Search This Blog
Showing posts sorted by relevance for query emotions. Sort by date Show all posts
Showing posts sorted by relevance for query emotions. Sort by date Show all posts

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
 
----------
 

 
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!
 
Post your comment below…
 
By

Meltdowns versus Tantrums in Autistic Kids: Crucial Strategies for Parents and Teachers

"How does one tell the difference between meltdowns and temper tantrums in a child with ASD level 1? I certainly do not want to punish my son for something he cannot control." 

ASD level 1 or High-Functioning Autism is a neurological condition. The brain is wired differently, making this disorder a lifelong condition. It affects communication, social interaction and sensory issues. ASD is often referred to as the "invisible syndrome" because of the internal struggles these kids have without outwardly demonstrating any real noticeable symptoms. Thus, difficultly assessing someone with the disorder is even more impacted.

Kids with this disorder struggle with a problem and internalize their feelings until their emotions boil over, leading to a complete meltdown. These outbursts are not a typical temper tantrum. For children on the autism spectrum (and for their parents), these episodes are much worse.

Many of these kids may appear under-receptive or over-receptive to sensory stimulation and therefore may be suspected of having vision or hearing problems. Therefore, it's not unusual for parents or teachers to recommend hearing and vision tests. Some kids may avoid gentle physical contact such as hugs, yet they react positively to rough-and-tumble games. Some kids on the spectrum have a high pain tolerance, yet they may not like to walk barefoot in grass.





There are nine different types of temperaments in ASD children:
  1. Distractible temperament predisposes the child to pay more attention to his or her surroundings than to the caregiver.
  2. High intensity level temperament moves the child to yell, scream, or hit hard when feeling threatened.
  3. Hyperactive temperament predisposes the child to respond with fine- or gross-motor activity.
  4. Initial withdrawal temperament is found when children get clingy, shy, and unresponsive in new situations and around unfamiliar people.
  5. Irregular temperament moves the child to escape the source of stress by needing to eat, drink, sleep, or use the bathroom at irregular times when he or she does not really have the need.
  6. Low sensory threshold temperament is evident when the child complains about tight clothes and people staring and refuses to be touched by others.
  7. Negative mood temperament is found when children appear lethargic, sad, and lack the energy to perform a task.
  8. Negative persistent temperament is seen when the child seems stuck in his or her whining and complaining.
  9. Poor adaptability temperament shows itself when children resist, shut down, and become passive-aggressive when asked to change activities.

 ==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

Some meltdowns are worse than others, but all leave both parent and kid exhausted. Meltdowns are not a pretty sight. They are somewhat like overblown temper tantrums, but unlike tantrums, meltdowns can last anywhere from ten minutes to over an hour. When it ends, both you and the autistic child are totally exhausted. But… don’t breathe a sigh of relief yet. At the least provocation, for the remainder of that day, and sometimes into the next, the meltdown can return full force.



Meltdowns are overwhelming emotions and quite common in kids on the spectrum. What causes them? It can be anything from a very minor incident to something more traumatic. How long do they last? It’s anyone’s guess. They last until the kid is either completely exhausted, or he gains control of his emotions, which is not easy for him to do.

If your youngster has to find ways to cope with the disorder, expect her to experience both minor and major meltdowns over incidents that are part of daily life. She may have a major meltdown over a very small incident, or may experience a minor meltdown over something that is major. There is no way of telling how she is going to react about certain situations. However, there are some ways to help your kid learn to control his emotions.

ASD children don’t really have the knowledge to decipher when their actions are inappropriate. When your kid is calm and relaxed, talk to her about her meltdowns if she is of an age where she can reason and learn to work with you. This will probably not be until the kid is seven or eight years old. Then, tell her that sometimes she does things that are not appropriate. Have her talk to you about a sign you can give her to let her know when this happens.

All you can do is be patient with your kid while she is having a meltdown, though they are emotionally exhausting for you as well as he. Never punish her for experiencing a meltdown. Overwhelming emotions are part of the traits associated with the disorder, but if you work with your kid, she will eventually learn to control them somewhat.

These young people don’t like surprises and some don’t like to be touched. Never rush to your youngster and give her a hug. If you want to hug her, tell her exactly what you are going to do. A surprise hug can send her into an even worse meltdown than she is already experiencing.

ASD kids like to be left alone to cope with emotions. If your kid says something like, “I just want to be left alone,” respect her wishes for at least a while. You can always go back in ten minutes and ask if you can help. Do not be hurt if she refuses.

Work with your youngster as she grows older to help her learn to cope with daily life. Remember, she sees the world much differently than we do and needs help deciphering exactly how we see the world. While working with her on this, she will give you clues as to how she sees the world and a firmer bond will be established.




 ==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

It is much easier to prevent meltdowns than it is to manage them once they have erupted. Here are some tips for preventing meltdowns and some things you can say:
  • Avoid boredom. Say, “You have been working for a long time. Let’s take a break and do something fun.”
  • Change environments, thus removing the child from the source of the meltdown. Say, “Let’s go for a walk.”
  • Choose your battles. Teach children how to make a request without a meltdown and then honor the request. Say, “Try asking for that toy nicely and I’ll get it for you.”
  • Create a safe environment that children can explore without getting into trouble. Childproof your home or classroom so children can explore safely.
  • Distract children by redirection to another activity when they begin to meltdown over something they should not do or cannot have. Say, “Let’s read a book together.”
  • Do not ask children to do something when they must do what you ask. Do not ask, “Would you like to eat now?” Say, “It’s suppertime now.”
  • Establish routines and traditions that add structure. For teachers, start class with a sharing time and opportunity for interaction.
  • Give children control over little things whenever possible by giving choices. A little bit of power given to the child can stave off the big power struggles later. “Which do you want to do first, brush your teeth or put on your pajamas?”
  • Increase your tolerance level. Are you available to meet the child’s reasonable needs? Evaluate how many times you say, “No.” Avoid fighting over minor things.
  • Keep a sense of humor to divert the child’s attention and surprise the child out of the meltdown.
  • Keep off-limit objects out of sight and therefore out of mind. In an art activity keep the scissors out of reach if children are not ready to use them safely.
  • Make sure that children are well rested and fed in situations in which a meltdown is a likely possibility. Say, “Supper is almost ready, here’s a cracker for now.”
  • Provide pre-academic, behavioral, and social challenges that are at the child’s developmental level so that the child does not become frustrated.
  • Reward children for positive attention rather than negative attention. During situations when they are prone to meltdowns, catch them when they are being good and say such things as, “Nice job sharing with your friend.”
  • Signal children before you reach the end of an activity so that they can get prepared for the transition. Say, “When the timer goes off 5 minutes from now it will be time to turn off the TV and go to bed.”
  • When visiting new places or unfamiliar people explain to the child beforehand what to expect. Say, “Stay with your assigned buddy in the museum.”

  

There are a number of ways to handle a meltdown once it has started. Strategies include the following:

  • When possible, hold the child who is out of control and is going to hurt himself or herself or someone else. Let the child know that you will let him or her go as soon as he or she calms down. Reassure the child that everything will be all right, and help the child calm down. Parents may need to hug their child who is crying, and say they will always love him or her no matter what, but that the behavior has to change. This reassurance can be comforting for a child who may be afraid because he or she lost control.
  • If the child has escalated the meltdown to the point where you are not able to intervene in the ways described above, then you may need to direct the child to time-away (not to punish, but to remove the child from the current environment!). If you are in a public place, carry your child outside or to the car. Tell the child that you will go home unless he or she calms down. In school, warn the child up to three times that it is necessary to calm down and give a reminder of the rule. If the child refuses to comply, then place him or her in time-away for no more than 1 minute for each year of age (again, not to punish, but to remove the child from the current environment).
  • Remain calm and do not argue with the child. Before you manage the child, you must manage your own behavior. Spanking or yelling at the child will make the meltdown worse.
  • Talk with the child after the child has calmed down. When the child stops crying, talk about the frustration the child has experienced. Try to help solve the problem if possible. For the future, teach the child new skills to help avoid meltdowns such as how to ask appropriately for help and how to signal a parent or teacher that the he or she knows they need to go to “time away” to “stop, think, and make a plan.” Teach the child how to try a more successful way of interacting with a peer or sibling, how to express his or her feelings with words and recognize the feelings of others without hitting and screaming.
  • Think before you act. Count to 10 and then think about the source of the child’s frustration, this child’s characteristic temperamental response to stress (e.g., hyperactivity, distractibility, moodiness), and the predictable steps in the escalation of the meltdown.
  • Try to intervene before the child is out of control. Get down at the child’s eye level and say, “You are starting to get revved up, slow down.” Now you have several choices of intervention.
  • Unlike a meltdown, you can ignore a tantrum if it is being thrown to get your attention. Once the child calms down, give the attention that is desired.
  • You can place the child in time away. Time away is a quiet place where the child goes to calm down, think about what he or she needs to do, and, with your help, make a plan to change the behavior.
  • You can positively distract the child by getting the child focused on something else that is an acceptable activity. For example, you might remove the unsafe item and replace with an age-appropriate toy.

Post-tantrum management:

  • Teach the child that anger is a feeling that we all have and then teach her ways to express anger constructively.
  • Never, under any circumstances, give-in to a temper tantrum. That response will only increase the number and frequency of the tantrums. Also, when an Asperger child has become accustomed to successfully manipulating parents with tantrums in the past -- but then doesn't get his way with today's tantrum -- it can often escalate into a meltdown. Now the parent has two distinctly different problems (that may look the same) to address.
  • Never let meltdowns interfere with your otherwise positive relationship with the child.
  • Explain to the child that there are better ways to get what he or she wants.
  • Do not reward the child after a meltdown for calming down. Some children will learn that a meltdown is a good way to get a treat later.

==> Videos for Parents of Children and Teens with ASD
By

Understanding Meltdowns in Children with Level 1 Autism

"I'd like to figure out what causes my child's meltdowns. She's autistic (level 1) and is getting more out-of-control lately. My suspicion is that she is dreading going back to school (starts 5th grade). We had several bad experiences last year, and she may be thinking that it's going to be more of the same this year - IDK."

Level 1 Autism, or high-functioning autism, is a neurological condition. The brain is wired differently, making this disorder a lifelong condition. It affects communication, social interaction and sensory issues.

Level 1 Autism is often referred to as the "invisible disorder" because of the internal struggles these kids have without outwardly demonstrating any real noticeable symptoms. Thus, difficultly assessing someone with Level 1 Autism is even more impacted.



Kids with high-functioning autism and Asperger's struggle with a problem and internalize their feelings until their emotions boil over, leading to a complete meltdown. These outbursts are not a typical temper tantrum. For children with Level 1 Autism (and for their parents), these episodes are much worse.

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

Many Level 1 Autistic kids may appear under-receptive or over-receptive to sensory stimulation and therefore may be suspected of having vision or hearing problems. Therefore, it's not unusual for parents or teachers to recommend hearing and vision tests. Some kids may avoid gentle physical contact such as hugs, yet they react positively to rough-and-tumble games. Some Level 1 Autism kids have a high pain tolerance, yet they may not like to walk barefoot in grass.

There are nine different types of temperaments in Level 1 Autistic children:
  1. Distractible temperament predisposes the child to pay more attention to his or her surroundings than to the parent.
  2. High intensity level temperament moves the child to yell, scream, or hit hard when feeling threatened.
  3. Hyperactive temperament predisposes the child to respond with fine- or gross-motor activity.
  4. Initial withdrawal temperament is found when children get clingy, shy, and unresponsive in new situations and around unfamiliar people.
  5. Irregular temperament moves the child to escape the source of stress by needing to eat, drink, sleep, or use the bathroom at irregular times when he or she does not really have the need.
  6. Low sensory threshold temperament is evident when the child complains about tight clothes and people staring and refuses to be touched by others.
  7. Negative mood temperament is found when children appear lethargic, sad, and lack the energy to perform a task.
  8. Negative persistent temperament is seen when the child seems stuck in his or her whining and complaining.
  9. Poor adaptability temperament shows itself when children resist, shut down, and become passive-aggressive when asked to change activities.

Some meltdowns are worse than others, but all leave both parent and kid exhausted. Meltdowns are not a pretty sight. They are somewhat like overblown temper tantrums, but unlike tantrums, meltdowns can last anywhere from ten minutes to over an hour. When it ends, both you and your child are totally exhausted. But… don’t breathe a sigh of relief yet. At the least provocation, for the remainder of that day, and sometimes into the next, the meltdown can return full force.

Meltdowns are overwhelming emotions and quite common in Level 1 Autistic kids. They can be caused by anything from a very minor incident to something more traumatic. They last until the kid is either completely exhausted, or he gains control of his emotions, which is not easy for him to do.

If your child suffers from Autism, expect her to experience both minor and major meltdowns over incidents that are part of daily life. She may have a major meltdown over a very small incident, or may experience a minor meltdown over something that is major. There is no way of telling how she is going to react about certain situations. However, there are some ways to help your daughter learn to control her emotions.

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

Autistic children don’t really have the knowledge to decipher when their actions are inappropriate. When your daughter is calm and relaxed, talk to her about her meltdowns if she is of an age where she can reason and learn to work with you. This will probably not be until the kid is seven or eight years old. Then, tell her that sometimes she does things that are not appropriate. Have her talk to you about a sign you can give her to let her know when this happens.

All you can do is be patient with your daughter while she is having a meltdown, though they are emotionally exhausting for you as well as he. Never punish her for experiencing a meltdown. Overwhelming emotions are part of the Autism traits, but if you work with your daughter, she will eventually learn to control them somewhat.

Level 1 Autistic kids don’t like surprises and some don’t like to be touched. Never rush to your daughter and give her a hug. If you want to hug her, tell her exactly what you are going to do. A surprise hug can send her into an even worse meltdown than she is already experiencing.

These young people like to be left alone to cope with emotions. If your daughter says something like, “I just want to be left alone,” respect her wishes for at least a while. You can always go back in ten minutes and ask if you can help. Do not be hurt if she refuses.

Work with your daughter as she grows older to help her learn to cope with daily life. Remember, she sees the world much differently than we do and needs help deciphering exactly how we see the world. While working with her on this, she will give you clues as to how she sees the world and a firmer bond will be established.

Highly Acclaimed Parenting Programs Offered by Online Parent Support, LLC:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book

==> Highly Effective Research-Based Parenting Strategies for Children with Asperger's and High-Functioning Autism

By

Promoting Generalization of Social Skills: Help for Kids & Teens on the Spectrum

"What would be some ways to teach my teenage son [age 13] social skills? He really needs some friends but turns them off much of the time, so he's kind of a loner as it goes. What ideas have worked for others?"

Children with Asperger’s (AS) and High-Functioning Autism (HFA) are likely to have difficulties with social skills. In fact, about 75% of these children exhibit social skills deficits. Also, about 29% of teens with AS and HFA required social skills training beyond high school.

The importance of developing social competence can’t be overestimated since it is associated with academic achievement, peer acceptance, and employment success. Regrettably, the lack of social competence during early childhood is the single best predictor of mental health problems later in adulthood. Even more shocking is that experiencing significant difficulties with social skills becomes more unbearable over time, underscoring the crucial need for early social skills training.

Parents and educators can successfully teach social skills to AS and HFA children. But, the true challenge lies in ensuring that these children get the necessary social skills “where and when they count.” Most parents and educators have been relatively unsuccessful in promoting “generalization” of newly acquired social skills to natural settings (i.e., teaching social skills in a way that enables the child to apply his or her knowledge to varied situations and environments). Thus, the need to adopt intervention strategies that promote social skills generalization is critical.



Here are some ways that parents, educators, and even therapists (i.e., “instructors”) can promote generalization of social skills across situations, settings, and other people:

1. Kids with AS and HFA often need direct instruction in recognizing and labeling the emotions of themselves and others. Parents and teachers need to verbally label feelings to provide these kids with the “language of emotions.” Often times, “instructors” fail to realize that AS and HFA kids confuse emotions. Helping them to use the appropriate language and place a label on a feeling makes that feeling less scary and underscores the fact that others experience similar emotions. Kids can learn to recognize and use “para-language” (i.e., information that communicates emotion with or without words), for example, attitudes, facial expressions, gestures, interpersonal space, posture, and speech patterns.

2. Parents and teachers can capitalize on "teachable moments," which promote social skills generalization. However, some “instructors” need to learn how to incidentally teach. “Incidental teaching” involves the spontaneous teaching of skills during “naturally occurring” situations and encouraging kids to use skills at appropriate times.

3. Parents and teachers should identify social skills that are of crucial importance at both home and school (e.g., accepting criticism, controlling anger, following directions, giving and receiving compliments, listening, sharing, taking turns during conversations, understanding others' feelings, etc.). After the parent and teacher identify the social skill together, they can identify situations in which to teach it (e.g., times to share might be when peers play together, when a neighborhood youngster comes to visit, or when the family plays a board game together).

4. Parents and teachers should think in terms of "zones of behavior” when setting boundaries with AS and HFA children. For example, a green zone can include desired behavior, a yellow zone can include behavior that is tolerated in order to give these kids learning opportunities or to indulge them during a particularly difficult or stressful time, and a red zone can include behavior that isn’t tolerated under any circumstances (e.g., the behavior is too dangerous to the youngster or others, is immoral, is unethical, is illegal, is socially unacceptable, etc.).


5. Recognize an emotion as a teaching opportunity. Recognizing uncomfortable emotions as opportunities for teaching and intimacy (rather than as reasons to criticize, reprimand, or punish the AS/HFA youngster for experiencing these feelings) is an important piece to social skills training.

6. Teach AS and HFA children social skills in settings where the skills will be used. If teaching skills in a natural setting isn’t possible, parents and teachers can use role-playing to reflect a variety of settings or teach these kids to self-monitor their use of skills across settings. “Instructors” can also recruit other adults who play a role in the child’s life to prompt, teach, and reinforce use of appropriate social skills.

7. Make use of “cognitive mediators.” One method that enables AS and HFA children to generalize social skills is the use of cognitive mediators (e.g., positive self-talk, self-monitoring, self-recording, and self-reinforcement).

8.  Teach skills that are valued in the natural setting. Selecting social skills valued by peers, educators, and moms and dads increases the odds that “skill use” will be reinforced. Real-life reinforcement is essential if social skills training efforts are to continue over time.

9. Some instructors (whether a parent, teacher, or therapist) “overly-control” the instructional presentation to help AS and HFA children acquire new social skills. In other words, they adopt standardized presentation procedures, present information in a prescribed order, and require mastery before moving on to the next skill. Although these methods promote “skill acquisition,” they usually work against “skill generalization.” Thus, social skills instructors can encourage AS and HFA children to generalize by employing a variety of models and role-playing actors, reinforcing social skills across settings and situations, teaching several skills several times a day, and using natural language.

10. The importance of reinforcing or praising AS and HFA kids for using appropriate social skills (or “attempting” to use them) cannot be stressed enough.




11. Use reinforcement sparingly. After social skills are acquired, parents and educators should adopt schedules of reinforcement similar to those in natural settings. Usually, reinforcement occurs less frequently in natural settings than in instructional settings, requiring that parents and educators gradually reduce the frequency and amount of reinforcement. In some cases, AS and HFA children may need to be taught to recruit reinforcement and to self-reinforce so that they will continue to use social skills in environments lacking in external reinforcement.

12. Validate emotions by listen empathetically. Validation of an emotion does not necessarily mean “approval.” However, sometimes it’s important to just listen rather than advise the AS/HFA youngster or to impose logic on the situation.

13. Teach AS and HFA children how to problem-solve. Parents and teachers can teach these kids to more effectively solve social problems. Here’s a useful problem-solving sequence:
  • Define the problem
  • Identify potential solutions
  • Consider the outcomes of each solution
  • Implement a solution
  • Evaluate the effectiveness of the solution

Summary—

Although many parents and teachers have been successful in teaching social skills to AS and HFA children, they have been far less successful in making sure these skills are used when and where they count. If “generalization” of social skills is to occur, “instructors” must adopt techniques that actively promote use of social skills across settings, situations, and other people.



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

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

 ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

 ==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

 ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

 ==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book

==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism
By

Managing Aspergers Meltdowns: Tips for Parents

Sometimes, little emotions are not so little with Aspergers (high functioning autism) children. All of us struggle with emotions – and all of us "lose it" from time to time; however, it's helpful to understand why Aspergers kids may be susceptible to being “driven along” by emotions, rather than being “in charge” of their emotions.

Possible Causes of Meltdowns—

1. Long Term Stress— Combine long term stressors of sensory overload and social challenges, along with all the regular hassles that make up daily living, it's not surprising that Aspergers children may "lose it" over seemingly small situations. As a parent of this child, you may feel bewildered at the intensity of the meltdown.

2. Sensory Overload— Some children with Aspergers are affected by noise, others are affected by smells, textures or lights. It can be any number of things, but too many sensory inputs can lead to meltdowns or shutdowns. It can all happen when the senses get into a major traffic jam.

3. Social Challenges—I was once a tourist in Columbia. The streets did not have signs, and I didn't understand what people were saying. Needless to say, it was stressful. Yet this is what Aspergers kids may go through on a regular basis. Of course, each child is unique, so he may experience more or less of this social confusion, but the stress can take its toll over the course of the day. Too much stress – and the boiling point can be reached.

4. More Stress— If over time an Aspergers child feels that meltdowns are inevitable, random, and uncontrollable, she can feel somewhat stressed out! Imagine not knowing when you will lose it next, or what the consequences may be.

What Can Be Done? 

Here are a few suggestions. Some will work, some won’t. Just as the senses can be bombarded, now your child can use them to self-soothe:

1. Hearing— Have you Aspergers child listen to some beautiful and soothing music. Consider purchasing some meditation CD's. Consider buying CD's with sounds of nature. He may savor the sounds and let them calm him down.

2. Smell— Buy some potpourri or a scented candle and put it in your child’s room. She may enjoy the smells, savor them, and let them calm her down.

3. Taste— Notice what your child’s favorite foods are. Keep some of his favorite foods on hand in small portions. He may really savor the taste, and let it soothe his restlessness.

4. Touch—Massage your child’s shoulders, or go for a walk with him. Maybe he would enjoy lifting weights, martial arts, a warm bath or soft clothes. He may let the touch soothe him and take away his stress.

5. Vision— Buy a beautiful painting or flower. Design a beautiful space in one of the rooms in your house. Light a candle, and watch it quietly with your Aspergers child. Go out in the middle of the night and watch the stars. Be creative. You know best what sights your child will most enjoy. She might notice them, take them in slowly, and let their beauty calm her down.

Tell your child to think of his emotions as wild horses. Untamed, they can wreak havoc. But, once understood and worked with, they can be of great service and power to your Aspergers child.

My Aspergers Child: Preventing Meltdowns
By

The Physiology of Autism-related Meltdowns

Autism spectrum disorder (ASD) is a complex neurodevelopmental condition characterized by a wide range of symptoms, including challenges with social skills, repetitive behaviors, and sensory sensitivities. One of the most distressing aspects of ASD for both individuals with the condition and their caregivers is the occurrence of meltdowns. These meltdowns, often manifesting as outbursts, crying, screaming, or other forms of distress, can be particularly challenging for individuals with ASD and their caregivers.

The physiology of autism meltdowns is multifaceted and involves various neurological, physiological, and environmental factors. One key factor is sensory overload, where individuals with ASD become overwhelmed by stimuli such as loud noises, bright lights, or crowded spaces. This can lead to a heightened stress response in the body, triggering the release of stress hormones and activating the autonomic nervous system, highlighting the need for sensory-friendly environments.

Research indicates that individuals with autism may have differences in the way their brains process and regulate sensory information, leading to an increased vulnerability to sensory overload and difficulties in modulating their emotional responses. Furthermore, studies have suggested that individuals with ASD may have atypical functioning of the amygdala, the brain region involved in processing emotions, which could contribute to the intensity of their emotional reactions during meltdowns.

The amygdala, an almond-shaped cluster of nuclei located deep within the brain, plays a crucial role in processing emotions, especially fear and social emotions. In individuals with autism spectrum disorder (ASD), the functioning of the amygdala appears to be different from that of neurotypical individuals, which may contribute to the social and emotional challenges experienced by people with autism.

One of the key aspects of atypical amygdala functioning in autism is its response to social stimuli. Studies have shown that individuals with autism exhibit differences in how the amygdala responds to social cues such as facial expressions. Compared to neurotypical individuals, those with autism may show reduced activation of the amygdala when processing emotional facial expressions, particularly those conveying fear or happiness. This diminished amygdala response to social stimuli could be linked to the difficulties individuals with autism encounter in recognizing and interpreting emotions in others, which are essential for effective social interactions.

Furthermore, the atypical functioning of the amygdala may also contribute to the heightened sensitivity to sensory stimuli often observed in individuals with ASD. The amygdala is involved in processing both emotional and sensory information, and alterations in its functioning could potentially influence sensory perception and processing in individuals with autism. This hypersensitivity to sensory input can lead to challenges in modulating responses to environmental stimuli, contributing to behavioral manifestations such as sensory overload or avoidance commonly seen in individuals with autism.

Additionally, the atypical functioning of the amygdala has implications for understanding the anxiety and fear-related behaviors exhibited by some individuals with ASD. Given the amygdala's central role in processing fear and other negative emotions, alterations in its functioning can contribute to heightened anxiety and difficulties in regulating emotional responses in individuals with autism. This aspect of atypical amygdala functioning underscores the complexity of emotional regulation and mental health challenges faced by individuals with autism.

In addition to neurobiological factors, the occurrence of autism meltdowns can also be influenced by environmental stressors, social demands, and communication challenges. For example, difficulties in understanding and responding to social cues, changes in routine, or unexpected transitions can contribute to increased anxiety and distress, ultimately leading to a meltdown.

Understanding the physiology of autism meltdowns is not just informative, but also empowering. It equips caregivers, educators, and individuals interested in autism spectrum disorder with the knowledge to develop effective strategies. These strategies can support individuals with ASD in managing their emotional regulation and coping with overwhelming situations. Interventions that focus on sensory integration, emotional regulation techniques, and creating autism-friendly environments can play a significant role in helping individuals with ASD preempt and manage meltdowns.

In summary, the physiology of autism meltdowns is a complex interplay of neurological, physiological, and environmental factors. By recognizing these underlying mechanisms, we can better support individuals with ASD in navigating overwhelming situations and improving their overall well-being, underscoring the importance of this understanding in the care of individuals with ASD.

 

By

ASD: Difficulty Identifying and Interpreting Emotional Signals in Others

Autism spectrum disorder (ASD) is a complex neurodevelopmental condition that affects an individual's ability to communicate, interact with others, and understand the world around them. One of the key challenges faced by individuals with autism is the inability to identify and interpret emotional signals in others.

Emotional communication is an essential aspect of human interaction, and being able to recognize and understand the emotions of others is crucial for building and maintaining relationships. However, individuals with autism often struggle in this area, which can lead to social isolation and misunderstandings.

There are several reasons why people with ASD have difficulty interpreting emotional signals in others. One of the primary factors is impaired social cognition, which refers to the ability to understand and interpret social cues, including facial expressions, body language, and tone of voice. Studies have shown that individuals on the spectrum may have difficulty recognizing these nonverbal cues, making it challenging for them to understand the emotions of others.

Moreover, individuals with autism may also have difficulty understanding the perspective of others, which can further hinder their ability to interpret emotional signals. Theory of mind, which involves understanding that other people have their own thoughts, feelings, and perspectives, is often impaired. As a result, they may struggle to empathize with others and understand the emotions they are experiencing.

The inability to identify and interpret emotional signals can have significant consequences. It can lead to social difficulties, misunderstandings, and feelings of isolation. Furthermore, it can also impact their ability to form meaningful relationships and navigate social situations effectively.

However, it's essential to recognize that individuals with ASD can learn and develop strategies to improve their ability to identify emotional signals. For instance, they can benefit from targeted social skills training, cognitive behavioral therapy, and interventions aimed at improving emotional recognition and empathy.

Social skills training plays a crucial role in enhancing their abilities to interact, communicate, and navigate social situations. There are various types of social skills training designed to address the specific needs of autistic individuals. These types include:

1. Behavioral Therapies: Behavioral therapies such as Applied Behavior Analysis (ABA) focus on breaking down social interactions into manageable components and teaching specific social skills through repetition, reinforcement, and prompting. These therapies often use structured activities and visual aids to teach social skills in a systematic way.

2. Cognitive-Behavioral Therapies: Cognitive-behavioral therapies aim to help autistic individuals understand social cues, perspectives, and emotions. These therapies emphasize teaching individuals how to identify and manage their own thoughts and emotions in social situations. Techniques such as role-playing, social stories, and video modeling are often used in cognitive-behavioral social skills training.

3. Peer-Mediated Interventions: Peer-mediated interventions involve working with peers and typically developing individuals to provide opportunities for autistic individuals to practice social skills in naturalistic settings. These interventions focus on promoting social inclusion and fostering meaningful interactions between autistic individuals and their peers.

4. Social Communication Interventions: Social communication interventions target specific communication difficulties often experienced by autistic individuals. These interventions may include strategies to improve conversation skills, nonverbal communication, and understanding social norms and expectations.

5. Group-Based Interventions: Group-based social skills training involves participating in structured groups where individuals can practice various social skills in a supportive environment. Group settings can provide opportunities for individuals to engage in social activities, develop friendships, and learn from each other's experiences.

6. Technological Interventions: With the advancement of technology, there are various technological interventions such as social skills apps and virtual reality programs designed to supplement traditional social skills training. These interventions often provide interactive and engaging ways for autistic individuals to learn and practice social skills.

In summary, the inability to identify and interpret emotional signals in others is a significant challenge faced by individuals with autism. By understanding the underlying factors contributing to this difficulty and providing appropriate support and intervention, we can help individuals with autism improve their social communication skills and lead fulfilling lives.

 

 

By

Rage-Control for Children on the Autism Spectrum

"Any tips for dealing with a high functioning autistic child who flips into a rage at the most inopportune times for no apparent reason whatsoever? This erratic behavior occurs at school as well."

Advice for Parents—

All of us exhibit some "signs" just as we begin to act-out our anger in the form of rage. Thus, it is possible to identify the rage signs in a child with ASD level 1, High-Functioning Autism (HFA). For example, you may detect a certain look in the eye, the tone of voice, or the tightness in the body. Parents need to help their youngster observe these signs right at the onset of rage. Once the child can identify the early signs, he or she can also learn to diffuse it by such methods as walking away or taking deep, vigorous breaths.

Teach your child to respond to your "signal" (e.g., your hand motion) to stay calm. Give that signal as soon as he or she starts "stewing" about something. If your child is too young for such self-control techniques, use distraction as soon as you notice him or her exhibiting a rage sign. A distraction, in order to be effective, has to be of interest to the youngster (e.g., suggest to your youngster, "Let's ride a bike" or, "Let's play a game").

It’s important to teach HFA kids to talk about how they feel. Give them a language to express their feelings. For example, ask them how they feel. If they are too angry to talk or don't have the vocabulary to express their feelings, ask about the feelings relevant to the specific situation. For example, "Do you feel embarrassed?" "Humiliated?" "Let down?" or, "Is your pride hurt?" When your child expresses the feeling behind his or her rage, such as embarrassment or humiliation, suggest some other ways to look at the same event that might not be embarrassing or humiliating.
 
==> My Aspergers Child: Preventing Meltdowns and Tantrums in Children on the Autism Spectrum

The thought, "It's not fair," is a big rage-arouser for many kids on the autism spectrum. If that is the case, ask them, "Do you feel you are being treated unfairly?" When your child answers the question, listen and don't rush to negate his or her feelings.

If the child refuses to be distracted or engaged in dialoguing about his or her rage and starts yelling, stomping or breaking an object, impose appropriate consequences. It's better to have these consequences in place to serve as a guideline. That means that you have discussed them with your child beforehand and have written them out for future reference. Armed with a list of consequences (which preferably consist of withdrawing privileges or charging the child a "penalty"), moms and dads should encourage their child to choose such alternatives as doing something else, walking away, or talking about the rage rather than acting it out.

How about your own rage in response to your child's rage? You can set an example of “rage control” for your youngster. No teaching technique is as effective as a parent "modeling" for the youngster with his or her own example.


One thing that makes many moms and dads angry is to see their own child challenging their authority and defying them. Sometimes, it may appear so, but that may not be the intention of the child. For example, he or she may be too unhappy to be told “no” because he or she wants it so badly. Of course, you shouldn't give in to the wishes of the child, but try to understand what might really be the intention behind the behavior.

Some HFA kids get upset when they know they made a mistake. Instead of admitting their mistake, they act-out in rage to deflect the attention off them. If you realize that this may be the case, it's helpful to say to your child, "Everyone makes mistakes. I am okay with it. Don't feel so bad about it."

Advice for Teachers—

Kids on the spectrum, who in a rage lash out at others, should be often reminded of such consequences as going to the Principal's office, being detained and losing privileges at home. If the rage outbursts occur in relation to classmates and you didn't observe the whole interaction from the very beginning, it's better to impose a penalty on all parties involved.

Some HFA kids get angry because they don't have appropriate peer-interaction skills. For example, some don't know how to join in a conversation or a game. They abruptly try to get in. When resisted or rejected by peers, they explode. Teaching appropriate social skills can go a long way to avoid such negative encounters. We can establish a culture that reduces rage and teaches tolerance. For example, we can set a personal example for these "special needs" kids that "big people" do apologize and it's graceful to loose and try again.

Rage is believed to have three components (Lewis & Michalson, 1983):

1. The Emotional State of Rage. The first component is the emotion itself, defined as an affective or arousal state, or a feeling experienced when a goal is blocked or needs are frustrated. Fabes and Eisenberg (1992) describe several types of provocations that young Aspergers kids face daily in classroom interactions:
  • Conflict over possessions, which involves someone taking the kid's property or invading their space.
  • Issues of compliance, which often involve asking or insisting that HFA kids do something that they do not want to do--for instance, wash their hands.
  • Physical assault, which involves one child doing something to another child, such as pushing or hitting.
  • Rejection, which involves a youngster being ignored or not allowed to play with peers.
  • Verbal conflict, for example, a tease or a taunt.

2. Expression of Rage. The second component of rage is its expression. Some HFA kids vent or express rage through crying, but do little to try to solve a problem or confront the provocateur. Others actively resist by physically or verbally defending their positions, self-esteem, or possessions in non-aggressive ways. Still others express rage with aggressive revenge by physically or verbally retaliating against the provocateur. Some HFA kids express dislike by telling the offender that he or she cannot play or is not liked. Others express rage through avoidance or attempts to escape from or evade the provocateur. And some use adult seeking, looking for comfort or solutions from a teacher, or telling the teacher about an incident.

Educators can use child guidance strategies to help HFA kids express angry feelings in socially constructive ways. These young people develop ideas about how to express emotions (Michalson & Lewis, 1985; Russel, 1989) primarily through social interaction in their families and later by watching television or movies, playing video games, and reading books (Honig & Wittmer, 1992). Some kids on the spectrum have learned a negative, aggressive approach to expressing anger (Cummings, 1987; Hennessy et al., 1994) and, when confronted with everyday conflicts, resort to using aggression in the classroom (Huesmann, 1988). A major challenge for educators is to encourage AS and HFA kids to acknowledge angry feelings and to help them learn to express them in positive and effective ways before they escalate into rage.

3. An Understanding of Rage. The third component of the rage experience is understanding--interpreting and evaluating--the emotion. Because the ability to regulate the expression of rage is linked to an understanding of the emotion (Zeman & Shipman, 1996), and because the HFA kid's ability to reflect on their rage is somewhat limited, they need guidance from educators and moms and dads in understanding and managing their feelings.
 
Understanding and managing rage:

The development of basic cognitive processes undergirds HFA kid's gradual development of the understanding of rage (Lewis & Saarni, 1985):

1. Memory. Memory improves substantially during early childhood (Perlmutter, 1986), enabling young HFA kids to better remember aspects of rage-arousing interactions. Children who have developed unhelpful ideas of how to express anger (Miller & Sperry, 1987) may retrieve the early unhelpful strategy even after educators help them gain a more helpful perspective. This finding implies that educators may have to remind some "special needs" kids, sometimes more than once or twice, about the less aggressive ways of expressing anger.

2. Language. Talking about emotions helps young kids on the spectrum understand their feelings  (Brown & Dunn, 1996). The understanding of emotion is predicted by overall language ability (Denham, Zoller, & Couchoud, 1994). Educators can expect individual differences in the ability to identify and label angry feelings, because HFA kid's families model a variety of approaches in talking about emotions.

3. Self-Referential and Self-Regulatory Behaviors. Self-referential behaviors include viewing the self as separate from others and as an active, independent, causal agent. Self-regulation refers to controlling impulses, tolerating frustration, and postponing immediate gratification. Initial self-regulation in young HFA kids provides a base for early childhood educators who can develop strategies to nurture the  emerging ability to regulate the expression of rage.

Guiding the expressions of rage:

Educators can help kids on the autism spectrum deal with rage by guiding their understanding and management of this emotion. The ideas described below can help these young people understand and manage angry feelings in a direct and non-aggressive so they don’t escalate into rage outbursts:

1. Create a Safe Emotional Climate. A healthy environment permits these children to acknowledge all feelings, pleasant and unpleasant, and does not shame rage. Healthy classroom systems have clear, firm, and flexible boundaries.

2. Model Responsible Rage-management. HFA kids have an impaired ability to understand emotion when grown-ups have anger issues themselves (Denham, Zoller, & Couchoud, 1994). Grown-ups who are most effective in helping these young people model responsible rage-management by acknowledging, accepting, and taking responsibility for their own angry feelings and by expressing them in direct and non-aggressive ways.

3. Help HFA kids Develop Self-Regulatory Skills. Educators do a lot of self-regulation "work," realizing that the these students in their classroom have a very limited ability to regulate their own emotions. As these kids get older, grown-ups can gradually transfer control of the self to the children, so that they can develop self-regulatory skills.

4. Encourage them to Label Feelings of Rage. Educators and moms and dads can help young kids on the spectrum to produce a label for their rage by teaching them that they are having a feeling and that they can use a word to describe it. A permanent record (a book or chart) can be made of lists of labels for anger (e.g., mad, irritated, annoyed), and the class can refer to it when discussing angry feelings.

5. Encourage them to Talk About Rage-Arousing Interactions. HFA kids better understand rage and other emotions when grown-ups explain emotions (Denham, Zoller, &Couchoud, 1994). When these kids are embroiled in a rage-arousing interaction, educators can help by listening without judging, evaluating, or ordering them to feel differently.

6. Use Books and Stories about Rage to Help HFA Children to Understand and Manage Rage. Well-presented stories about rage and other emotions validate the kid's feelings and give information about rage (Jalongo, 1986; Marion, 1995). It is important to preview all books about anger, because some stories teach irresponsible “rage-management.”

7. Communicate with other moms and dads. Some of the same strategies employed to talk with moms and dads about other areas of the curriculum can be used to enlist their assistance in helping these kids learn to express emotions. For example, articles about learning to use words to label rage can be included in a newsletter to moms and dads.

Children on the spectrum guided toward responsible rage-management are more likely to understand and manage angry feelings directly and non-aggressively and to avoid the stress often accompanying poor anger-control (Eisenberg et al., 1991). Educators can take some of the bumps out of understanding and managing rage by adopting positive guidance strategies.


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

==> Videos for Parents of Children and Teens with ASD
 
----------
 
By
Subscribe to: Posts (Atom)

Understanding the Role of Risperidone and Aripiprazole in Treating Symptoms of ASD

Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition characterized by social communication challenges and restricted, re...