related to communication and social interaction participate successfully in a job interview? Can a person with extreme sensory issues and inflexibility survive apartment living? What about managing finances, getting along with co-workers, driving a car, planning and preparing meals, dealing with leisure time, home repair, and other aspects of daily life that most typical people take for granted? Can your friend with autism take care of all the day-to-day issues without any assistance?

The good news is that independent living is not an “all-or-nothing” proposition. Instead, we help people reach their greatest potential somewhere along this range of self-sufficiency.
1. Needs assistance in every step of daily care.
2. Completes personal care and daily living tasks with close supervision.
3. Completes personal care and daily living tasks with reminders.
4. Initiates some tasks and takes care of daily responsibilities, but still needs some reminders.
5. Functions somewhat independently in supported environment.
6. Lives independently with some support for transportation, financial management, or other issues.
7. Lives independently.

TIP FOR THE DAY: Beginning in early childhood, we can teach various skills and gradually give people opportunities over the years to practice new skills with as little prompting and supervision as possible. The ultimate goal is to help each person with autism become as self-sufficient as possible over time. The process never stops.

If you want some help with this process, with developing and implementing a plan that meets the specific and unique needs of an individual with autism, click on the Toolkit tab on our website for great resources; http://FAQautism.com

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Leave That Alone

dwightk — Tue, 16 Mar 2010 04:01:04 +0000

It is certainly challenging – if not impossible – to monitor what a person is doing 24/7. Parents, teachers, and others report the need to keep a constant watch on some individuals with autism in order to prevent injury and to protect breakable or potentially dangerous items around the house or school.

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For example, one family reported their inability to relax because, when left unmonitored, their 14-year-old with autism pull clothes from closets, items from drawers, food from cabinets, and books from shelves. His mother said, “We feel like all we ever say to him is, ‘Don’t touch’ or ‘Leave that alone.’ We need some ideas.”

Inaccessibility is the key to success until the teen learns to leave items alone. In many cases, it is simply not enough to just tell a person to leave something alone or to say, “Don’t touch.” For the time being, the family needs to put all fragile or potentially dangerous items in a place where they are out of reach.

This strategy might involve putting a lockable door on the kitchen and on bedrooms of other family members. Store computers, printers, television and VCR, remotes, and other electronic equipment in lockable cabinets or in separate rooms that can be locked. Breakable knick-knacks, pictures, or other valuables can be displayed in glass-front cabinets or displayed in a separate lockable room.

If the family has two bathrooms, all cleaning supplies, medications, mirrors, hair dryers, and other potentially dangerous items can be stored in one lockable bathroom. The son with autism must only be allowed access to the second, virtually empty bathroom.

The garage also needs attention. Store dog food, tools, plant food, and potentially dangerous items in locked storage areas. These same guidelines for removing the opportunity to touch or move items apply to every single corner of the house and yard that can be accessed by the teen.

TIP FOR THE DAY: Not every person needs such extreme measures, but the only guaranteed way to prevent injury and damage is to make potentially harmful items completely inaccessible. Only then can everyone in the house, classroom, or workplace relax and say something to their friend with autism other than “Leave that alone!”

Once we take the first critical step to ensure safety by removing temptation, we can systematically teach alternatives for destructive or harmful behavior. How can we develop effective strategies for teaching new skills and decreasing challenging issues? Just click on the Toolkit tab on our website for a wealth of practical, easy-to-utilize resources: http://FAQautism.com

The following posts may also be helpful:

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Emergency Food

dwightk — Thu, 04 Mar 2010 04:01:05 +0000

Some of my friends with autism and their families are sitting in the dark and cold this week because of a treacherous blizzard that damaged power lines and brought their region to a halt. Weather forecasts allowed advance planning in this case. But situations sometimes arise unexpectedly, making it imperative to keep emergency supplies at hand. Because food can be a breaking point issue for some individuals with autism, let us look at some viable options for stocking an emergency food kit.

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Special Diets. If your friend with autism has food allergies or requires a special diet, keep a sharp eye out for non-perishable, easy-to-prepare emergency foods that jive with those special needs.

Non-Perishable Foods. Although you can get propane stoves and other non-electric cooking devices, it is probably best to keep a food supply that does not require heating or refrigeration.

Meals. Some foods for “real meals” that so not require refrigeration or cooking include crackers, canned or packaged chicken or tuna, dried meats, olives, pickles, mustard, salsa, and other condiments as well as that old stand-by, peanut butter and jelly. Try the new “all-fruit” jellies with no sugar added.

Fruits and Veggies. When anticipating an emergency, gather a basket filled with apples, oranges, bananas, and other hearty fruits. You might also stock up on dried fruits and veggies that do not require refrigeration or cooking. Some favorites are raisins, dried apples and apricots, and dried veggie chips.

Food to go. Because we never know when an emergency might leave us stranded or without the ability to provide a regular meal to our friends with autism, we might want to keep a stock of nutritious snacks. In addition to some of the non-perishable foods listed above, gather up some cereal bars, snack mix, nutrition bars, pretzels, and other crunchy foods that can substitute for a missed meal if necessary.

TIP FOR THE DAY: Every person, of course, has different food preferences and dietary needs, but autism can magnify those needs. Emergency situations will run smoother if we plan in advance and stock an emergency kit with appropriate food.

Minor emergencies or frustrating situations can arise at unexpected times in our lives. Just click on http://FAQautism.com for a wealth of remedies for any crisis, large or small.

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Stealthy Veggies

dwightk — Mon, 01 Mar 2010 04:01:10 +0000

Research confirms what grandmamma always knew: “Vegetables are good for you.” Of course, veggies have no impact on the health of people who refuse to eat them. Let us look at 3 rules to follow when attempting to sneak healthy vegetables into the diet of individuals with autism.

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Rule #1 – no fanfare. The simple act of announcing (or, rather, pronouncing) healthy changes often results in resistance. You might consider dropping the word “vegetables” from your vocabulary. Just avoid saying things like, “You’d better eat your vegetables; they are good for you.” Adding more vegetables into the diet of a resistant individual with autism can best be accomplished if the changes are introduced without fanfare and very gradually, just increasing the amount of veggies in tiny, barely noticeable increments.

Rule #2 – blend in. Disguise the taste and texture of selecting one vegetable or a combination of veggies, giving them a whir in the blender, then stirring a bit of the pureed nutritional power mixture into spaghetti sauce, pizza sauce, meatloaf, stew, soup, or other dishes. You can even stir some into catsup or mix with ranch dressing or dip. Zucchini squash, tomatoes, red bell peppers, broccoli, green onions with tops, spinach, summer squash, green beans, green peas, carrots, cucumbers, and other veggies – fresh or cooked – are loaded with vitamins and antioxidants that make a big impact on long-term health.

Rule #3 – add crunch. Some folks who will not touch cooked vegetables love the crunch of raw veggies. The key is to serve the crunchy veggies in fairly small chunks. For example, cut celery into one inch chunks, add a bit of dip, and enjoy! Other good dippers are slices of cucumber, small carrot sticks, a sliver of sweet red pepper, or a thin slice of cauliflower. Another popular crunchy, tasty snack is dehydrated veggie chips, including colorful carrot slices, whole green beans, squash, and other nutritious crunchies.

TIP FOR THE DAY: The key to increasing vegetable consumption by picky eaters is to simply add more vegetables into daily diets, very gradually and without fanfare. Of course, you must take into consideration any food allergies or other dietary restrictions, but use these ideas to get the stealthy veggie attack underway.

The following posts may also be helpful:

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Winter Blues

dwightk — Thu, 25 Feb 2010 04:01:10 +0000

I just heard a weather report forecasting several days of cloudy, windy, cold weather. The meteorologist described the upcoming days as “gloomy.” Many of us are prone to slugishness and low energy in the winter months because of the short days and cold weather. Kids and adults can bust the gloomies by staying active and purposefully planning fun, enriching, outdoor activities every single day.

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GET OUTSIDE. No matter the weather, get outside frequently. Remember that walking around outside and exposure to natural light – even in cloudy weather – boosts moods and busts gloomies.

KEEP IT SIMPLE. Outdoor activities don’t need to be time-consuming or cumbersome. We can make an impact on physical and emotional health by spending just 15 or 20 minutes moving around outside every day. Spend time with your friend with autism enjoying one or more of these activities: walk around the block, walk out to pick up the newspaper and mail each day, throw sticks for your dog to retrieve, shoot some hoops in the driveway, swing in the sunshine, jump on a trampoline, water the outdoor plants, rake leaves, sweep the sidewalk, tromp in the snow, or throw a soft, squishy ball back and forth.

MAKE IT ROUTINE. Individuals with autism often thrive on routine. Make an outdoor excursion part of your friend’s daily routine. Mention it at bedtime or at breakfast. If he has a daily calendar or schedule, insert “outdoor adventure” in each day. Over time, it will become part of his daily routine, and he will just expect to get outside every day.

LEND A HELPING HAND. One thing that is guaranteed to bust the winter gloomies is to reach out a helping hand to other people. As a family, gather up outgrown coats, sweaters, socks, mittens, and other warm clothing and take them to an agency that provides services to needy children. Or volunteer to help in a soup kitchen on a cold winter evening. Your friend with autism can bake some cookies for a homebound neighbor or volunteer to put her newspaper on her porch every afternoon. The idea is to get off the couch and to go outside with a purpose.

TIP FOR THE DAY. Get out and about during the winter to raise spirits and help everyone not only survive, but enjoy the long winter months. Another way to raise spirits (especially mine) is to share this resource with other people who are interested in the well-being of individuals with autism. ☺ Have them click on http://FAQautism.com. THANKS!

The following posts may also be helpful:

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Age Differences

dwightk — Tue, 16 Feb 2010 04:01:54 +0000

Should teens and young adults participate in group activities with younger kids? For example, at what point do our friends with autism outgrow the need for participating in soccer, swimming, t-ball, and other adaptive recreational activities designed specifically for individuals with special needs?

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An FAQautism.com follower writes, for example, of an older teen who grabbed and squeezed the arm of an 8-year-old in a therapeutic swim class when the younger swimmer yelled loudly. The swim coach asked about the appropriateness of allowing the teen to participate in the class with younger children, saying the parents are adamant about their daughter’s participation.

There are many factors involved here, but let’s look first at the initial problem – squeezing arms. The teen’s arms are, naturally, longer than the younger kid. And her squeezing – a common behavior in autism – is probably her way of saying, “Don’t yell!” to that 8-year-old. But I’ve also been in situations where the smallest kid in a group was a serious hitter, biter, pincher, or scratcher, sometimes for not perceptible reason. When I find myself in situations like this, where minor or major aggression is involved, I plan all activities so that everyone is always out of reach of a person who is aggressive. And by that, I mean everyone is always out of reach. We’ll look at some effective ways to make that happen in a future podcast.

Now let’s take a look at the issue of age differences. I’ve been working in the same little towns for over 30 years, and my heart always breaks when kids grow up (and they all do!) and services dwindle away for them. I appreciate the parent’s being this teenager’s advocate and encouraging people to allow their daughter to participate in the swim group. At the same time, I also understand the concerns expressed by the swim coach. There are many reasons people of different ages may or may not work well together in a group. This question specifically addresses the issue of aggression by the teenager. Some thoughts:
1. The swim coach might talk to the young lady (even if she doesn’t seem to understand) and to her parents about making the teen an “assistant” in the class or group activity. That allows the coach to have her right by his side (or by the side of another adult assistant) at all times without it looking like he is isolating her from the group. It also helps distract her from yelling and other behavior by the younger kids that causes her aggressiveness.
2. The swim coach could also talk to the parents about the possibility of developing a therapeutic swimming group for older teens and young adults. The parents might be able to help recruit participants. Hmmm…wish this swim group were in my town so I could encourage some of my friends with autism to enroll!

Most importantly, the swim instructor will want to talk to the parents about concerns with their daughter squeezing the younger swimmer. Squeezing arms in an attempt to say “stop!’ is a rather typical behavior among individuals with autism. Talk to the parents in a positive, non-accusatory manner about how you are addressing the issue. Ask if they have other suggestions. When we provide services for individuals with special needs, we have to expect some challenging issues, so we need as many people on our team as possible.

TIP FOR THE DAY: Look carefully at all the contributing factors, then develop an effective plan to help this older teen participate successfully in therapeutic swimming, a plan that includes changing the changeable factors. Click on the Toolkit tab on our website http://FAQautism.com to check out these insightful, practical resources: Pinpoint the Problems Toolkit and Change the Changeable Toolkit.

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School Glue

dwightk — Tue, 09 Feb 2010 04:01:55 +0000

Sometimes very simple, everyday substances can solve complex, challenging issues related to autism. Today we are talking about one such “magical” substance: white school glue, sometimes known as Elmer’s glue.

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For logistical reasons and teacher peace of mind, glue sticks are beginning to replace white school glue on school supply lists. But I encourage parents, teachers, and others interested in the well-being of individuals with autism to keep a bottle of Elmer’s glue in their supply cabinet. You can use this non-toxic, inexpensive substance to fill leisure time, decrease boredom, encourage creativity, and distract attention. Some ideas:

+ SKIN PICKING. Some of our friends with autism obsessively pick at their skin, sometimes causing bleeding, sores, and wounds that do not heal readily. There are several options for breaking this cycle of picking at skin, one of which is the “school glue cure.” Just put a very thin layer of Elmer’s glue on the palm of a compulsive picker’s hand, then allow them to peel the dried glue layer. In most cases, the compulsive picker switches their focus to the glue, allowing their sores and scratches to heal.

+ NOSE PICKING. The same strategy can distract a compulsive nose picker. It is much more socially acceptable – and much healthier – to pick at palms than to pick at noses.

+ CREATIVITY. You can encourage budding young artists and help them learn patience by simply giving them a sheet of foil and a small bottle of Elmer’s glue. Let them put a continuous blob of glue about 2 or 3 inches in diameter on the foil. They can make a shape or just a general glob. The next step is to wait until the glue dries completely, until it is completely clear with no trace of white remaining. Depending on environmental factors, the drying process can take several hours or even all day. Once the glue glob is completely dry, encourage your friend to gently peel the foil off the back of the glue shape. Most individuals enjoy holding the interesting, translucent shape up to the light, bending it, and looking through it. Glue shapes can be hung by a string in front of a window or arranged on a colorful paper for a textured picture. If a person tends to rip objects or put items in their mouth, you can put their glue sculpture in a small ziplock bag so they can enjoy looking at and bending their creation without destroying it.

TIP FOR THE DAY: Sometimes the most effective solutions for various issues related to autism are simple and inexpensive. We welcome any ideas you have for using every-day objects to solve a problem or enrich the life of your friend with autism.

The following posts may also be helpful:

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Does It Matter

dwightk — Fri, 29 Jan 2010 04:01:40 +0000

The realities of autism can bring on a flood of challenges, a situation that causes parents, teachers, therapists, and other to scramble in efforts to change behaviors, teach new skills, deal with issues, and otherwise shape our friends with autism. Over time, we realize we cannot fix everything. When establishing priorities about issues that are most pressing, we need to take a step back, consider a single issue carefully, and ask the question, “Does it matter?”

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For example, a teen friend mentioned that his family and some teachers get upset if he rocks and flaps his hands. He said he wishes other people would be more tolerant and understanding of some of his “odd” behaviors. “I wish they could understand that sometimes I forget and just do things that make me look autistic.” He also commented that he wishes they would understand that making repetitive motions is “just part of autism, just like not hearing the telephone ring is part of being deaf.”

Although this teen’s family probably doesn’t intend to be critical, they might want to step back and decide if – in the grand scheme of things – his repetitive movements really make a difference. As long as the motions don’t harm anyone, it might be best to ignore things like rocking, repetitive hand movements, twirling hair, or humming.

And, since this teen is able to understand the needs of other people, he might want to monitor his habitual movements and sounds on his own. If he notices that other students in the class are distracted by his repetitive rocking, or that his visiting relatives are quite uncomfortable with his hand flapping, he might want to consider taking purposeful steps to decrease the constant motions for a period of time.

TIP FOR THE DAY: Of course, some repetitive or compulsive behaviors are potentially harmful to an individual or to other people. Teeth grinding, hurtful biting or scratching, putting harmful items or substances in mouth, squeezing pets, and other hurtful behaviors need to be addressed immediately. But, in general, repetitive motions or behaviors are a natural consequence of autism, so we might do best to tolerate some repetitive behaviors, realizing that, in the long run, they do not really matter.

The following posts may also be helpful:

Does It Really Matter? A teen who said, “A psychiatrist told my parents that...
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