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Addressing Self-Harm Behaviors in Children on the Autism Spectrum

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"When my daughter (high functioning autistic) gets really upset, she pulls her hair (YANKS IT BY THE HANDFULL!). How can we stop this? Why does she do this? Is this something other parents deal with who have a child on the spectrum?" Many children on the autism spectrum don’t know how to adequately verbalize their emotions. As a result, they may “act-out” their uncomfortable feelings by self-injuring. To make matters worse, research has found that self-injury is an addictive behavior. When a youngster self-injures, “feel-good” endorphins flood his bloodstream. In many cases, the rush is so pleasing that he learns to view self-injury as soothing instead of destructive. Self-harm is one of the most devastating behaviors exhibited by children on the autism spectrum. The most common forms of these behaviors include: hand-biting, head-banging, and excessive self-rubbing and scratching.  There are many possible reasons why a child may engage in self-harm, including the fo

Problem-Solving Skills for Hostile Teens on the Autism Spectrum

Addressing hostility and aggressiveness in teens on the autism spectrum can be a frustrating and demanding process. The challenge for parents and teachers is to address the behavior in a constructive manner, rather than simply reacting to it. When these teenagers are exhibiting hostile behaviors, it is often a sign that they are not receiving adequate support in mastering their environments, both at home and school. In addition, their aggressiveness does not necessarily reflect willfulness, rather they lack the social skills needed to “fit-in” and to be accepted by others – especially their peers. Click here for the full article...

Sensory Integration Dysfunction in Children on the Autism Spectrum

Sensory integration focuses primarily on 3 basic senses: (1) proprioceptive, (2) vestibular, and (3) tactile. Their interconnections start forming before birth and continue to develop as the youngster matures and interacts with his environment. These 3 senses are also connected with other systems in the brain, and even though they are less familiar than other senses (i.e., taste, smell, sight, and hearing), they are critical to basic survival. Sensory processing functions on a continuum. Everyone has difficulty processing certain sensory stimuli (e.g., a certain touch, taste, smell, sound, movement etc.) – and everyone has sensory preferences. Processing difficulties only become a Sensory Processing Disorder when a child is on extreme ends of the continuum or experiences disruptive, unpredictable fluctuations which significantly impact developmental skills and everyday functioning. Click here for the full article...