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The 3 Interventions to Prevent Meltdowns in Kids on the Autism Spectrum

"Mark, You refer to 'meltdowns' quite frequently in your articles. Is it not similar to a tantrum... if not, what can be done to prevent them?"

A meltdown is not identical to a tantrum (although there is an overlap on occasion). From a biological standpoint, a meltdown is an emotional outburst wherein the higher brain functions are unable to stop the emotional expression of the lower (i.e., emotional and physical) brain functions. 
 
Kids who have neurological disorders are more prone to meltdowns than others (although anyone experiencing brain damage can suffer from meltdowns too).

From a psychological standpoint, there may be several goals to a meltdown, which may or may not be the "rewards" that are consciously desired by the youngster. To many parents and teachers, these goals may seem irrational, inappropriate, and sometimes criminal. 
 
To kids familiar with - or trained to recognize - the psychological causes of such behavior, however, there are clear emotional, cognitive, behavioral, and biochemical correlates to meltdowns.
 
==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder

The three major interventions that are usually most effective in preventing a meltdown from manifesting in children with High-Functioning Autism (HFA) include (1) managing emotions, (2) a sensory diet to maintain optimal sensory regulation, and (3) visual supports.

1. Managing emotions:

Most often, the youngster's feelings are way too big for the situation. Managing felt emotions does not come automatically, but can be learned over time with systematic instruction. CBT is one example of an effective therapy for managing emotions.

2. Sensory diet:

Children with High-Functioning Autism usually do not have sensory systems that regulate automatically; rather, they must discover how to keep themselves regulated. This is most often accomplished by employing a sensory diet.

Just as a youngster needs food throughout the course of the day, he needs sensory input – and opportunities for getting away from stimulation – spread out over the whole day. A “sensory diet” is a carefully designed, personalized activity plan that provides the sensory input an autistic child needs to stay focused and organized throughout the day. In the same way that you may soak in a hot tub to relax, kids on the autism spectrum need to engage in stabilizing, focusing activities, too.

Each ASD youngster has a unique set of sensory needs. Generally, a youngster whose nervous system is causing him to be hyperactive needs more calming input, while the youngster who is more under-active or sluggish needs more arousing input.

The effects of a sensory diet are usually immediate and cumulative. Activities that perk up your youngster - or calm him down - are not only effective in the moment, but they actually help to restructure your youngster’s nervous system over time so that he is better able to:
 
(a) handle transitions with less stress,
(b) limit sensory seeking and sensory avoiding behaviors,
(c) regulate his alertness,
(d) increase his attention span, and
(e) tolerate sensations and situations he finds challenging.

3. Visual supports:

 “A picture is worth a thousand words” is the absolute truth. Although each child on the autism spectrum has a unique experience, processing written and spoken words is not considered to be her “first language.” Visual supports can be anything that shows rather than tells. Visual schedules are often used successfully with many ASD children. 
 
Having a clear way to show beginnings and endings to the activities shown on the visual schedule helps the child to have smooth transitions, thus keeping a meltdown from gathering momentum. For the best results, visual supports need to be in place proactively rather than waiting until the child's behavior unravels to pull them out.
 
 
Resources for parents of children and teens on the autism spectrum:
 

==> Videos for Parents of Children and Teens with ASD
 
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COMMENTS:

Anonymous said… Meltdowns are not always "temper tantrums." I am a certified Aspie and my meltdowns usually have nothing to do with temper to anger. Meltdowns are the result of overstimulation in some area. It could be related to sensory issues such as a certain noise, or certain colored lights, or it could be a reaction to an emotionally charged situation (we don't understand emotions so when emotions are high it is unnerving and we can't handle it). I recently wrote about a meltdown on my own blog The Christian Aspie. It is a first hand account, through the eyes of an Aspie. It is horrible to experience. There is a lot of anxiety and stress, an out of control feeling. I have had milder meltdowns when people lie to me. I have also had rather serious meltdowns when I have just been overloaded in one way or another (usually sensory related). The thing to remember is that 1. We can't help it. Sometimes I have to stomp or flap my hands to release the pressure. 2. There is nothing you can do about it except to try to get the person into a sensory friendly (low sensory input - low lights, muted sound, isolated, etc) area.

Anonymous said… I think a lot of it is semantics. The closest term to describe a 'Meltdown', is a severe temper tantrum, altho a temper tantrum in a 'normal' child is generally caused by a child that is simply not getting his way and has learned that if he pitches a big enough fit, he will get his way. No Aspie or Aspie parent wants that perception to be used to describe an Aspie meltdown. I think there is also a big difference between a 'meltdown' and a 'shutdown', depending on how the aspie deals with the anxiety and often overwhelming experience of trying to navigate the 'normal' world. Some aspies INternalalize their feelings and emotions, and some EXternalize them. An internal 'meltdown' I would describe more as a 'shutdown'. They may be just as devastating to the child, but don't have the same outward effect on those around them, as a full-blown 'meltdown' can have. Especially if it happens in public. In my opinion, the term 'meltdown' has become way overused by some parents to describe anytime their child, aspie or not, cries or doesn't behave perfectly. I often want to tell these parents, "you apparently have never seen a real meltdown". In our experience, Mark Hutton described a meltdown perfectly, and I think the overuse, and misuse of the term minimizes what Aspies and their caregivers deal with daily. Thank you Mark for clarifying this. 

Anonymous said... A meltdown can be very subtle. Essentially they are overwhelmed with emotion or sensory input. Early on this can be expressed as irritability (early in the meltdown). It can go into a tantrum/screaming fit or just as easily into what I call a shutdown (retreating somewhere "safe" and trying to block the world out).

Anonymous said... A meltdown is NOT the same as a tantrum. A meltdown is involuntary, it is not under the child's control, and it is usually due to sensory overload, something important getting changed unexpectedly, or some kind of "straw that broke the camel's back," when somebody's been under chronic stress and there's a final incident that they just can't take anymore. Good ways to avoid one are to tell a child in advance if something in their plans or schedule is getting changed--not waiting until the last minute. Figure out what kind of environmental/sensory stresses cause them sensory overload, and avoid those, or make sure they have a way to escape if they need to.

Anonymous said... I found my meltdowns used to occur mostly in social situations that were noisy -- too much noise, too many people talking, too much input. I have learned to handle them by staying to the side of a room, so it is not all around me and occasionally having a time out (from the noise) where I would go outside or to the bathroom & just breath and calm down. But them I am over 50 and have had many years to figure out what works. It is not a tantrum which, as I understand it, comes from anger and not having ones own way; it seems to be a sensory overload which explodes.

Anonymous said... Tantrums are typically from not getting their own way. Meltdowns or at least with my son are usually because he got overwhelmed with something and doesn't know how to properly express it to me. Kudos for finding something that works for you!
 
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What To Do When The School System Fails To Meet Your Child's Special Needs

"We've had a rough school year with our son (6 year old with high functioning autism). So glad it's coming to a close in a couple weeks! My husband and I are seriously considering some alternate form of education for him in the next school year. What have other parents done in a situation where the school is simply not meeting their child's special needs?"

All Aspergers and high-functioning autistic (HFA) children are different and will have unique characteristics and behavior. Various traits will be displayed differently in every one diagnosed with the disorder. This can make it difficult for schools to adjust their program or restructure the environment in the classroom to accommodate the "special needs" child. As a result, some parents discover that the traditional school setting is not the best scenario for their child.

If you are considering a different educational route for your youngster, then one of the following alternatives may prove to be a good option:

Home Schooling—

The number of home-schoolers in America continues to grow and now totals more than 1.4 million children. The typical home-schooled child is involved in 5.2 social activities outside the home each week. These activities include afternoon and weekend programs with conventionally schooled children, such as ballet classes, Little League teams, Scout troops, church groups and neighborhood play. They include midday field trips and cooperative learning programs organized by groups of homeschooling families. For example, some Washington, D.C., families run a home-school drama troupe that performs at a local dinner theater.

Increasingly, moms and dads of students with Aspergers and HFA are choosing to home-school their kids. This may be because they are dissatisfied with their youngster's school district, his curriculum, or issues related to his IEP. Some moms and dads may feel they know best how to meet their youngster's educational needs, or they wish to afford their youngster individualized educational opportunities that build on passions and interests and provide one-on-one attention. In the most disconcerting circumstances, kids with the disorder may be home-schooled because they have been taunted and bullied by other children, or because educators have misperceived them as “lazy” or devalued them as “underachievers.”

The superintendent of the school district in which the family resides has the responsibility for the supervision of a home-schooling program. When an initial decision is made to home school a child, a mother or father submits a notarized affidavit to the superintendent indicating the plan to home-school the child. The affidavit should be accompanied by a set of objectives that are to be worked on for that school year. This process may be done at any time in the initial school year; however, in subsequent school years August 1 is the deadline for submission.

The school district is required to provide books to the home-schooling family of the texts used by the children in the school who are in the same grade level as the home-schooled child. There is a wealth of curriculum offerings available to home-schooling families as most major educational publishing houses have come to recognize the home school market. Some families choose to invest in one curriculum and use it exclusively; other families pull resources from various places. The one substantial advantage to educating from a traditional homeschooling model is that the supervisor of the program has the flexibility to make decisions that she feels are best for the child and to use materials that are consistent with the needs and abilities of the child.

Throughout the school year the supervisor of the program should keep a record of the days of instruction and all the subjects logged by the child. Some use a plan book, some use a calendar or computerized log. The supervisor also should be consistently and regularly gathering examples of the work done by the child for the portfolio to be assembled for the end-of-the-school year evaluation.

In addition, tutors may be accessed for various areas that the home school supervisor doesn't feel qualified to teach. Private schools or educational institutions affiliated with religious denominations may offer a more individualized curriculum with one-on-one instruction, but the cost of enrolling your youngster may be prohibitive.

When deciding to home-school, parents should be aware of the advantages and disadvantages of homeschooling so they can prepare for any challenges they may encounter.

Waldorf School Model—

Waldorf schools offer a developmentally appropriate, balanced approach to education that integrates the arts and academics for kids from preschool through twelfth grade. It encourages the development of each youngster's sense of truth, beauty, and goodness, and provides an antidote to violence, alienation, and cynicism. The aim of the education is to inspire in each child a lifelong love of learning, and to enable them to fully develop their unique capacities.”

Though most Waldorf schools are autonomous institutions not required to follow a prescribed curriculum, there are widely-agreed guidelines for the Waldorf curriculum, supported by the schools' common principles. Government-funded schools may be required to incorporate aspects of state curricula.

The Waldorf curriculum has from its inception organically incorporated multiple intelligences. There are thus a few subjects largely unique to the Waldorf schools. Foremost among these is Eurythmy, a movement art usually accompanying spoken texts or music which includes elements of role play and dance and is designed to provide individuals and classes with a "sense of integration and harmony". The arts generally play a significant role throughout the pedagogy and Waldorf education's unique integration of the arts into traditional content has been cited as a model for other schools.

The school considers that each phase of childhood requires different perspectives. This translates into seven-year spans, starting at birth through age twenty-one. Throughout, the emphasis is about sequentially teaching what is good, truthful, and beautiful. By these standards, educators honor the work of all kids. The individual interpretations of each youngster are valued in balance with the contributions of others. Kids are shown with care how to be discriminating, thoughtful, and prudent.

Virtual Charter School—

The virtual charter school is like a “public school in a home environment,” but it is not the same as home schooling. Former U.S. Secretary of Education William Bennett and some others started a company called K12, headquartered in McLean, Virginia. K12 provides the curriculum and management services; the virtual charter school hires the educators and support staff. The head of the school, the controller, and a few others are employees of K12.

Why choose a Virtual Charter School?
  • Academic accountability
  • Co-curricular learning opportunities
  • Community involvement
  • Diamond Model Partnership - parent, teacher, family support coordinator and excellent K12 Inc. curriculum
  • Flexible learning opportunities
  • Safe and nurturing home-based learning environment that offers education at an appropriate pace
  • Socialization and outings
  • State-of-the-art technology

To attend a virtual charter school, the child's mother/father withdraws him from the local school district and enrolls him in the virtual charter school. The school district funding follows the child and encompasses books, materials for art and for science experiments, a computer, and other materials. The child also receives a regular education teacher, a special education teacher, and an IEP, just as in the local school district.

The educators become the educational supports working in partnership with the moms and dads (who have the lead) to educate the youngster and ensure he takes all the state-mandated standardized tests. The mother or father must log time daily on a website and track the child's progress, such as what lessons he has completed; lesson plans are also received via the website. Frequent field trips, all of an educational nature, are planned as a way for the kids, educators, and moms and dads to connect with one another.

Charter Schools—

Charter schools are nonsectarian public schools of choice that operate with freedom from many of the regulations that apply to traditional public schools. The "charter" establishing each such school is a performance contract detailing the school's mission, program, goals, students served, methods of assessment, and ways to measure success.

The length of time for which charters are granted varies, but most are granted for 3-5 years. At the end of the term, the entity granting the charter may renew the school's contract. Charter schools are accountable to their sponsor (usually a state or local school board) to produce positive academic results and adhere to the charter contract.

The basic concept of charter schools is that they exercise increased autonomy in return for this accountability. They are accountable for both academic results and fiscal practices to several groups: (1) the sponsor that grants them, (2) the parents who choose them, and (3) the public that funds them.

Most states have an educational option called charter schools, in which the school district has received a “charter” from the state. The charter provides rules, such as where it is located and the maximum number of children permitted to attend. With a charter, the school district receives the funding and allocations based on the number of children. The state department of education grants the school district funding to pay for teacher salaries, equipment, and materials to meet the individual needs of each child in a charter school.

Charter schools are considered “public schooling” and must abide by all state regulations. The charter school may have an emphasis on the arts or science with a smaller teacher-child ratio.

Delta Program—

DELTA is best described as a cooperative endeavor among students, parents, and teachers to develop personalized learning programs which best meet the needs and interests of individual students while providing a shared sense of community effort. An important goal is to help students become responsible, independent learners and contributing community members through experiential learning activities and community involvement.

Since its 1974 inception, the Delta program has become a national model for alternative, “nontraditional” educational programming for eligible kids from grades seven through twelve. Delta is founded on the belief that children are motivated to do their best when they are responsible for their own learning. Classes are not arranged by grade level, but by learning level, from introductory to mid-level to high level.

Delta is a partnership between the child, moms and dads, and staff through shared decision-making. Enrollment does not exceed 200 children at a time in order for educators, administrators, and support staff to provide quality, personalized interactions with children. Children are required to complete all state-mandated requirements for education the same as their peers. The program differs in that each child has an advising team (like an IEP team), and an open campus structure allows for flexibility, experiential learning, and community service projects.

Each semester, children in tandem with their advising team design personal educational schedules by choosing from courses offered in required subject areas. However, as a guide, each course has a difficulty level that ranges from introductory to mid-level to high. When planning child schedules, the set number of credits required in each subject area is taken into account along with the difficulty level. In advance of course enrollment, each Delta child is aware of the course content, learning objectives, and the manner in which his work will be evaluated — all of which serves to promote independence and personal responsibility in learning.

Benefits of Alternative Educational Programming—
  • Alternate educational placements may benefit the youngster with Aspergers or HFA through smaller teacher-child ratios, leading to more individualized attention and quality assurance in your youngster's learning comprehension.
  • Educational curricula in alternate settings may have greater flexibility and provide for enhanced opportunities to reinforce curricula in ways that may be tangible and concrete for the youngster on the autism spectrum, such as regular field trips to museums, businesses, landmarks, and other community attractions.
  • Greater individualized attention may mean that your youngster's personal passions can be used to underscore his learning in ways that might prove difficult or impossible in larger public school classes.
  • Smaller class size may afford instructors the luxury of time to focus attention on meeting the unique educational needs of each youngster.
  • There may be opportunity for creative programming in which the youngster may have myriad choices from which to select when planning class projects, presentations, or reports.

Disadvantages of Alternative Educational Programming—
  • A disadvantage to alternative educational programming and placement may be the cost.
  • Social opportunities may be more limited with smaller or one-child classes unless efforts are made to compensate for this.
  • If a newly designed program is considered, planning, implementation, and start-up time are all factors that may be deterrents for some.

Your local school district or state department of education should be able to provide you with details about a range of education program options, as well as funding options and obligations in order for you to make an informed decision about where your youngster receives his or her education.


More resources for parents of children and teens with Asperger's and High-Functioning Autism:

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Remarkable Traits That Your Child on the Autism Spectrum Has That “Typical” Kids May Not Have

In the social world, there is not a huge benefit to a precise eye for detail; however, in the worlds of cataloguing, computing, engineering, linguistics, math, music, and science, such an eye for detail is crucial.

The genes for ASD Level 1 [High-Functioning Autism] include a combination of abilities that have operated throughout recent human evolution and have made remarkable contributions to human history.

Here are just a few of the “abilities” associated with ASD (i.e., a low central coherence cognitive style):

1.    Visual, three-dimensional thinking – most people on the autism spectrum are very visual in their thought processes, which lends itself to countless useful and creative applications.

2.    Logic over emotion – although people with ASD are very emotional at times, they spend so much time ‘computing’ in our minds that they get quite good at it, and they can be very logical in their approach to problem-solving.

3.    Internal motivation – they are motivated internally, as opposed to being motivated by praise, money, bills or acceptance - which ensures a job done with conscience and with personal pride.

4.    Independent, unique thinking – people on the spectrum tend to spend a lot of time alone and will likely have developed their own unique thoughts as opposed to a ‘herd’ mentality.

5.    Honesty – the value of being able to say “the emperor isn’t wearing any clothes.”

6.    Higher IQ – some experts say that those with ASD often have a higher than average general IQ.

7.    Higher fluid intelligence – scientists have discovered that ASD kids have a higher “fluid intelligence” than neurotypical kids, which is the ability to (a) find meaning in confusion and solve new problems, and (b) draw inferences and understand the relationships of various concepts, independent of acquired knowledge.

8.    Focus and diligence – the autistic person’s ability to focus on tasks for a long period of time without needing supervision or incentive.

9.    Attention to detail – sometimes with painstaking perfection!

Kids on the spectrum are a varied group of people who are mostly bright, funny, articulate, caring, logical, honest, and persistent – and who just happen to think and behave a bit differently.
 
 


 

Resources for parents of children and teens on the autism spectrum:
 

==> Videos for Parents of Children and Teens with ASD
 
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Your Child on the Autism Spectrum: What the Future Holds

*** Prognosis ***

There is some evidence that kids with High-Functioning Autism (HFA) may see a lessening of symptoms as they mature. Up to 20% of kids may no longer meet the diagnostic criteria as grown-ups, although social and communication difficulties may persist.

People with HFA appear to have normal life expectancy, but have an increased prevalence of comorbid psychiatric conditions (e.g., major depressive disorder, anxiety disorder) that may significantly affect prognosis.

Although social impairment is life-long, the outcome is generally more positive than for people with lower functioning autism spectrum disorders. For example, autism spectrum disorders (ASD) symptoms are more likely to diminish with time in kids on the high functioning end of autism. 
 
Although most students with the disorder have average mathematical ability and test slightly worse in mathematics than in general intelligence, some are gifted in mathematics. HFA has not prevented some grown-ups from major accomplishments such as winning the Nobel Prize.

Kids on the spectrum may require special education services because of their social and behavioral difficulties, although many attend regular education classes. Teens with the disorder may exhibit ongoing difficulty with self care, organization and disturbances in social and romantic relationships. Despite high cognitive potential, most young adults with HFA remain at home, although some do marry and work independently.

Anxiety may stem from (a) preoccupation over possible violations of routines and rituals, (b) being placed in a situation without a clear schedule or expectations, or (c) concern with failing in social encounters. The resulting stress may manifest as inattention, withdrawal, reliance on obsessions, hyperactivity, or aggressive or oppositional behavior.

Depression is often the result of (a) chronic frustration from repeated failure to engage others socially, and (b) mood disorders requiring treatment may develop. Clinical experience suggests the rate of suicide may be higher among teens on the autism spectrum, but this has not been confirmed by systematic empirical studies.

Education of families is critical in developing strategies for understanding strengths and weaknesses. Helping the family to cope improves outcomes in these young people. Prognosis may be improved by diagnosis at a younger age that allows for early interventions, while interventions in adulthood are valuable, but less beneficial.

As one parent stated, "I keep telling my 7 year old that things may be more difficult for him than other kids but he is smarter than his brain (the best way i can describe it at his age) and that he can train his brain to over come most any obstacle. i truly believe that this is possible with a lot of hard work."
 
 


 
More resources for parents of children and teens on the autism spectrum:
 
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Kids on the Autism Spectrum and Amusement Parks: Avoiding Over-Stimulation

Amusement parks and recreational theme parks can quickly propel the high-functioning autistic (HFA) or Asperger's youngster into total overload if you, the parent, are not careful.

Your youngster may have enthusiastically anticipated the trip, but no youngster deliberately seeks the public embarrassment and humiliation of a meltdown near the exit to the roller-coaster ride because of improper planning or pacing. This “behavioral” communication (i.e., meltdown) is a last resort when all else has failed.

Going to the Amusement Park: 25 Tips for Parents—

1. At first, start slow with gentle rides, paying careful attention for signs of over-stimulation.

2. After each ride, process the experience with your youngster to gather his impressions and tolerance level. Some children absolutely relish the sensory feedback they derive from seemingly violent, whirling, spinning, upside-down-turning rides – but some don’t, and after the ride is over, they may flip into a full-blown meltdown.

3. Allow your youngster to record the highlights of your activities with a camcorder, with your youngster directing the “movie” and providing the narration, of course.

4. Appoint your youngster the responsibility of taking photographs to share with family and friends. Disposable cameras make this easy and inexpensive, even if you are also using a camera of your own.

5. At some point during the day, know that your child may need the total solitude offered by a nap or reading time in the hotel room.

6. Be aware that many amusement rides feature flashing and spinning lights that may vary in intensity or kick up in intensity once the ride starts. The concern here is that this constant “strobe light” flickering may induce a meltdown in those kids who are overly-sensitive to visual stimuli.

7. Before arriving at the park, play visual memory games about the surroundings, review the day's written agenda, and discuss what you anticipate may be experienced on the rides.

8. Consider museums. Museum may provide a calmer, slower-paced atmosphere that your youngster may find conducive to becoming absorbed in the subject matter.

9. Consider purchasing an “easy pass” or “fast pass” offered for some attractions. Learn about the rules and premium costs involved to access such a system. The passes may be available only at certain times for certain rides, which may cause you and your youngster to rearrange your schedule.

10. Create a “schedule-of-events” with your youngster before arriving at the park.

11. Engage your youngster in assisting you to prepare for attending a theme park by researching all the details (e.g., how far, mode of travel, where to stay, how much, etc.).

12. Ensure that your HFA or Asperger's youngster is clear in understanding the written rules about the ride (e.g., keeping arms and hands inside, staying seated, etc.).

13. Have a quiet lunch somewhere in order to give your child a break from the environmental stimuli (e.g., noise, congestion, etc.).

14. If the theme park is located in an area with other “spin-off” type activities and amusements on a smaller scale, consider attending one of those instead of the park.

15. If there is a way to link any of the theme park activities to one of your youngster's passions, do it! For example, if your youngster is interested in monkeys, then the nearest zoo might be a better option over some other attraction.

16. If you feel anxious about how you would feel riding a certain ride, it's probably a good measuring tool to deny your youngster admittance. As a guide, many amusement parks offer brochures that are coded to indicate appropriate age levels.

17. If your youngster becomes easily distracted by noise — especially unpredictable noises like train whistles, buzzers and bells, or other loud sounds emanating from rides — wearing an iPod and listening to favorite music will be a good survival tool.

18. In addition to scheduling downtime, it may be best to pace the sequence of activities (e.g., riding a roller coaster followed by attending the dolphin show, then on to an exhibit display before tackling another fast-paced ride).

19. Know that riding certain rides can look tempting and exciting — until you're a passenger!!! Take the time to carefully observe any ride you are considering with your youngster prior to boarding. The thrill of most amusement rides is based on surprise, fear, and strong centrifugal force. The extreme emotional and physical stimulation may be too much for your youngster to endure.

20. Make sure that your youngster (a) is hydrated with cold drinks throughout the day, (b) wears sun-block (and a hat, if tolerated), and (c) stays as comfortable as possible while waiting in very warm conditions. He may not know to express his growing discomfort or may be oblivious to it entirely.

21. Many theme parks offer a faster, alternate line for children with disabilities to quickly board rides and other amusements. Selecting this alternative may be ‘stigmatizing’ for your youngster, however many moms and dads with kids on the spectrum swear by this convenience.

22. Stick to the schedule to the very best of your ability and pay attention to your youngster for any signs that the vacation is wearing thin on him, which he may not be communicating.

23. Theme parks are notorious for large crowds and long lines. You know your youngster best and have a sense of his endurance and tolerance thresholds. Build in breaks and downtime throughout the day.

24. Waiting in line can be a frustrating exercise in patience for many children. The HFA youngster may not immediately understand why it's necessary to wait in line. It may be helpful to prepare a written story, in advance of the trip, to review with your youngster before and during long waits in line (include details about what to do and how to conduct oneself while waiting).

25. Weigh whether you think an amusement park vacation is appropriate for your youngster in the context of your family makeup.

==> Preventing Meltdowns and Tantrums in Kids on the Autism Spectrum
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Kids on the Autism Spectrum Who Spoil the Family Vacation: Tips for Parents

 "We're planning a family vacation [spring break] for the end of March. Past vacations have been super stressful due to our child's  tantrums and meltdowns (he has high functioning autism). His behavior turns what would be a very relaxing time into ...honestly, pure hell. We're almost glad to get back home so our son can get back into his usual routine (i.e., comfort zone). Any tips on how to make this next trip less of a headache?"

Some parents find it hard enough to venture out to the grocery store with a high-functioning autistic (HFA) youngster, much less go on a week-long vacation. Like most things, it takes a little planning and preparation. A youngster on the spectrum tends to react much better when he knows what to expect.

Even “neurotypical” kids (i.e., children without the disorder) tend to become irritable and frustrated in constantly changing environments, crowds, and loud noise – but for the HFA youngster, these things are magnified and can frustrate him to the point of boiling-over.

Grown-ups with the disorder tend to become withdrawn when they are over-stimulated or stressed, but HFA kids tend to externalize their stress, which often leads to a meltdown. As a parent of a youngster on the autism spectrum, you will face unique challenges when you break his normal routine. 
 

Trying the strategies below can make vacations easier for both you and your son:

1. Always travel with comfort food and toys. “Toys” is a broad ranging term, meaning anything from stuffed animals for your youngster to an iPod for your husband.

2. Prepare to be flexible. Even the best laid plans can go awry, especially with an HFA child as part of the group. You were going to have a great family reunion, and then your youngster had a meltdown. That's ok! Just tell the family "Randy isn't feeling well, and we'll need to take off early." Head back to Hotel, put on a video, and kick back. After all, it's your vacation, right?

3. Bring your routine along. As much as possible, attempt to stick to your youngster's normal home routine while you are away. When you must break the routine, make sure to prepare your youngster in advance for what is to come.

4. Check into the all the possibilities. You may have decided against Disneyland based on noise level or food issues. But think again. Disneyland, like many destinations, offers a variety of options for different kinds of visitors. Before you decide that a place will not suit your family, ask about special services and amenities. Research the options and find services that suit your special needs.

5. Choose "off" times for fun. Most children on the spectrum do better with quiet, low-key experiences. If it is summer and you're at the beach, hit the waves early or late in the day or year. If you're considering a theme park, wait until fall or early spring. Early Sunday morning is a great time to explore popular museums.

6. Choose your destination wisely. As you plan your vacation, choose a place that is as calm and quiet as possible. You can find plenty of quieter options that are still lots of fun (e.g., a lake) that take into account your desire for something new and different and your youngster's dislike for noisy, chaotic environments.

7. Chances are that, sometime during your vacation, you'll run into someone who will make a judgmental comment about you, your family, and your child. That someone should not be allowed to spoil your vacation. Be prepared to ignore rude comments and move on to the next activity.

8. Have a plan. Before going on vacation, think about what you will be doing and plan some activities that you know your youngster is comfortable with and will enjoy.

9. Keep it simple. Don't plan too much for any one day, and remember that this is vacation. Try not to make plans that can't be changed if your child has a tough day.

10. Keep your sense of humor throughout the trip.
 

11. Look for special hotel accommodations. When selecting a hotel, think about what special amenities (e.g., an in-room refrigerator and dining area) might make your youngster more comfortable. Be sure to put in your requests in advance at the time of your booking.

12. Make a memory. Take pictures of the event and work with your youngster to make a book of pictures that can help your youngster remember the things that you did.

13. Pack familiar things. Bring some familiar things from home, such as favorite bedding or a personal DVD player, to make your youngster more comfortable.

14. Bring earplugs and snacks for plane trips, music and picnic food for car trips, and portable music and video for all long-distance travel.

15. Practice beforehand. In the days and weeks leading up to the event, use role-play and rehearsal to let your youngster practice and learn how to deal with the upcoming social situations.

16. Tools like visual planners and social stories can make all the difference to your youngster's experience. If you're going back to a place you've been before, make a memory book from last year's photos. If not, use the Web to find images from Google or tourism websites. You can also create a personalized "social story," describing the whats, wheres, whos and whens of your planned vacation.

17. Relax. If you are stressed, your youngster will sense it. So stay calm and relax as much as possible so that you can enjoy yourself and decrease your youngster's anxiety.

18. Structure your days. It's true that vacations are supposed to be opportunities to kick back and take things as they come. For a child with HFA, however, unplanned time can be extremely stressful. That doesn't mean a planned activity for every hour of the day, but it does mean a daily structure.

19. Travel during less-crowded times. Instead of taking a flight at the same time everyone else does, book an off day or during low season to reduce stress and receive more attention and service.

20. Consider shorter vacations. Rather than going on the traditional week-long excursion, consider a “weekend get-away” or a 4-day trip. Why go away for 7 days if the last 3 days are going to be pure hell.

It may not be effortless to enjoy a vacation when your youngster has an autism spectrum , but with some planning and adjustments, you can make these occasions memorable events that your whole family can enjoy.


COMMENTS:

•    Anonymous said... Can you get a disability pass from Disney for a child with ADHD and Aspergers? I doubt my son will tolerate the lines so, I was hoping to get a pass to cut the time down.
•    Anonymous said... I learned last year onour trip to Universal that my boys need to know what is going to happen on amusement park rides to help with their anxieties about them. We are planning a trip to Disney next year and I plan on researching the rides beforehand. I want to have detailed descriptions of them so that my sons can look over them so they will have an idea of what is coming.
•    Anonymous said... I've learned I have to tell my son ahead of time before we go anywhere. He needs to know where we are going and why. I also try to give him an estimate of how long it should take. Giving him something to do like "can you put the items in the cart when we find them" is another good thing to keep his mind on a task instead of just dreading his walking way through a store for 20 minutes.
•    Anonymous said... We are wanting to go camping this summer, so we are preparing our son by going on short outings to where we want to camp, and making each trip there a little longer. We are also finding out what we will need to bring for him as entertainment as well, with each trip we take we learn more Hope you all have a wonderful summer!

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