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Part 1: Teaching Strategies for Students with Asperger’s and High-Functioning Autism – Introduction

Due to the numerous complaints I have received over the years from parents regarding the (alleged) lack of effective teaching strategies specific to students on the autism spectrum – and teachers’ general lack of knowledge in instructing this population – I’ve decided to do a series of posts on the matter. This is Part 1…

Although AS and HFA differ from Autism with respect to language acquisition and early cognitive development, they do have similarities (e.g., in the areas of social impairment, impairment in reading social non-verbal language, inflexibility, and persistent preoccupation). Problematic behavior in AS and HFA students is essentially the result of (a) failure to learn necessary adaptive behaviors (e.g., how to establish satisfying personal relationships), and (b) the learning of ineffective responses (e.g., discovering that one can avoid unwanted tasks by acting-out behaviorally).



AS and HFA students are impaired socially, and often do not detect social clues. They are frequently unaware that a peer is irritated if the only clue is a frustrated facial expression. If they miss a social clue, then they miss the lesson associated with the experience. They will likely repeat the irritating behavior because they are unaware of its effects.

Although a young person on the autism spectrum has difficulty figuring out most principles of human interaction, he is usually good at picking up on cause-and-effect principles. This suggests that although he may be unaware of others’ desires or emotions, he is aware of his. This can be useful in education if the teacher takes the time to determine what is pleasing to the AS or HFA youngster. Once this pleasure has been discovered, the teacher can request the desired behavior and reinforce the behavior with the object of desire.

Many of the traits of AS and HFA can be "masked" by average to above average IQ scores, which can result in the student being misunderstood by teachers. Teachers often assume that the student is capable of more than is being produced. Lack of understanding of the child in this way can significantly impede the desire of the teacher to search for techniques useful in overcoming the hindrances caused by the disorder.

Another misunderstanding is the relationship between curriculum and social education. For instance, a youngster with AS or HFA may find a social setting overwhelming and distracting. If pupils are placed in a small group for project work, this may predominantly become a social setting to an AS or HFA student. It is possible that she would be so over-stimulated by the social aspect that it would be extremely challenging to focus on the curriculum aspect of the group.

If asked to design an environment specifically geared to create anxiety in a child with AS or HFA, one would probably come up with something that looked a lot like a classroom. The ingredients for a stressful experience would include the following:
  • regularly scheduled tours into what can only be described as socialization hell (e.g., recess, lunch, gym, the bus ride to and from school, etc.)
  • regular helpings of irritating noise from bells, schoolmates, band practice, alarms, and crowded/echoing spaces
  • periods of tightly structured time alternating with periods lacking any structure
  • countless distractions
  • an overwhelming number of peers
  • a dozen or so daily transitions with a few surprises thrown in now and then

All of these types of stressors must be taken into consideration when evaluating what types of techniques will be helpful to the AS or HFA student. In fact, the learning environment is itself a strategy, which we will cover in Part 2 of this series on “Teaching Strategies for Students with Asperger’s and High-Functioning Autism” – so stay tuned!

==> Teaching Students with Aspergers and HFA

Help for Depressed Teens on the Autism Spectrum

"The older my teenage son gets, the more depressed he seems to be. I think something may be going on at school that he is hiding from us (perhaps not getting the acceptance from his 'friends' that he wants to like him - IDK). Any suggestions? Anyone else have a teen with ASD who seems depressed 24/7?"

Teens with Asperger’s (AS) and High-Functioning Autism (HFA) are particularly vulnerable to mental health problems (e.g., depression, anxiety). One study found that 65% of their sample of patients with AS presented with symptoms of a psychiatric disorder. However, the inability of AS and HFA teens to communicate feelings of distress can also mean that it is often very difficult to diagnose depression.

Likewise, because of their impairment in non-verbal expression, they may not appear to be depressed. This can mean that it is not until depression is well developed that it is recognized (e.g., in the form of aggression, alcoholism/drug abuse, increased obsessional behavior, paranoia, refusal to go to school/work/college, refusal to leave home, threatened/attempted/actual suicide, and total withdrawal).



In addition, teens with AS or HFA leaving home and going to college frequently report feelings of depression. As one young man said, "I had to deal with anger, frustration, and depression that I had been keeping inside since high school."

Depression in these young people is often related to a growing awareness of their disorder, a sense of being different from their friends, and an inability to form relationships or take part in social activities successfully. Personal accounts by AS and HFA teens frequently refer to attempts to make friends, but with little success. One teen stated, "I just did not know the rules of what you were and were not supposed to do."

Some of these “special needs” teenagers have even been accused of harassment in their attempts to socialize, which only adds to their depression and anxiety. Rodney, a 19-year-old with AS had this to say: "I did not know how to approach girls and ask them to go out with me. I would just walk up and talk to them, whether they wanted to talk to me or not. Some accused me of harassment, but I thought that was the way everybody did it." The difficulties AS and HFA teens have with personal space can compound this sort of problem (e.g., they may stand too close or too far from the person they are talking to).

==> Discipline for Defiant Aspergers and High-Functioning Autistic Teens

Negative childhood experiences (e.g., peer-rejection, teasing, bullying, etc.) can also result in depression, as can a history of misdiagnosis. Another possibility is that the teenager is biologically predisposed to depression.

The depression in teens on the autism spectrum resembles that of teens without the disorder, although the content may be different. For instance, it may show itself through the AS or HFA teen’s particular preoccupations and obsessions.

If parents believe their autistic teen is suffering from depression, an attempt should be made to assess his or her mental state. Symptoms to look for would include:
  • aggression
  • agitation
  • changes in appetite (e.g., decreased appetite, weight loss, increased cravings for food, weight gain)
  • crying
  • disruptive or risky behavior
  • exaggerated self-blame or self-criticism
  • extreme sensitivity to rejection or failure
  • feelings of sadness
  • feelings of worthlessness
  • fixation on past failures
  • frequent absences from school
  • frequent complaints of unexplained body aches and headaches
  • frequent thoughts of death, dying or suicide
  • frequent visits to the school nurse
  • guilt
  • increased time spent with special interests to the point of addiction (e.g., spending most of the day playing video games)
  • increased/decreased activity
  • insomnia or sleeping too much
  • irritability, frustration or feelings of anger, even over small matters
  • isolation
  • loss of interest in, or conflict with, family and friends
  • loss of interest or pleasure in normal activities
  • neglected appearance (e.g., mismatched clothes and unkempt hair)
  • ongoing sense that life and the future are grim and bleak
  • poor school performance
  • restlessness (e.g., pacing, hand-wringing, an inability to sit still)
  • self-harm (e.g., cutting, burning, or excessive piercing or tattooing)
  • slowed thinking, speaking or body movements
  • the need for excessive reassurance 
  • tiredness and loss of energy
  • trouble thinking, concentrating, making decisions and remembering things
  • use of alcohol or drugs
  • worsening of autistic traits (e.g., increased proportion of echolalia, the reappearance of stimming, etc.)

It can be difficult to tell the difference between depression and the normal ups-and-downs that are just part of adolescence. Talk with your teenager. Try to determine whether he or she seems capable of managing uncomfortable emotions, or if life seems overwhelming. If depression symptoms continue or begin to interfere in his or her daily functioning, talk to a mental health professional trained to work with autistic teens. Your family physician is a good place to start, or your child’s school may recommend someone.





You are your adolescent's best advocate. Here are some important tips parents can use that may help lessen the symptoms of depression in their autistic teens:

1. AS and HFA adolescents may be reluctant to seek support when life seems overwhelming. Encourage your teen to talk to a family member or other trusted adult whenever needed.

2. As long as your teen’s “special interest” (e.g., playing video games) doesn’t interfere with his normal day-to-day functioning (e.g., doing homework, completing chores, taking care of personal hygiene, having a modicum of a social life, etc.), allow him full access to this particular interest. It is most likely a great depression and anxiety reducer.

3. Create an environment where your teen can share concerns while you listen.

4. Do your part to make sure your adolescent eats regular, healthy meals.

5. Education about depression can empower your adolescent and motivate her to stick to a treatment plan.

==> Discipline for Defiant Aspergers and High-Functioning Autistic Teens

6. Encourage your adolescent to carefully choose obligations and commitments, and set reasonable goals. Let him know that it's OK to do less when he feels down.

7. Even if your adolescent is feeling well, make sure she continues to take medications as prescribed.

8. Even light physical activity can help reduce depression symptoms.

9. Help your adolescent plan activities by making lists or using a planner to stay organized.

10. It can benefit you and other family members to learn about your adolescent's depression and understand that it's a treatable condition.

11. Journaling may help improve mood by allowing your adolescent to express and work through pain, anger, fear or other emotions.

12. Make sure your adolescent attends appointments, even if she doesn't feel like going.

13. Many AS and HFA adolescents judge themselves when they aren't able to live up to unrealistic standards (e.g., academically, in athletics, or in appearance). Let your teen know that it's OK not to be perfect.

14. Participation in sports, school activities, or a job can help keep your adolescent focused on positive things, rather than negative feelings or behaviors.

15. Positive relationships can help boost your adolescent's confidence and stay connected with others. Encourage him to avoid relationships with peers whose attitudes or behaviors could make depression worse.

16. Sleeping well is important for all adolescents, especially those with depression. If your adolescent is having trouble sleeping, ask your physician for advice.

17. Talk to your adolescent about the changes you're observing and emphasize your unconditional support.

18. Talking with other AS or HFA adolescents facing similar challenges can help your adolescent cope. Local support groups for depression are available in many communities. Also, support groups for teens with autism spectrum disorders and depression are offered online.

19. Work with your adolescent's therapist to learn what might trigger depression symptoms. Make a plan so that you and your adolescent know what to do if symptoms get worse. Also, ask family members or friends to help watch for warning signs.

20. Your adolescent may feel like alcohol or drugs lessen depression symptoms, but in the long run, they worsen symptoms and make depression harder to treat.

If all efforts to reduce your AS or HFA teen’s depression fail to produce effective results, medication may be a good last resort. However, they do not make an impact on the primary social impairments that underlie autism spectrum disorders. As with any treatment for depression, adjustments may have to be made to find the appropriate drug and dosage for that particular teenager.

Side effects should also be monitored and effort made to ensure that the advantages of treatment outweigh the disadvantages. Also, it is important to identify the cause of the depression, which may necessitate counseling, social skills training, or meeting up with peers with similar interests and values.


Should You Seek A Formal Diagnosis For High-Functioning Autism?

Diagnosis as an adult can be a mixed blessing. Some people decide they are O.K. with being self-diagnosed and decide not to ask for a formal diagnosis. However, for those who DO want a formal diagnosis, there are a variety of benefits. 



How to Implement the GFCF Diet: Tips for Parents of Autistic Children

A lot has been said about the gluten-free, casein-free (GFCF) diet and its use to help kids on the autism spectrum. There is growing interest in the link between autism spectrum disorders and gastrointestinal ailments. 
 
Research studies have revealed the following:
  • autistic kids were more likely to have antibodies to gluten than typically-developing kids, which may point to immune and/or intestinal abnormalities in those kids
  • kids on the autism spectrum were more likely to have abnormal immune responses to wheat, milk, and soy than typically-developing kids
  • kids on the autism spectrum were 7 times more likely to have diarrhea or colitis than children with no disorder



In a different study, researchers used survey information from moms and dads to conclude that the GFCF diet may improve behavior and GI symptoms in some autistic children.

One theory suggests that some autistic children can’t properly digest gluten and casein, which results in the formation of peptides (i.e., substances that act like opiates in the body). The peptides then alter the child's perceptions, behavior, and responses to his or her environment. Also, some researchers now believe that peptides trigger an unusual immune system response in certain children. Studies have found peptides in the urine of a significant number of autistic kids.

A theory behind the use of the GFCF diet in autism is that if a child is having GI responses to gluten and casein, the resulting inflammation can damage the lining of the intestine, thus leading to absorption of molecules that are not normally absorbed by healthy intestines. Evidence suggests that these molecules (or the inflammation they cause) may interact with the child’s brain in ways that cause significant problems (e.g., mood abnormalities, anxiety, mental difficulties) that worsen the behavioral symptoms of autism.

If your youngster has gastrointestinal problems and sensitivity to certain foods that contain gluten or casein, then the GFCF diet is worth considering. If you do decide to embark on a trial of the diet, the first thing you should do is make a list of the benefits you want to see (e.g., better sleeping patterns, less acting-out behaviors, increased ability to focus, etc.). Make this list a week before you start your youngster on the diet.  

Next, keep a diary of the behaviors or other symptoms of concern to you. For instance, if you hope the diet will improve your child’s diarrhea, you need to know exactly where you are starting (e.g., he or she has diarrhea 7 days a week). Then, continue to log relevant information in the diary as your youngster starts the diet. Two weeks later, does he or she still have diarrhea 7 times a week? If not, then the diet may be beneficial.

This procedure is called “establishing a baseline.” The problem with NOT establishing a baseline is that you and your physician are left with uncertainties about the effectiveness of the diet. This makes it difficult to decide whether to continue with the diet or not. So, take the time to establish a baseline.

In addition to establishing a baseline, you may want to discuss the diet with your youngster’s physician.  Some physicians are more familiar than others with the GFCF diet’s popularity in treating the symptoms of autism.  But, most physicians understand the dietary restrictions involved and how they interact with a youngster’s unique nutritional needs and health conditions.

Also, a nutritionist can provide guidance around the GFCF diet. Some parents believe they are providing a GFCF diet, but actually continue to offer their child foods that contain gluten or casein. These proteins can be in some foods that parents don’t suspect.

How long should you continue the GFCF diet with your child? It can take months for your child’s gut to heal with clear improvements in gastrointestinal symptoms.  So, a trial of 3 to 6 months should be enough to see the benefits. If you do continue with the diet beyond the 3 month period, your youngster should take a daily multivitamin supplement to ensure adequate amounts of recommended vitamins and minerals.

Some advocates of the GFCF diet suggest removing one food from the diet at a time so you will know which food was causing a problem. It's often recommended to remove milk first, because your child’s body will clear itself of milk/casein the quickest. Then, gluten can be removed a month or so after eliminating milk. Also, it is helpful to ask other adults (e.g., teachers, babysitters, etc.) who know your child and see him or her frequently – and who do not know about the dietary change – if they see any improvements after a couple months.

Try to find a substitute for milk that your youngster can tolerate (e.g., almond milk, coconut or rice milk). Also, you can find gluten-free flours in many grocery, specialty and health food stores (e.g., waffles, pretzels, pasta made of rice, crackers, cookies, cereal, bread, etc.). Many products are already gluten-free and casein-free (e.g., rice, quinoa, amaranth, potatoes, buckwheat flour, corn, fruits, vegetables, beans, tapioca, meat, poultry, fish, shellfish, nuts, eggs, sorghum, etc.).

In addition to gluten and casein, some moms and dads report that removing soy or corn led to equal or greater improvements in their autistic kids. Since soy protein is similar to gluten and casein, some diet advocates suggest removing it if the youngster seems very sensitive or does not improve on the GFCF diet.

Sample GFCF Diet Plan—

Week 1:
  • Monday: Hamburgers, Ore-Ida French Fries
  • Tuesday: Honey Chicken Thighs, Honey Roasted Carrots, Mashed Potatoes
  • Wednesday: Spaghetti Squash Marinara, Salad
  • Thursday: Ham, Pineapple, Green Beans
  • Friday: Catalina Chicken
  • Saturday: Turkey Chili served over Fritos, Fruit Salad
  • Sunday: Franks ‘n’ Beans, Corn

Week 2:
  • Monday: Honey Mustard Fish, Sugar Snap Peas, Rice
  • Tuesday: Tacos, Refried Beans, Mexican Rice
  • Wednesday: Creamy Penne Pasta
  • Thursday: Barbecue Brisket, Potato Salad
  • Friday: Shepherd’s Pie
  • Saturday: Red Honey Chicken Drumsticks, Peas, Mac & Cheese 
  • Sunday: Honey Orange Pork Chops, Butternut Crunch

Week 3:
  • Monday: Chicken Nuggets, Pasta Salad, Mango slices
  • Tuesday: Meatloaf, Roasted New Potatoes, Broccoli
  • Wednesday: Sweet Wine Fish, Edamame, Sushi rice
  • Thursday: Barbecue Chicken, Corn on the cob, Watermelon
  • Friday: Pork Chops with Pears, Mashed potatoes
  • Saturday: Beef Stir Fry
  • Sunday: Pot Roast

Week 4:
  • Monday: Almond-Crusted Chicken, Salad, Cinnamon Apples
  • Tuesday: Greek Wraps with Cucumber Tzatziki
  • Wednesday: Vegetable Soup, Corn Bread 
  • Thursday: Turkey Meatballs, Green beans, GFCF Rolls
  • Friday: Banh Bao, Spring Rolls
  • Saturday: Tandoori Chicken with Potatoes
  • Sunday: Lemon Chicken, Asparagus, Sautéed Mushrooms

Week 5:
  • Monday: Cajun Fish
  • Tuesday: Greek Flank Steak, Sautéed Peppers and Onions, Stuffed Tomatoes
  • Wednesday: Pulled Pork Sandwiches, Coleslaw Salad
  • Thursday: Fish Tacos
  • Friday: Green Chicken Curry
  • Saturday: Chicken and Rice Casserole, Sliced Peaches
  • Sunday: Mexican Pizza

More information on diet plans for autistic children can be found here:

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


BEST COMMENT:
 
Almost 2 years ago now we were at our wits-end trying to find a medication/treatment that would alleviate my son's constant anger & irritability. He has been taking Risperdal for many years & it has helped, but it wasn't a "miracle" situation that seemed to solve everything. We went GLUTEN-FREE. It is known that gluten, an un-digestable protein found in wheat & other grains, is a "poison" for the brain & body..especially for those with neurological conditions such as Aspergers or ADHD. It was our last-ditch effort. It seemed daunting because there are many things you just can't eat..but nowadays almost every store or restaurant you may go to has gluten-free foods & options. Anyway..It took a few weeks to "kick-in" but my son's anger & irritability literally WENT AWAY! His general mood was happy & at-ease rather than on a constant short fuse. His hyperactivity did not go away..but his antics became more silly & fun in nature instead of mischievous & problematic. He absolutely loves all the food too! So as I mentioned my son has other mental issues that simply going gluten-free will not resolve but as far as his general mood on a day-to-day basis, it has made an amazing difference!

Reversing Autism Through Dietary Changes

There are a number of reasons why kids develop autism. Genetics may play a part, but the vast majority of the causes are not genetic, which means parents can do something about them. Correcting the underlying causes of your youngster's autism  will produce significant improvement in his or her functioning.

The diagnosis of autism is overwhelming and stressful for parents and other family members.  However, contrary to popular belief, with a concerted effort from parents, some of the youngster’s symptoms of autism may be reversed.



A noticeable difference is often seen in a short period of time, with amazing, sometimes miraculous long-term results. One parent eliminated almost all autistic behaviors her son suffered from, and so have many thousands of other parents around the world. You can too!

Note to skeptics: If you believe that reversing the symptoms of autism is an impossibility, do a Google or YouTube search for "reversing autism" and witness for yourself accounts from other parents who have had such good fortune!

Relationships With Partners On The Autism Spectrum

Are you struggling in a relationship with someone who has Asperger's or High-Functioning Autism? Are you at your wits-end?  Have you been having thoughts of separation or divorce? Can you identify with some of the comments in this video from neurotypical (i.e., non-autistic) partners/spouses?



As you can see, a lot of neurotypical partners/spouses are hurt, angry and downright resentful. But, healing can begin today. Join our support group on Facebook: Relationships With Partners On The Autism Spectrum

Also, check out this eBook: Living With Aspergers: Help for Couples

"Sensory Diet" for Kids with ASD and Sensory Processing Disorder

Many kids with Asperger’s (AS) and High-Functioning Autism (HFA) struggle with sensory processing challenges, and some have Sensory Processing Disorder (SPD). SPD is a condition in which the child’s brain has trouble receiving and responding to information that comes in through the senses. 

The symptoms of SPD include the following:

Infancy—

•    can’t crawl "on all fours"
•    can’t hold self upright in walker, high chair for more than a few minutes
•    can’t latch on, or suckle to nurse
•    cries when bathed
•    difficulty lifting head when on tummy
•    doesn’t like baby swings, or riding in car
•    doesn’t like to be cuddled, or will not let you put her down
•    extremely active or extremely quiet
•    frequently make fists
•    may only sleep when swinging or riding in car
•    must have absolute quiet to settle down/or must have certain sounds
•    screams hysterically when hungry, wet, cold, or hot
•    seems to never sleep, doesn’t develop sleep patterns
•    struggles when changed
•    takes an unusually long time to nurse or finish bottle
•    tenses, or cries when held in space
•    uses soldier crawl, or scoots rather than use arms to bear weight

Preschool—

•    acts claustrophobic when slightly stuck in clothes
•    acts out aggressively when touched, provoked, or upset
•    afraid no matter what consolation you give
•    afraid of dark
•    afraid of drain in tub
•    afraid of falling in toilet
•    afraid of new places, people
•    always has shoes on, or never leaves them on
•    bites fingers and tongue while eating
•    can’t hold pencil or crayon in correct grip
•    can’t pedal tricycles, bikes, scoot type toys
•    can’t sit through a meal
•    can’t snap, zip, buckle, or tie
•    can’t use scissors
•    can't get comfortable
•    chews with mouth open
•    complains food too hot, or too cold
•    crashes, crashes, crashes
•    cries when fingernails and toenails clipped, or hair cut
•    difficulty doing puzzles, Leggos, stacking blocks
•    difficulty going up or down stairs
•    difficulty guiding utensils to mouth
•    difficulty with push and pull toys
•    dislikes carbonated drinks
•    doesn’t like baths, washing or combing hair
•    doesn’t like belts, or anything snug around waist
•    doesn’t like certain textures; too crunchy, soft, grainy, or slimy
•    doesn’t like feet touched
•    doesn’t like sleeves that hit wrist, or high collars
•    doesn’t like to brush teeth
•    doesn’t recognize need to go potty
•    drops food on floor, all over table, unintentionally
•    easily frustrated, quick to anger
•    falls off of chairs, couches, bed
•    falls out of chairs
•    fidgets and moves around a lot while sitting
•    flits from one activity to another
•    food has no taste, or tastes too strong
•    grabby, hugs too hard, body slams while playing
•    has hard time with spoons and forks
•    has trouble dressing self
•    hates taste of toothpaste
•    hides under furniture
•    jumps, jumps, jumps
•    legs hang, rather than wrap around someone's hips when carried
•    likes certain clothes, usually cotton
•    likes cool or very warm baths
•    likes to be totally covered, or is constantly removing clothing
•    likes very few foods, or will eat anything
•    meltdowns in stores, restaurants, public places
•    messy eater, dribbles food down chin, or can't stand mess on hands
•    over dresses in hot weather, or under dresses in cold weather
•    over stuffs mouth, chokes
•    poor posture
•    potty accidents that go on and on
•    prefers picking/grazing through the day, instead of regular mealtimes
•    prefers unusually hot, or unusually cold food
•    rests head on hands or arms frequently
•    seams in clothing or socks bothersome
•    seems not to listen
•    seems under/over sensitive to pain
•    severe separation anxiety
•    severe temper tantrums, sometimes many per day
•    spills food and drinks frequently
•    spins, spins, spins
•    strong preference for or against playground equipment
•    trouble kicking ball, or catching balloons
•    trouble playing with other children
•    uses sippy cup long after most children have moved on
•    vomits a mouthful when too upset
•    walks into walls, corners, people
•    wants tags removed
•    when excited, over does it, can't calm down
•    withdraws into self, zones out
•    won't carry objects, seem too heavy

Older child—

•    acts wild when in a group
•    bumps into people and things
•    can’t complete more than one direction at a time
•    can’t follow directions without constant verbal reminders
•    can’t judge time
•    clumsy, spacey, lazy
•    craves/avoids touching
•    difficulty hearing adult voices over background sounds
•    difficulty with handwriting
•    dislikes changes in plans or routines
•    doesn’t complete tasks
•    doesn’t like loud noises or commotion
•    easily distracted
•    erratic sleep patterns
•    “falls apart” frequently
•    forgets shoes, socks, homework, assignments
•    has trouble making choices
•    hides when anyone comes over
•    immature, baby talk, cries over inconsequential things
•    impulsive
•    inverting/reversing numbers and letters
•    leaves the table during meals
•    misses when placing objects on table
•    overly excited when people come to house
•    poor speech, articulation
•    poor written work
•    reading and math difficulties
•    short attention span
•    speaks unusually loud/ talks too soft to hear
•    stubborn, uncooperative, defiant
•    unusually low/high energy
•    won't join the group

Children whose bodies need particular types of sensory input tend to do exactly what they need to obtain that input, sometimes in ways parents may not particularly like. The AS or HFA youngster may love to chew on nonfood objects, crash into furniture or other children, hang upside down, jump on the furniture, flap his arms, or spin in circles. This is called “self-stimulatory” behaviors. Some “self-stimulatory” behaviors are an attempt to obtain much-needed sensory input that either revs up or slows down a poorly functioning nervous system. At other times these behaviors act as a coping mechanism until the youngster figures out how to ward off or deal with sensory overload.
 
==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder

Three major challenges for parents and teachers who deal with a child who has SPD are (1) recognizing when the youngster is under-reactive or over-reactive in any given moment, (2) calibrating sensory input to meet her where she is, and (3) providing a “just right challenge” to help her move forward into a “just right” state of being. Fortunately, there are proven techniques for reducing under-sensitivities and over-sensitivities, and modifying tasks and environments to support success while the child builds underlying sensory processing skills. Foremost among these techniques is what’s called a “sensory diet.”

Senses that should be included in a sensory diet include the following:

1. Auditory— Auditory input refers to both what you hear and how you listen, and is physiologically connected with the vestibular sense.

2. Proprioception— Proprioceptive input (i.e., sensations from joints, muscles and connective tissues that lead to body awareness) can be obtained by lifting, pushing, and pulling heavy objects, including the child’s own weight. He can also stimulate the proprioceptive sense by engaging in activities that push joints together (e.g., pushing something heavy), and pull joints apart (e.g., hanging from monkey bars).

3. Smell— Olfactory input comes through the nose and goes straight to the most primitive, emotional part of the brain. So, if your AS or HFA youngster is upset by something being “stinky” – it’s no wonder. Certain odors can stimulate, calm, or send her into sensory overload.

4. Tactile— The tactile sense detects pain, light touch, deep pressure, texture, temperature, and vibration. This includes both the skin covering your body and the skin lining the inside of your mouth. For the AS or HFA child, oral tactile issues can contribute to picky eating and feeding difficulties.

5. Taste— Taste input is perceived by your tongue, but how you interpret or experience it is strongly influenced by your sense of smell.

6. Vestibular— This is the sense of movement centered in the inner ear. Any type of movement will stimulate the vestibular receptors, but swinging, spinning, and hanging upside down provide the most intense, longest lasting input.

7. Visual— Visual input can often be overstimulating for an AS or HFA youngster with sensory issues.

The goal of a sensory diet is to give your AS or HFA youngster the right kind of sensory input in regular, controlled doses so there’s no need for him to resort to undesirable behaviors. For example, rather than bouncing off the walls during lunch, he can bounce for a few minutes on a mini-trampoline before it’s time to sit down to eat. Rather than chewing on a crayon, he can munch on a “Gummi bear.” Instead of crashing into the furniture to get deep pressure stimulation, he can jump into a safely placed “crash pad” or punching bag.

The starting point in creating a sensory diet that meets your AS or HFA child’s unique needs is to look at her behaviors, especially those that are a bit odd. In general, a youngster whose nervous system is “hyper” needs more calming input, while the youngster who is more “slothful” needs more arousing input. While each child’s likes and dislikes are different, activities that are more rapid and less predictable tend to be more alerting – while slow, rhythmic, and repetitive activities tend to be more soothing.

Finding the perfect activity to achieve that optimal state takes some detective work and creativity on the parent’s part. Few kids are always tired or always wired. The right combination of sensory input is something parents will need to figure out together with the child, and preferably with the assistance of an occupational therapist.
 Below is a sample sensory diet that was created for Andrew, an 8-year-old youngster with Asperger’s and SPD. A separate program was created for Andrew with the school, including an inflatable seat cushion for wiggling while remaining seated, frequent movement breaks, and providing chewy oral comfort snacks during handwriting class.


Sample Sensory Diet--

In the morning:
  • Eat crunchy cereal with fruit and protein
  • Jump on mini-trampoline as directed
  • Listen to recommended therapeutic music
  • Massage back
  • Use vibrating toothbrush

After school:
  • Artwork time (e.g., drawing, clay projects, painting projects, etc.)
  • Do ball exercises as directed
  • Eat crunchy and chewy snacks
  • Go to playground for at least 20 minutes
  • Listen to therapeutic music
  • Massage feet 
  • Mini-trampoline
  • Push grocery cart
  • Spinning as directed

At dinnertime:
  • Provide crunchy and chewy foods
  • Help with dinner preparations (e.g., mixing, chopping, blending, etc.)
  • Help set table

At night: 
  • Warm bath with bubbles and calming essential oil
  • Massage during reading time
  • Burn scented candle prior to falling asleep

Here is a list of 50 activities to consider when creating your child’s unique sensory diet:

1.  Bang on pots and pans.

2. Climb up and down stairs.

3. Create a scrapbook (lots of pasting and working with different textures).

4. Do cartwheels, swim, jumping jacks, and dance.

5. Do jumping jacks, floor pushups or wall pushups.

6. Do wheelbarrow walking, with ankles held.

7. Dress up in fun costumes to get used to the feel of unfamiliar clothing.

8. Drink thick liquids through a straw.

9. Eat chewy or crunchy foods or chew gum.

10. Encourage child to walk barefoot in the grass, sand, or dirt.

11. Encourage play with make-up, face painting, and costumes.

12. Get a firm massage.

13. Get a white noise machine, tabletop rocks-and-water fountain, or aquarium.

14. Go swimming.

15. Go to the beach or sit still and listen to the rain, thunder, etc.

16. Go to the playground and use slides and swings.

17. Have child finger-paint, play with glitter glue, or mix cookie dough and cake batter.

18. Have child hang upside down from playground equipment, do somersaults, or ride a loop-de-loop rollercoaster.

19. Have child play with foamy soap or shaving cream, and add sand for extra texture.

20. Have child vacuum, carry books from one room to another, help wash windows or a tabletop, and transfer wet laundry from the washing machine to the dryer.

21. Have the child sit very quietly and try to identify the sounds he/she hears (e.g., traffic, people taking, planes, etc.) and where it’s coming from.

22. Help child garden and repot indoor plants.

23. Hold the youngster’s arms and spin in a circle as he/she lifts off the ground.

24. Inhale favored essential oils or other fragrances.

25. Jump on a mini-trampoline, bouncy pad, or mattress placed on the floor.

26. Let child run in circles or ride a carousel.

27. Let the youngster drink plain seltzer or carbonated mineral water to experience bubbles in his/her mouth (flavor it with a little juice).

28. Listen to birds singing and try to identify what direction a given bird is calling from.

29. Listen to favorite music with headphones.

30. Listen to natural sound recordings of rain falling, ocean waves, bird songs, etc.

31. Make a “burrito” by rolling child up in a blanket.

32. Play a musical instrument.

33. Play in a sandbox or use a sensory bin filled with uncooked rice and beans.

34. Provide the youngster with a musical instrument and encourage him/her to play and even take lessons.

35. Provide the youngster with frozen foods (e.g., popsicles, frozen fruit) and mixed temperature foods (e.g., hot fudge sundae, hot taco with cold toppings).

36. Put on a play or making a mini movie with a video camera.

37. Rake leaves, push heavy objects like firewood in a wheelbarrow.

38. Ride a tricycle or bicycle.

39. Rock in a rocking chair, glider, or on a hobby horse.

40. Sculpt, sew, weave, crochet or knit.

41. Sit in a quiet “safe space” with soft lighting.

42. Spin on a Sit N’ Spin, Dizzy Disc Jr., or office chair.

43. Squish between sofa cushions to make a “sandwich.”

44. Swing on a hammock.

45. Take a warm bath or shower.

46. Try Sound Eaze CDs that desensitize autistic kids to everyday sounds (e.g., balloons popping, vacuum cleaners, flushing toilets, thunder, barking dogs, alarms, and other sounds these children find distressing).

47. Use a vibrating item (e.g., Squiggle Wiggle Writer, vibrating pillow, or oral vibrator).

48. Use a weighted blanket, vest, lap pad, or other weighted item.

49. Use sandpaper to smooth a woodworking project, or make things out of clay (try using a potter’s wheel).

50. Wear a heavy knapsack or pull a luggage cart-style backpack, or mow the lawn with a push mower.

In summary, a sensory diet is a term used to describe sensory activities that are used to treat children with SPD. If your AS or HFA youngster has symptoms of SPD, your physician can refer you to an occupational therapist for an evaluation. If it is discovered that your child does have SPD, the therapist will create a “menu” of activities. He or she will have you perform these activities in a particular order to create a sensory “meal.” Just like nutritional diets, the sensory diet is designed for your youngster’s sensory needs. The occupational therapist will create a plan of activities for you to do throughout the day.
 
Note: BrainWorks simplifies the process of creating sensory diets and teaches self-modulation through its use.  Click here to join BrainWorks.
 

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