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Preventing Meltdowns in Students with ASD: Advice for Teachers

"Do you have any simple, 'cut-to-the-chase' advice I could share with my son's teacher (who seems to know very little about how to handle students on the autism spectrum who 'meltdown')? He is currently in the 6th grade and has a new teacher."

Sure. Here goes...

Students with ASD level 1, or High Functioning Autism (HFA), desperately need support from educators when they struggle with emotional and behavioral issues in school. Here are many helpful strategies that every teacher should know:

HFA can co-exist with other disorders (e.g., ADHD, depression, anxiety). But mostly, this disorder affects the ability to socialize. These youngsters have difficulty recognizing facial expressions, sarcasm, and teasing, and struggle to adapt to unexpected changes in routine. Their interests tend to be very narrow, and this can limit their capacity to relate to others.

Due to these struggles, kids on the autism spectrum oftentimes experience anger, fear, sadness, and frustration. There are several effective interventions that can be employed in the classroom to help improve the youngster’s learning experience. These can assist the student in feeling more comfortable and decrease anxiety, paving the way for academic achievement.
 

1. Make a Plan for Emotional Outbursts— Provide a quiet place for the student who has frequent meltdowns. This may be a trip to the bathroom with a classroom aide, or a visit to the school counselor. A written plan for coping in these periods of high stress is critical for an HFA student’s success.

2. Make Classroom Rules Clear— Students with HFA thrive on rules, but will often ignore them when they are vague or not meaningful. Educators should detail the most important classroom rules and why they exist. A written list prominently displayed, or a handout of the classroom rules can be very helpful.

3. Minimize Surprises in the Classroom— Youngsters on the autism spectrum need structured settings to succeed. They do not like surprises. Things like sudden seating changes or unexpected modifications to the routine could cause anxiety and even meltdowns. Educators should try to provide ample warnings if there is to be a change of plans (e.g., sending a note home to the parent if a seating change is imminent).

A back up plan can be presented to the class in anticipation of schedule changes (e.g., when the Friday schedule that usually includes watching an educational film in the afternoon changes if time is short, the teacher should inform the students ahead of time that they will work on free reading or journaling instead).

4. Promote Supportive Friendships— If it seems appropriate, educate the class about autism spectrum disorders. Develop empathy by making students aware of inappropriate words and bullying behaviors. Highlight the "special needs" youngster’s strengths in classroom lessons to enable him to find friends with common interests.

If the student on the spectrum seems to be struggling with friendships, group him during classroom activities with those that are more kind and empathetic. At recess or lunch, try assigning a “classroom buddy” who will be supportive and guide the youngster through those more chaotic times.

5. Provide Sensory Support— Many kids with HFA also experience sensory processing issues. Sensitivity to light, sound, touch, taste, and smells can irritate the youngster, making him more likely to act out or withdraw. Consult the mom or dad to determine what these sensitivities are. Minimizing classroom chaos, noise, and clutter will be a good start.

If possible, get help from an occupational therapist and try to work sensory breaks into the youngster’s school day. Chores such as returning a load of books to the library, or even doing a few jumping jacks in the hallway, can go a long way in helping the youngster realign and get back to learning.

Helping kids with HFA in the classroom is yet another challenge for today’s overburdened educators. However, with insightful monitoring, parental and professional guidance, and creative strategies, a love of school and learning can be fostered in these young people kids.

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

==> Videos for Parents of Children and Teens with ASD
 
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5 Tips for Raising a Child With Autism

URL: https://pixabay.com/photos/happy-boy-autism-kid-childhood-3404807/


Raising a child with autism is difficult. The costly treatments, special education needs, therapy, and autistic kids’ assisted devices can strain the family finances, especially those not covered by insurance. Since each autistic child is unique, caring for them can be a full-time job for particular families. Some children may have difficulties with verbal communication. This communication challenge may compound you, the parent, with anxiety and stress.

Parenting an autistic child requires support from family, paid caregivers, and others. The lack of support leaves the parents with little to no time for socialization, hobbies, exercise, rest, and more. However, implementing the right strategies can help you and your family cope. This article discusses five tips for raising a child with autism.

1.   Start treatment immediately

Once you feel that something is wrong with your kid, don't wait to see if they'll outgrow the issue or assume they'll catch up later. Children with ASD have greater chances of treatment success if they start early. Seek immediate medical assistance. If your child shows any signs of autism spectrum disorder, you’ll likely be referred to a specialist who treats children with autism disorder, such as a child psychiatrist or psychologist, pediatric neurologist, or developmental pediatrician, for an evaluation. With the help of platforms like Encuadrado, you can find the right specialist for your autistic child.

2.   Learn more about autism

Learning more about autistic spectrum disorder equips you with the knowledge you need to make informed choices that make your child’s life easier. Learn everything you can about this disorder through online research or enroll in a short autism course and educate yourself on available treatment options. Consult non-profit and governmental organizations about autism, stay updated on recent research findings, and ensure the information sources you’re looking at are reputable.

3.   Join support ASD support groups

Raising an autistic child comes with many challenges. As such, most parents may feel isolated. Joining autism support groups can significantly help you as a parent. Through these groups, participants share information, including details about new programs or therapies, advice on engaging with various autism professionals, and experiences and stories of living with autistic kids.

The support groups are a safe platform for parents to let out their frustrations because of their emotions and be validated and understood. You can join different types of groups, including professionally-led, peer-led, educational, and family autism support groups.

4.   Focus on your child’s strengths

As a parent, you might focus more on your child's deficit areas. Nonetheless, recognizing their strengths and talents and building on them is essential. So, identify your autistic child’s abilities and strengths and use them to enhance their development. Tools such as a developmental assessment and an IQ test can help you know more about your young one’s learning and thinking skills.

5.   Take time for self-care

Parenting an autistic child can be stressful and overwhelming. Your child could be sensitive to your anxieties and stresses, intensifying their reactions. Prioritizing self-care and practicing mindfulness can help you reset and build self-compassion in high-stress times. You can exercise, go out with friends, sleep early, or go to the spa. This prevents burnout and enables you to take better care of your child.

Endnote

Taking care of an autistic child is challenging. However, implementing these tips for raising a child with autism can help make the journey easier.

Characteristics of Females with ASD Level 1

"We think our daughter may have a form of autism due to her severe shyness, excessive need to have things just so, certain rituals she has with food, major touch sensitivity, a lot of anxiety, just to name a few. What are some of the signs to look for to help us decide if an assessment is in order?"

Females with ASD, or High-Functioning Autism. often present with a unique set of characteristics that can make diagnosing their disorder very difficult. In addition, their strengths often mask their deficits.

There has been considerable discussion among professionals about the way girls with ASD demonstrate their major characteristics. Some girls have obvious social difficulties, whereas others appear to have excellent skills because they imitate the behaviors of others (often without understanding them).



There are many females who do not receive a diagnosis, possibly because, compared to males, (a) they have fairly good social skills (particularly when interacting with adults in a one-to-one situation), (b) their special interests are different, and (c) their clinical presentation is different.

Sometime during childhood, a female with autistic traits will begin to know she is different compared to her peers. For example:


1. Due to adopting an alternative persona, she may begin to have problems of self-identity and low self-esteem

2. Due to observing and analyzing social behavior and trying not to make a social error, she may become emotionally exhausted

3. During the stress of adolescence, she may develop routines and rituals around food and a special interest in calories and nutrition that develops into the signs of an eating disorder

4. Her interests may be different to her peers in terms of intensity and quality of play

5. She may be an avid observer of human behavior and try to decipher what she is supposed to do or say

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism
 
6. She may be extremely sensitive to the emotional atmosphere at a social gathering

7. She may be like a chameleon, changing persona according to the situation

8. She may be more likely to apologize and appease when making a social error

9. She may be overly well-behaved and compliant at school so as not to be noticed or recognized as a different.

10. She may be vulnerable to “peer predators” who take advantage of her social immaturity

11. She may become increasingly aware of her social confusion and frequent faux pas, and thus prefer to be on the periphery of social situations

12. She may enjoy living in a fantasy world and creating a new persona

13. She may escape into the world of nature, having an intuitive understanding of animals, but not people

14. She may fear that her “true self” must remain secret because she is defective, thus she is almost always acting like someone else

15. She may have a pet that she views as a loyal friend

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

16. She may have a single - but intense – friendship with another female who may provide guidance for her in social situations

17. She may have a strong desire to collect and organize her toys (e.g., dolls) rather than to share her toys with friends

18. She may have an aversion to the traditional concept of femininity

19. She may have an encyclopedic knowledge of specific topics

20. She may have an intense interest in reading and escaping into fiction

21. She may have an interest in ancient civilizations to find an old world in which she would feel at home

22. She may have an interest in other countries (e.g., France) where she would be accepted

23. She may identify with a fictional character (e.g., Harry Potter), who faces adversity but has special powers and friends

24. She may not be interested in the latest craze among her peers to be 'cool' and popular

25. She may not identify with her peers

26. She may not play with her toys in conventional ways

27. She may not want to play cooperatively with her peers

28. She may prefer non-gender specific toys (e.g., Lego)

29. She may prefer to play alone so that she can play her way

30. She may prefer to play with males, whose play is more constructive and adventurous than emotional and conversational

==> Teaching Social Skills and Emotion Management to Children and Teens with ASD

31. She may suffer social confusion in silence and isolation in the classroom or playground, but she may be a different character at home

32. She may talk to imaginary friends, or write fiction at an early age

33. She may think that the way her peers play is stupid and boring

34. She may use imaginary friends that can provide companionship, support and comfort when she feels lonely

35. She may use passive-aggressive behaviors in order to control her family and/or social experiences


 
As young girls, many (but not all) females with ASD:

1. Apologize frequently and want to please others

2. Are an expert on certain topics

3. Are determined

4. Are honest

5. Are involved in social play, but are led by their peers rather than initiating social contact

6. Are kind

7. Are misunderstood by peers

8. Are more able to follow social actions by delayed imitation because they observe other kids and copy them, perhaps masking the symptoms of autism
 
9. Are more aware of - and feel a need to - interact socially

10. Are perfectionists

11. Are so successful at "faking it" that they only come to the attention of a therapist when a secondary mood disorder emerges

12. Are specially gifted in the areas of mathematics and engineering

13. Are very good at art

14. Are visual thinkers

15. Are well-liked by adults

16. Become a target of teasing

17. Do not ‘do social chit chat’ or make ‘meaningless’ comments in order to facilitate social communication

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

18. Enjoy solitude

19. Have a faster rate of learning social skills than males

20. Have a single friend who provides guidance and security for them

21. Have a special interest that is more likely to be unusual in terms of intensity rather than focus

22. Have difficulty knowing what someone else may be thinking or feeling

23. Have difficulty making friends

24. Have difficulty managing feelings

25. Have difficulty showing as much affection as others expect

26. Have difficulty taking advice

27. Have difficulty with writing skills

28. Have extremely detailed imaginary worlds

29. Have imaginary friends

30. Have interests that are very similar to those of neurotypical girls (e.g., animals, dolls, classical literature), and therefore are not seen as unusual

31. Have what is classified as a "male brain"

32. Make reliable and trustworthy friends

33. Mimic or even try to take on all the characteristics of someone they are trying to emulate

34. Notice sounds that others do not hear

35. Read fiction to help them learn about inner thoughts, feelings and motivations

36. Show little interest in fashion

37. Speak their minds (sometimes to the point of being rude)

38. Still need to be directly taught certain social skills

39. Try to understand a situation before they make the first step

40. Use doll play to replay and understand social situations

My child has been rejected by his peers, ridiculed and bullied !!!

Social rejection has devastating effects in many areas of functioning. Because the ASD child tends to internalize how others treat him, rejection damages self-esteem and often causes anxiety and depression. As the child feels worse about himself and becomes more anxious and depressed – he performs worse, socially and intellectually.

Click here to read the full article…

How to Prevent Meltdowns in Children on the Spectrum

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 starts, the Asperger's or HFA child is totally out-of-control. 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 in full force.

Click here for the full article...

Parenting Defiant Teens on the Spectrum

Although Aspergers [high-functioning autism] is at the milder end of the autism spectrum, the challenges parents face when disciplining a teenager on the spectrum are more difficult than they would be with an average teen. Complicated by defiant behavior, the teen is at risk for even greater difficulties on multiple levels – unless the parents’ disciplinary techniques are tailored to their child's special needs.

Click here to read the full article…

Older Teens and Young Adult Children with ASD Still Living At Home

Your older teenager or young “adult child” isn’t sure what to do, and he is asking you for money every few days. How do you cut the purse strings and teach him to be independent? Parents of teens with ASD face many problems that other parents do not. Time is running out for teaching their adolescent how to become an independent adult. As one mother put it, "There's so little time, yet so much left to do."

Click here to read the full article…

Parenting Children and Teens with High-Functioning Autism

Two traits often found in kids with High-Functioning Autism are “mind-blindness” (i.e., the inability to predict the beliefs and intentions of others) and “alexithymia” (i.e., the inability to identify and interpret emotional signals in others). These two traits reduce the youngster’s ability to empathize with peers. As a result, he or she may be perceived by adults and other children as selfish, insensitive and uncaring.

Click here
to read the full article...

Highly Effective Research-Based Parenting Strategies for Children with Asperger's and HFA

Become an expert in helping your child cope with his or her “out-of-control” emotions, inability to make and keep friends, stress, anger, thinking errors, and resistance to change.

Click here for the full article...