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A therapist sent a message asking for ideas after one pre-teen landed in the hospital with dehydration after refusing to eat or drink after her favorite “sippy” cup broke. The situation is becoming so serious there is consideration of inserting a g-button. This is a last resort, of course, but, if it becomes necessary, there is some concern that the youngster will yank it out. Below are some ideas I shared with the family, therapist, and medical team.
1. I’m assuming the parents have purchased a new cup. In most cases, the transition to a new object can only work if the new cup or utensil is the same brand, same shape, and same color. Change – even in small details – can be very frustrating for some of our friends with autism.
2. Sometimes my friends who have these issues are tied to the smell of the object. I’m guessing just the bottom part of the cup broke, so, if the parents still have access to the top of the old cup, they might be able to put the old lid on the new cup to bring back the familiar smell.
3. They can also wash a new cup a number of times using the same type of washing they used with the old cup – dishwasher or hand washing or whatever using the same type of soap – to bring back that familiar feel and smell. I would also encourage them to fill it with the liquid the youngster usually drinks, then pour it out before washing then filling and washing over and over. (Think of breaking in a new blanket or pillow or seasoning a new cast iron skillet.)
4. Sometimes we tend to “make a big deal” over these types of transitions. It may work better to be matter-of-fact, saying nothing about the new cup and following the same routine for meals as usual – same time of day, same chair & table, same food, same atmosphere and conversation, etc.
5. Even if it doesn’t seem as if the youngster understands the conversations, it is absolutely critical that no one discuss her stubbornness, her refusal to eat or drink, or any other aspect of this situation in front of her, when she is asleep, or at any time or place with a remote chance of her overhearing the conversation/debate.
Because this situation is seriously threatening the health and well being of this youngster, it is critical to come up with a solution to get her back in the habit of eating and drinking. Then it would be good to start a specific program to slowly help her tolerate transition and change. For example, if the family is, indeed, able to acclimate the youngster to a new cup, they will want to purchase and “season” 5 or 6 cups to rotate in and out every day.
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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Autism is complex, and requires on-going assessment and monitoring of individual strengths and deficits. We cannot assume, for example, a non-verbal high school student with autism is unable to read or to understand physics. We cannot assume a college graduate and successful professional with autism is toilet-trained.
The Autism Society of America describes the uneven and unpredictable nature of autism by stating “although autism is defined by a certain set of behaviors, children and adults with autism can exhibit any combination of these behaviors in any degree of severity. Two children, both with the same diagnosis, can act completely different from one another and have varying capabilities” (Characteristics of Autism, 2008).
Teachers, parents, therapists, and others interested in the well-being of a person with autism might want to look at a wide variety of options for addressing the unique needs of that individual. We should take into consideration the unique combination of characteristics of each person when developing personalized strategies and interventions, thereby maximizing each person’s potential and impacting their quality of life. Sometimes that involves combining features of various approaches to autism rather than following just one specific program.
Autism Fact Sheet. Washington, DC: National Institute of Neurological Disorders and Stroke. Retrieved October 15, 2010, from http://www.ninds.nih.gov/disorders/autism/detail_autism.htm#155613082
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed.-text rev.). Washington, DC: Author.
Characteristics of autism. Autism Society of America. Retreived October 15, 2010, from http://www.autism-society.org/site/PageServer?pagename=about_whatis_char
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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I could actually write a whole book about this topic, but we try to make our FAQautism podcasts and e-mail posts short and sweet, so let us look at three key issues.
(1) ROUTINE. These days everyone in the family sort of grabs some food before basketball or in the middle of homework or when their favorite television show is over. This improvisational style may seem the best route until you find yourself dealing with behavior issues daily around meal time. Most individuals with autism thrive on routine, so consider picking a certain time for dinner each night and for breakfast each morning. This regular suppertime routine and breakfast will probably help everyone in the long run, but it will make a world of difference for your friend with autism.
(2) NO INTERRUPTIONS. Again, the new lifestyle involves constant pings, rings, bells, vibrating phones, and at least one television blaring. For just 15-minutes, turn it all off. You will be amazed how much that one act of courtesy will calm your friend with autism. And you will be amazed at the fun conversations that will erupt around the table.
(3) PITCH IN. One of the best gifts you can give your child, teen, or adult family member with autism is that of increased self-reliance. So everyone pitch in at the end of the meal to help with clean-up. Give your friend a different job each day, so he can enjoy the routine of clearing table on Mondays, emptying dishwasher on Tuesdays, taking out trash on Wednesdays, and so on.
TIP FOR THE DAY: All of these strategies may seem like a burden to the rest of the family, but just introduce the new routines quietly and cheerfully, accepting no grumbling, arguments, or drama. Most families and group homes that follow these three tips have commented on the increased calmness, decreased tantrums, and general contentment for their friend with autism. So, give it a try.
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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+ Matter-of-fact reports. Anticipation of upcoming events can actually add stress and increase agitation for some individuals. If our friends tend to take life as it comes along, we might want to adopt a matter-of-fact reporting style, just announcing the schedule for the day without adding extra detail.
+ Minimize fanfare. Although some individuals with autism need the extra preparation, others deal with upcoming events and changes better if we minimize the fanfare. For example, in the case of moving to a new house or school, we can simply announce the new event by saying something like this, “In May we are moving to this white house with a grey roof.” Then, the next week, we might say, “Your bed and books and toys will move to a new room in May.”
The straight forward, no-frills style of announcing new events or happenings can be much more acceptable than a long, detailed explanation like, “Honey, Dad needs to move closer to Granny so he can take care of her, and mom has a new job in Adamsville. So, Son, I am sorry that we will have to move away from our home. I know you love our home. And I know it will be hard for you to move away from a place you love and into a new house. But, don’t worry, Son. We’ll let you help us pick out a new home in Adamsville, one that has a big bedroom just like your bedroom. And we will find one that has a big backyard with trees just like our house here. I promise you will learn to love your new house. The important things is that we will all be together, Son, so, don’t you worry, we will help you make this change and will help you feel comfortable in your new home.”
TIP FOR THE DAY: Some people, whether they are diagnosed with autism or not, would not have dreamed of worrying about the move if it weren’t brought up. The long explanations and effusive apologies can be a red flag that increases anxiety and builds stress. So, in some cases, it is better to simply announce the facts and move forward.
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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Although not everyone agrees with me, I feel as if obsessive interest in an object like a blanket, a pair of shoes, a family photo, a book, or a favorite t-shirt is an inherent part of autism. Unless some serious health issues are concerned, it seems to me that we can allow our friends to hang on to things that bring them comfort and connections with pleasant memories in the past. Here are a few ideas that have worked for families over the years to help preserve those items that wear away.
TAKE PICTURES. Before the final pillow, teddy bear, or pair of shoes is wearing down to nothing, take pictures of your friend holding or wearing the favorite object. Sometimes the photos help smooth the transition to “life without my favorite pillow.” Also take photos of favorite pets, favorite cars, or favorite teachers to help smooth the transition to new pets, cars, or teachers.
SAVE THE SHREDS. When the t-shirt, blanket, or pillowslip is thread-bare and falling apart, rescue the shreds by sewing them in quilt fashion on a throw pillow. Teens, college kids, and even adults have favorite throw pillows, so it is certainly age-appropriate to integrate his favorite baby blankie into a pillow to keep on his bed or in a favorite recliner.
These are just a few ideas that help preserve favorite items and allow them to stay connected to old favorites via the remnants. This may appear a bit fanatical to some people, but it makes perfect sense to a person with autism who deals with exceptional obsessions every day.
TIP OF THE DAY: Our friends with autism probably appreciate our recognizing their extraordinary obsessions and our efforts to help preserve their favorites.
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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Volunteer work has a number of advantages, not the least of which is life satisfaction. Volunteering also gives some structure to daily schedules, purpose to life, and opportunities to meet and interact with new people. Working as a volunteer gives a person opportunities to make connections with their extended community and to build on their repertoire of job-related skills. Over time, a person may be able to move from being a volunteer into a paying job as they develop new skills and make connections with potential employers through their volunteer efforts.
Sometimes we need to think creatively to find an appropriate volunteer “job,” but the benefits are worth the effort. A volunteer can lend a helping hand for as little as twenty minutes a week or as much as five hours s a day. Some of my friends help fold bulletins at church, file medical records at the clinic, run the vacuum cleaner at the day care, help deliver Meals on Wheels, or helping an elderly neighbor put clothes in and out of a washer and dryer. Volunteer opportunities can range from helping feed animals at a shelter to playing piano during lunchtime at a nursing home. Attention to detail helps some of our friends with autism excel at tasks such as inputting data, sorting papers or mail, putting library books on shelves, or filing records. Even individuals with very limited skills can help water plants, push a grocery basket, or put newspapers on the porch for their neighbors.
TIP FOR THE DAY. Keep a sharp eye for volunteer opportunities that match the skills and interests of your friends with autism. All of our lives are enriched when people are given a chance to lend a helping hand.
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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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.
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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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
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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First, let’s take a look at the issue of respecting privacy. I often hear family members, teachers, and other caregivers say to an individual with autism, “Let’s go change your diaper” or “Go pee-pee before you have an accident.” I hear comments like that spoken loudly in public forums such as classrooms, family gatherings, and dinner tables. Even if our friend with autism does not appear to be embarrassed or even if he is just four years old, it would certainly be more respectful to say quietly, “Please come with me,” or “Let’s go wash our hands.”
Another issue that arises is confusion over the different terms used for the restroom. Among other things, toilets are called a bathroom, a restroom, the ladies room, the men’s room, or the john. The very nature of communication deficits related to autism stands in the way of making quick shifts between terms. One of my young adult friends with autism was asked by a friend if he needed to go to the bathroom. Taking that term very literally, the young man replied, “No, I took a bath last night.”
And, speaking of terms, parents might want to consider avoiding childish terms to describe “going to the restroom.” If a youngster with autism learns to say “pee-pee” or “Let’s go potty” when he is three years old, he is likely to use that same term when he is fifty-three.
The same can be true when we use anatomically correct words to label parts of the body. Sometimes folks with autism are unable to distinguish between words that are “o.k.” at home talking to parents and words that are more appropriate in social situations. A good rule of thumb is to use words at home that can also be said loudly in earshot of strangers in a restaurant or grocery store.
So, these are just some ideas to consider when dealing with private issues. It is up to us to set the tone for privacy and respect.
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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(1) Self-Care. Options for employment expand if an individual is able to take care of her basic needs independently or with minimal assistance. Teaching basic self-care skills such as toileting, lunch and snacks, washing hands, and taking care of personal items such as a backpack or nametag as independently as possible is a good place to start.
(2) Focus. Most jobs require that an employee focus on the task at hand. It is also important that a person focuses on the directions given by a boss or supervisor and to focus on any important announcements or on safety drills. But, most importantly, a person who can focus on a task for an extended period of time without reminders will have more job opportunities.
(3) Follow. Compliance is another critical skill in employment situations. An individual with autism will be much more productive in any job if she can and will follow directions with minimal assistance. If she has deficits in processing verbal instructions, she can be taught to use a visual schedule so employers and job coaches can successfully communicate the information she needs to complete a task or a job sequence. If she is rather strong-willed or uncooperative, we can gradually shape a more cooperative outlook and a willingness to follow directions and job procedures.
(4) Finish. Even when jobs are broken down into a series of smaller tasks, some individuals with autism are unable to complete those tasks without prompting. A person’s employment will be much more successful if he can learn to finish tasks or job sequences with less and less prompting from a supervisor or job coach. It is up to us to help our friends with autism become less prompt-dependent.
(5) Flexible. The nature of autism causes some individuals to be intolerant to changes in routine. Our friends will have a much more successful job experience by learning to be more flexible and to “go with the flow.”
TIP FOR THE DAY: These are just a few of the core skills necessary for employment. It is good to start early in teaching and shaping these skills since some are rather stubborn natural characteristics of autism.
We can also benefit from shaping our own skills so we can 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
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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1. This mom had a great idea for using duct tape to alleviate anxiety for her daughter when using a public restroom. Mom wrote, “Almost all the toilets have electric eye flusher systems – and the anxiety of it flushing when she wasn’t “ready” made her a wreck and me too – so I would tape over the electric eye while she was in the stall & then remove it when she was done.”
2. This mom also recommended duct tape for emergency repairs. If something breaks, you can fix it quickly and without fanfare. And I’m convinced duct tape has magic properties, i.e. somehow broken items stay together until you can get home and get a “real” repair job done.
3. Over the years, I’ve noticed the therapeutic qualities of duct tape. If one of my friends with autism gets anxious or frustrated, I stick a small piece of duct tape on the knee of their jeans or tennis shoes or even the palms of their hands. Repetitively sticking and unsticking the duct tape often distracts my friend and diffuses their distress.
TIP FOR THE DAY: I’ve noticed that duct tape comes in colors now, but, for some reason, I still like the traditional silver color. I keep a small roll in a ziplock bag with a small pair of scissors to get the tape going so I can tear off a bit easily.
Duct tape is handy, and so are our new FAQautism.com Toolkits. Click on the Toolkit tab on our website to check out these great resources; http://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 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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At least a week before school starts, parents of a youngster with autism who is attending a different school this fall might want to ask a counselor or other staff member to give their child an informal, low-key, personalized “welcome tour” helping them learn the location of their book locker and gym locker and classes. It would be good to help them pre-plan their daily route so they can get from class to class on time with all the necessary supplies and books.
Purposeful, casual, one-to-one instruction about some of the school traditions, procedures, and expected behaviors would certainly make transition MUCH smoother for individuals with autism, many of whom are visual learners and simply may not process all the verbal instructions given during orientation in a large all-school assembly.
So, before the first day of school, make arrangements for a “welcome tour” to help students with autism learn about (1) emergency drills and procedures, (2) expected behavior during morning announcements, (3) location of restrooms, (4) expected behavior in the hallways between classes and during classes (5) procedure for riding the school bus, (6) lunchroom procedures, (7) expected behavior during pep rally and other group gatherings, (8) procedures for dressing out in gym class, and (9) who to contact with questions or problems. I encourage parents to tag along if appropriate so they can help remind their youngster of the new routines if needed.
We welcome your input. Share challenges and ideas based on your experiences or intuition. Just click on the comments button or send an e-mail 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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I remember one young lady who did not understand the implications of a “Traditions Rally” on the first day of high school. In keeping with one of the long-standing school traditions, everyone walked around the school seal on the floor in the lobby in memory of fallen soldiers from their high school. Needless to say, everyone was horrified the next morning when they saw this young freshman standing in the middle of the school seal the next day, holding her back pack, and looking up at the sky light in the dome high above the seal.
This attentive young lady was an honor student with normal receptive language and an excellent memory. But she was missing the executive function required to translate the information about the memorial seal from a hypothetical discussion to an expected behavior. Fortunately, she didn’t pick up on the disapproval of her peers, and a teacher quietly helped her understand that she needed to stand outside the decorated area on the floor, but that could have easily turned into a disaster.
Some elementary schools use a “traffic light” system to monitor noise in the lunchrooms. When the light is green, people are free to talk to their neighbors. A yellow light is a warning to talk softly, and a red light is a signal for complete silence. Because many youngsters with autism think in concrete terms, their literal interpretation of the traffic light makes it difficult to generalize the rules from car traffic to the noise level in the cafeteria.
A young teen was embarrassed when she stood up in gym class. The coach had said, “All the boys, pay attention. You need to stand up.” The female student focused on the coach’s words when he said, “pay attention” and “stand up,” so she missed that key phrase, “all the boys.”
Miscommunication results when we assume youngsters know the meaning of symbolic words. For example, some of my young friends with autism have taken the phrase “moment of silence” literally during the morning announcements, leading to problems with talking during that very long “moment.”
One of my pre-teen friends with autism took the principal’s instructions very literally when she said, “Everyone will sit with their homeroom during lunch.” So, after getting his lunch tray, the young student walked to his homeroom to eat! ☺
We hope you will share your experiences about communication glitches at school, home, or work. Just click on the comments button or send an e-mail 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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Because of individual differences, it is difficult to come up with a “one-size-fits-all” strategy for building a smooth bridge between summer and the school year. But several basic strategies have helped the process for lots of folks over the years.
ACKNOWLEDGE THE DIFFICULTY. If we recognize and accept that fact that resistance to change is a natural result of autism, we can take positive, pro-active steps to help our youngsters make a smooth transition from summer to school. The whole process can be less stressful if family members, teachers, and others accept the fact that transition and change are difficult for many individuals with autism. That doesn’t mean that we should ignore inappropriate and troublesome behavior, but it does mean that we can adopt an attitude of helping our friend on their journey rather than getting frustrated with their tantrums and stubbornness.
INTRODUCE CHANGE GRADUALLY. Several weeks before school starts, we can gradually begin introducing structure to the evening routine and to the morning routine. We can gradually begin waking our youngster up closer and closer to the time they will need to rise once school starts.
MAKE TRANSITION AN ADVENTURE. Purchase a calendar that can be used to keep track of the last weeks before school starts. Your youngster with autism can mark off each day in a countdown to school, and he can write down “back-to-school events” such as shopping for school supplies and Meet the Teacher night. Your family can have a “Last Day of Summer” party that includes swimming, carving a watermelon, churning ice cream, or other favorite summer activities. Granted, a low-key approach is better for some individuals with autism who would be overwhelmed with all this excitement, but others get distracted with the celebrations, making back-to-school blues evaporate.
We welcome your input. Share challenges and ideas based on your experiences or intuition. Just click on the comments button or send an e-mail 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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TRANSITION. Our friends tend to focus on one activity and to resist changing to a new activity. Even when heading for a favorite activity, individuals with autism struggle with transition. Inflexibility and transition issues often lead to severe emotional meltdowns, resulting in pre-schoolers with autism being viewed as difficult, stubborn, and disruptive.
BOUNDARIES. Many early childhood group activities are on the floor with no visible boundaries. The lack of a defined sitting space leads most pre-schoolers to lie on their backs, lean on their neighbors, and kick their feet. These and other wiggly, squirmy actions interfere with their participation in the group. The squirmy issue is often magnified with a child with autism.
CHANGE OF RULES. During free time and play time, pre-schoolers are encouraged to run and shout and throw balls and talk to their friends. All of a sudden, the rules change when they come to circle time. Even very cooperative, compliant kids have trouble sorting out different rules for different places in the same classroom.
FOCUS. The teacher must be somewhat of an entertainer in order to capture and hold the attention of the students during group time. Circle time usually consists of singing songs, using puppets, telling stories, and displaying pictures and interesting objects. When teaching youngsters with autism, there is a fine line between these two principles: (1) making things interesting enough to capture and maintain attention, and (2) making things too bright and too noisy and too fast, leading to sensory overload.
PARTICIPATION. Social interaction, receptive language, expressive language, and reciprocal communication are all skills necessary for successful participation in most group activities. ALL of these areas are inherently challenging for individuals with autism.
Given these factors, it is easy to see how a youngster with autism might perceive a pre-school classroom as chaotic. lWe invite you to share your observations and experiences. Just click on the comments button or send an e-mail 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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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.
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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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.
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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One strategy for making the most of each day is to plan a “Summer Special” – an event that a youngster can look forward to each day in August. This can be something very simple, a fun activity that celebrates summertime. For example, you could add any one of these activities on a calendar each day in August:
1. playing in the water sprinkler
2. giving the garden or trees or birds a drink
3. counting stars and fireflies as they emerge after sunset
4. making lemonade
5. guessing which of two ice cubes will melt first on a hot sidewalk
6. collecting shells or rocks or sticks in a box
7. getting up early to watch the sun rise
8. writing a letter to grandmamma
9. taking a trip to the library every other day
10. making homemade ice cream or popcorn or other fun snack
TIP FOR THE DAY: The idea is to find some simple activities your child or your friend with autism enjoys, then put one on the calendar each day. This helps decrease the agitation of waiting, and it helps everyone celebrate the current day rather than focusing on a future event.
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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Personal Travel Bag. Let your youngster pack his own small, zippered bag with items such as a small toy, familiar book, familiar video/DVD, or other personal favorites from home. To help ease transition into a new situation, include a small photo album with pictures of his room, pets, house, and the destination of your vacation.
Sleep-Tight Bag. To help encourage peaceful sleep in unfamiliar places, pack his pillow, sheet/blanket, and pajamas 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, a change of clothes, water-free hand cleaner, wet-wipes, and zip lock bags. Quart sized zip lock bags are good for a traveler who feel nauseous.
Explorer’s Bag. Prepare a small bag that includes a map, a disposable camera, binoculars, and a folder that can be filled with a “Destination Collection” of postcards and other souvenirs. Help your friend with autism remember take a picture of the group at every stop along the way – even roadside parks or places to eat – to record a visual history of the adventure.
Do you have some ideas for helping ease anxiety and behavior issues when traveling? Send them our way by clicking on the comments button or sending an e-mail 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: Mar 28, 2008
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It seems to me that a great deal of time and energy is spent in attempts to extinguish repetitive behaviors and to diminish obsessive interests of individuals with autism. A junior high teacher commented recently that she wasn’t certain she agreed with IEP goals for diminishing rocking and hand posturing for one of her students. “When he makes a comment in class, he just gets excited,” said the teacher. “But his rocking and hand movements don’t seem to interfere with his ability to express his opinion and the other students don’t seem to be distracted, so I don’t see the value in bringing attention to the behaviors.”
A teenager with autism wrote that she felt obligated to hide her tendency to flap her hands and her rather intense interest in a certain topic in order to please her parents. “I think they are embarrassed that I am autistic,” she commented. “Or maybe these obsessions just irritate them.”
For whatever reason, obsessive interests and repetitive, ritualistic behaviors are inherent in autism. Under certain circumstances, there is certainly merit in addressing these issues. People might want to ask these questions when considering an unusual preoccupation or a persistent ritual.
1. Is it detrimental to the well-being of the individual with autism?
2. Does it threaten the safety of the individual or people around him/her?
3. Is it disruptive to others in the classroom, job site, or living situation?
4. Is it irritating to others who spend time with the person?
5. Is it in the best interest of the individual with autism to decrease the frequency or intensity of the behavior?
Depending on the answers to this question, target goals and strategies can be developed to address the issues in an appropriate manner. We welcome your opinion about this issue. Just click on the comments button or send an e-mail 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: Mar 20, 2008
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