early autism

Understanding Early Signs of Autism

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As a parent, I believe monitoring your child’s developmental milestones is a crucial aspect of raising a child. By observing these milestones, caregivers can identify delays — in areas such as motor skills, language, and social interactions — allowing timely intervention and support. 

Studies indicate that receiving an autism diagnosis and obtaining intervention services early can lead to significant improvements in symptoms and skills. (Robins et al., 2009) Children under the age of two frequently do not receive an autism diagnosis from their pediatrician, as clinicians may prefer to allow additional time for the child’s development. 

This give-it-time approach acknowledges that children can progress at varying rates, and a diagnosis may be more accurately determined as the child continues to grow and develop. (Miller, 2024) In addition, some children who initially show typical development by reaching all milestones may exhibit regression around the age of two. Many children have been misdiagnosed or remain undiagnosed because the signs of autism are not well recognized. 

There are many signs and symptoms that may indicate your child has a developmental delay. However, It is important to remember that not all children with ASD will exhibit every symptom listed in this article.

early signs of autism

Signs and symptoms that may indicate a delay in development

2-6 months 

  • Slow to smile or laugh 
  • Resists cuddling or holding 
  • Avoids eye contact 
  • Shows little interest in others
  • Doesn’t orient toward people speaking near them
  • Difficult to calm when upset

8-12 months 

  • Limited expressive communication, with little to no babbling 
  • Does not show a range of facial expressions 
  • Doesn’t consistently react to sounds
  • Doesn’t respond to their name or orient towards people speaking to them
  • Minimal interest in simple interactive games such as peek-a-boo and pat-a-cake
  • Doesn’t orient toward objects when another person points it out
  • Prefers not to be touched or cuddled
  • Limited or no communicative gestures such as pointing, waving, or reaching toward caregivers to indicate they want to be picked up or held

12-16 months 

  • Limited response to bids for their attention, such as calling to them “come here” with arms out
  • Does not follow simple instructions
  • Little to no imitation of others during both play and daily activities
  • Does not engage in pretend play
  • More interested in objects than people
  • Repeats unusual movements with objects, such as spinning or lining up items
  • Gets excessively upset over changes to routine and activities
  • Unusual reactions to sounds and textures

16-24 months 

  • Limited expressive communication may use single-word phrases such as “mama” and “dada”
  • If communication is present, does not communicate to share or show interest with others and instead labels items in their environment
  • Limiting speech to repeating words or phrases
  • Unable to follow instructions related to their daily routine (e.g. get your shoes)
  • Becomes upset frequently and unable to soothe, longer and more intense tantrums
  • Carrying specific objects for long periods of time
  • Forming specific routines with toys and being unable to play in different manners
  • Playing with parts of toys instead of the whole toy set

Signs of autism that can occur at any age: 

  • Loss of skills 
  • Fails to respond to name 
  • Lack of eye contact 
  • Delayed speech and language development 
  • Repetitive behaviors (finger movements, arm flapping) 
  • Repetitive sounds or words 
  • Sensory issues (loud sounds, food textures) 
  • Rigidity in their daily routines 
  • Lack of social interactions 
  • Lack of empathy toward others 
  • Sensory sensitivities (such as textures, lights, colors, sounds and smells) 
  • Limited or restrictive interests 

If you’re worried about your child’s development: 

  • Complete the M-CHAT-R screening: The Modified Checklist for Autism in Toddlers, Revised (M-CHAT-R) is an easy online questionnaire that can help assess whether your child might need a professional evaluation for autism. It only takes a few minutes to fill out and you are able to complete this form on your own. Follow this link for free access to the M-CHAT-R Screening (Robins et al., 2009). If the results suggest a high likelihood of autism, consult your child’s doctor. 

Modified Checklist for Autism in Toddlers, Revised (M-CHAT-R™) | Autism Speaks

  • Bring your concerns to your pediatrician: If you have any concerns regarding your child’s developmental progress, please do not hesitate to discuss them with your pediatrician. Should you have any doubts or require further clarification, consider seeking a second opinion. 

 

References

Babycenter.com Signs of autism in babies and toddlers | BabyCenter

Robins , D., Fein, D., & Barton , M. (2009). Modified checklist for autism in toddlers, revised (M-chat-RTM). Autism Speaks. https://www.autismspeaks.org/screen-your-child 

U.S. Department of Health and Human Services. (2021, April 19). Early intervention for autism. Eunice Kennedy Shriver National Institute of Child Health and Human Development. https://www.nichd.nih.gov/health/topics/autism/conditioninfo/treatments/earlyintervention#f1 

Miller, C. (2024, February 19). Why autism diagnoses are often delayed. Child Mind Institute. https://childmind.org/article/why-autism-diagnoses-are-often-delayed

 

Desare Fleming specializes in early childhood intervention. She began working in ABA at the advice of a friend. The more she learned about the signs of autism, the more she realized a relative showed signs at an early age but never received a diagnosis or any form of intervention. With over nine years of experiences as an RBT, she plans to pursue becoming a BCBA to help more children and families accomplish their goals. Desare has a master’s degree in Special Education with a concentration in Applied Behavior Analysis from Arizona State University. 

Keep your Autistic Child Healthy

Staying Healthy As Cold and Flu Season Approaches

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Parent Perspective: Teaching Hygiene and Self-Care Routines to Your Child with Autism

School’s back in session, and so are the germs! Your child may have already come home sick from preschool, school, or therapy. It’s that dreaded time of year for parents. We all long for our kids—and ourselves—to stay healthy as they return to their fall routines.

Staying well comes with a lot of pressure on parents—and even more so if you have a child with autism. Over the years, I’ve tried numerous things to help ward off viruses and stomach bugs. One thing stands out to me as we approach this season once again—you can’t control whether or not your child will get sick. But you can take proactive steps and hope for the best possible outcome.

This blog post explores several ways to help your child stay healthy. All of them are suggestions, not strict rules. You’ll find what works best for you. If you can’t do everything, that’s okay. See what you can commit to from this list. Maybe choose one, stick to it, and see how it goes. Remember, it’s about finding a balance that works for you and your child. 

Keep your Autistic Child Healthy

All the Ways to Stay Well

Wash Your Hands

Everyone knows how important it is to wash your hands. Unfortunately, our kids don’t always heed this advice. I’ve been trying to get mine to wash his hands independently for years. We’re still not there yet, but the good news is that it’s improved. Along with ABA programming, some things have helped my son’s handwashing skills and habits.

  • Routine. Building handwashing into the daily schedule so it’s the same every time. For example, we always wash our hands before and after we eat. It’s just what we do; therefore, it’s not as much of a struggle. 
  • Visual schedule. Using a visual schedule showing all the steps of handwashing and posting it right by the bathroom sink is a big help. I talk my child through each step as he goes.
  • Fun. Making it fun and silly by singing a song or doing a little handwashing dance helps with participation. Any goofy form of engaging my child in a daily task is typically met with a smile.

 

Eat Healthy

It’s no secret that many kids with autism can be picky eaters. Those with children who love to eat only chicken nuggets and crackers know what I’m talking about. How many nutrients can you get from processed foods? 

As you work with your child’s ABA practitioner to increase food choices, there are some tips you can implement as a parent. Several cookbooks give you ideas for how to hide vegetables in food. I used Jessica Seinfeld’s Deceptively Delicious. I also started making smoothies packed with spinach, avocado, and other superfoods and fruits. Since my child didn’t notice what I put into the smoothie, he drank it down eagerly. Smoothies will take you far if you can keep the ingredients a secret. If your child doesn’t fall for that trick, you can try to put protein powder or electrolytes in their drinks. 

 

Take Your Vitamins

There are so many different vitamins for kids on the market. It’s overwhelming. But if you know what you’re looking for, you can narrow down what works best for your family. For example, do you want a multivitamin or something specifically targeting the immune system? Do your research and find what works for your family. 

My main goal with vitamins is to find something very palatable but with limited sugar. That’s not an easy combo, and I compromised on the sugar component, but it still is packed with the good vitamins my son needs. 

Remember that if you can get a multivitamin or supplement that you believe will benefit your child, you can feel good about giving them a little something extra to help keep them healthy. Some people swear by elderberry. Others really love essential oils. There is no surefire way to stay healthy. Just do your research and use what works within your budget that you can maintain. 

 

Get Plenty of Rest

Sleep is a crucial factor to staying healthy. It can also be a tough topic for many parents and caregivers of children with autism. If you and your child struggle to get enough sleep, consider contacting your ABA provider to develop a customized program. Here are some general guidelines that have helped us tremendously throughout the years:

  • Activity. Keeping your child stimulated and engaged throughout the day helps with sleep. Boredom and a lack of challenges in life make it hard for them to fall asleep. If their brain and body have been working all day, they are more likely to fall asleep and stay asleep.
  • Bedtime Routine. Having a soothing bedtime routine consistent each night, whether a school night or not, is super helpful for kids with autism. Our routine is bathing, brushing teeth, reading a book, snuggling, and lights out. These must happen in the same order but don’t take long. They are just part of my son’s nightly wind-down routine.
  • Basic Needs. Making sure your child’s basic needs are met before bed seems obvious, but it’s good to remember to go through potential needs they may or may not be able to communicate to you. It’s vital that your child isn’t hungry (or too full), they don’t have to go to the bathroom, and they aren’t worried about something for the next day that needs to be taken care of now, i.e., planning what to wear, organizing toys, checking the door to make sure it’s locked, etc. 
  • Sleep Aids. Using a weighted blanket or sleep supplements can also help with getting enough rest. With some trial and error, you can uncover some good home remedies to help your child fall asleep and stay asleep. 

 

Stay Home When You Are Sick

Your child needs to stay home when they’re sick. Why am I saying this? Everyone knows that you shouldn’t share your germs. And that’s true for the communities that we live in. We need to be kind and respectful so that others don’t get sick, but it’s also vital for us and our kids. 

Even if your child doesn’t have a fever, vomiting, or diarrhea, it may be tempting to still send them to daycare, therapy, or school. But consider the consequences to their own health. Their little, growing bodies require rest when they feel run down. Take the time to let them be at home in their space. They may not opt to rest and take things slow like we want them to. Our highly active kids don’t always know what’s best for them, but you do as a parent and caregiver. Review the suggestions above and give them a little TLC to meet their needs. 

 

BrightPath Behavior is Cheering You On this Fall!

You’ve got this! Your child may only sometimes want to cooperate with their self-care and hygiene, but you can lay the groundwork while they’re young. With a lot of love, patience, repetition, and ABA therapy, you will see success! You won’t be able to achieve every single form of illness prevention you want to keep your home healthy this fall. You might get sick. In the midst of it all, don’t forget to take care of yourself so you can help care for those you love. 

 

What are your biggest questions or concerns about keeping your child healthy during cold and flu season? 

We’d love to hear from you in the comments below. If you found this post helpful, please feel free to like, share, and follow us for more insightful content on autism and ABA therapy.

If a positive, play-based approach to ABA appeals to you, we invite you to contact BrightPath Behavior. The friendly team at BrightPath Behavior is always ready to answer your questions.

 

Kathy McClelland is a freelance copywriter and marketer for pediatric healthcare and special education brands from Austin, Texas. Before becoming a mom, her work included promoting medical journals and online publications for the American Academy of Pediatrics and parenting books for Tyndale House Publishers. When her second son was born with a rare genetic condition, she was thrust into the world of special needs parenting. Her website is kathymcopywriting.com.

Disclaimer: While I am a consultant writing on behalf of BrightPath Behavior, my child is not a current client. The views and experiences shared in this blog post are entirely from a parent’s perspective. My goal is to provide informative content and insights based on my personal experiences, as well as interviews conducted with the staff at BrightPath Behavior.

Early childhood intervention

Help, My Child Has an Autism Spectrum Disorder (ASD) Diagnosis! What Do I Do Now?

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If your child has recently been diagnosed with Autism Spectrum Disorder (ASD), you may be finding yourself faced with mixed emotions – possibly “feelings of shock, disbelief, confusion, anger, sadness, worry, denial, guilt, relief” (Smith-Young et al., 2020). It is okay for you to be experiencing these feelings, and remember that you are not alone – on average, 1 in every 36 children has been diagnosed with ASD (Maenner et al., 2023). Now that your child has a diagnosis, you may be wondering: “What resources are available for my child?” “Where do I go from here?” “What’s the next step?” In this blog post, we’ll explore navigating early intervention services available for children with autism.

Early childhood intervention

Step 1: Identify the Services Available

What are Early Intervention Programs?

Early Intervention Programs are available to infants and young children demonstrating developmental delays and disabilities. These services help children learn new skills that will help them be successful in life. These services can include applied behavior analysis (ABA) therapy, speech therapy, occupational therapy, physical therapy, and more. 

What is Applied Behavior Analysis (ABA)?

“Applied Behavior Analysis (ABA) is a therapy based on the science of learning and behavior” (Autism Speaks). When your child receives ABA, you will have a Board-Certified Behavior Analyst (BCBA) who evaluates your child and then creates an individualized behavior plan uniquely tailored to your child and your concerns for your child. Registered Behavior Technicians (RBTs)/Behavior Technicians (BTs) implement your child’s behavior plan on a day-to-day basis under close supervision of a BCBA. 

What is Speech Therapy (ST)?

Speech Therapy is a therapy that helps an individual improve their communication and language skills. According to the Cleveland Clinic, a Speech-Language Pathologist (SLP) will complete an evaluation of your child and create exercises and treatment goals to help address your communication needs and understanding of language.

What is Occupational Therapy (OT)?

According to Timothy Finlan (2020), an occupational therapist “helps kids who have a physical, sensory, or cognitive disability” learn how to perform daily living tasks (i.e., getting dressed, writing, taking a bath/shower, etc.) through various activities, supports, aids, and equipment. Occupational therapy can also “help kids with sensory processing disorders find ways to interact with their environment in more comfortable and appropriate ways” (Finlan, 2020). 

What is Physical Therapy (PT)?

You probably have heard about physical therapy for adults, but you may be wondering, how does physical therapy help my child with ASD? Some children with ASD may have additional mobility difficulties, such as low muscle tone, poor balance, and incoordination. A pediatric physical therapist can create programs for your child to help them move through their environment easier. Some areas that a physical therapist may help your child work on are “Gross Motor Skills, Balance/Coordination Skills, Strengthening, and Functional Mobility/Motor Planning” (Children’s Hospital of Philadelphia Research Institute, 2020). 

 

Step 2: Find Services that Best Fit Your Child’s Needs

Ask your child’s pediatrician for recommendations.

Talk with your child’s doctor about your concerns, and they will provide recommendations for local services and providers who will best fit your child’s needs.

Check with your insurance provider.

Your insurance company may have a list of providers in your area who are in-network with them. Your child may need a qualifying diagnosis for insurance to cover specific services. Speak to your provider for more information.

Utilize recommendations from friends and family.

Some of your friends and family may have a provider that they trust and can help you get in contact with.

Check out these websites for additional resources.

 

Step 3: Contact the Provider

Once you find a provider for your child, it is important that you contact them regarding their intake process, as each company has a different one. 

Some general things you can expect a provider to require from you are:

  • A doctor’s referral
  • Insurance Approval
  • An initial meeting with you—This can be an opportunity for you to tour the facility, ask questions regarding services, and ensure that their services are a good fit for your child by asking what type of support you need.

Keep in mind that many providers may have a waitlist for services. But, once you take that first step to start the intake process, you will have a better idea of how your child will benefit from services and an idea of a timeline for receiving services. Do not be discouraged if one provider does not work out for your child and family – no two providers are the same, and it may take some time to find the perfect fit for your family.

 

References

Applied Behavior Analysis (ABA). Autism Speaks. (n.d.). https://www.autismspeaks.org/applied-behavior-analysis

C. medical. (n.d.). How do I know if I need speech therapy? Cleveland Clinic. https://my.clevelandclinic.org/health/treatments/22366-speech-therapy 

Finlan, T. (Ed.). (2020, January). Going to an occupational therapist (for kids) | nemours kidshealth. KidsHealth. https://kidshealth.org/en/kids/occupational-therapist.html#:~:text=A%20kid’s%20occupation%20is%20to,with%20toys%20or%20other%20kids. 

Maenner, M., et. al., (2023). Prevalence and characteristics of autism spectrum disorder among children aged 8 years – autism and developmental disabilities monitoring network, 11 sites, United States, 2020. Center for Disease Control and Prevention. 72(2). 

Smith-Young, J., Chafe, R., & Audas, R. (2020). “Managing the wait”: Parents’ experiences in accessing diagnostic and treatment services for children and adolescents diagnosed with autism spectrum disorder. Health Services Insights, 13, doi.10.117863292090214.

The role of the pediatric physical therapist for children on the autism spectrum | Children’s Hospital of Philadelphia Research Institute. (2020). https://www.research.chop.edu/car-autism-roadmap/the-role-of-the-pediatric-physical-therapist-for-childen-on-the-autism-spectrum 

 

Mei Mei Gibbons, Registered Behavior Technician (RBT), has been dedicated to working with children since her childhood and has been a professional in the Applied Behavior Analysis (ABA) field since 2016. She became interested in ABA after witnessing the significant positive impact of scientifically proven ABA techniques on her clients and their families. Mei Mei has a deep compassion for children who exhibit challenging behaviors due to communication difficulties.

Mei Mei has worked in various settings, including schools, clinics, and homes, allowing her to develop a versatile approach to ABA. Her experience includes working alongside Board Certified Behavior Analysts (BCBAs) to help develop individualized behavior intervention plans for her clients and assist in training new technicians in the field.

One of Mei Mei’s most memorable experiences was helping a child with low verbal behaviors develop basic communication skills, ultimately enabling them to express their needs and reduce frustration-related behaviors. This success story continues to inspire her work and commitment to ABA.

Currently, Mei Mei is pursuing a Master of Education in the Foundations of Applied Behavior Analysis at the University of Cincinnati and expects to graduate in December 2024. She believes in a client-centered approach, emphasizing the importance of tailoring interventions to each individual’s unique needs and strengths. Her philosophy is grounded in empathy, patience, and a relentless pursuit of positive outcomes for her clients.

She aims to leverage her education and experience to help individuals become more independent and enrich their life experiences.

Healthy Nutrition, Happy Minds

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Autism Spectrum Disorder (ASD) is a developmental disorder that affects communication, behavior, and social interactions. While there is no cure for autism, various interventions can help manage symptoms and improve quality of life.

One such intervention is healthy nutrition. Understanding the nutritional needs and challenges of individuals with autism can lead to significant improvements in their overall health and well-being, offering a beacon of hope for a better quality of life.

This blog article explores the relationship between nutrition and autism, highlighting critical dietary approaches and practical strategies supported by scientific research. 

autism nutrition

Nutrition can significantly manage symptoms and improve the overall health of individuals with (ASD). While no specific diet can “cure” autism, certain dietary approaches can benefit and minimize behaviors and improve overall quality of life (Sharp, W.G., Berry, R.C., McCracken, C. (2013). Scientific research, the cornerstone of our understanding, underscores the potential benefits of healthy nutrition and nutritional interventions for individuals with autism. 

One possible benefit may be increased protein intake, which is great for growth, and increased iron and calcium, which aids bone development. While specific diets and supplements show promise, further high-quality studies are necessary to develop clear and compelling dietary guidelines. Consulting with healthcare professionals, including registered dietitians, is crucial for tailoring nutritional plans to meet the unique needs of individuals with autism.

Common Nutritional Concerns in Autism

Picky Eating

Many individuals with autism exhibit selective eating habits, often preferring a limited range of foods. These habits can lead to nutritional deficiencies in essential nutrients such as vitamins A, D, and E, calcium, and fiber.

Gastrointestinal Issues

Studies have shown that 46-84% of children with ASD have gastrointestinal issues (Coury et al., 2012). Many people with autism experience gastrointestinal problems such as constipation, diarrhea, and abdominal pain.

Food Sensitivities

Some individuals may have sensitivities or intolerances to certain foods, such as gluten or casein. Some studies suggest that removing these from the diet can help with symptoms. (Whiteley et al., 2013).

Supplement Help

A way to incorporate nutrients, vitamins, and healthy fats into the diet of someone with ASD would be talking with a physician about supplementing those missing and essential dietary needs. The most common supplements and their benefits include:

  1. Omega-3 fatty acids, known for their anti-inflammatory properties, have been studied for their potential benefits in autism. (Bent et al., 2011). Omega-3 fatty acids, particularly EPA and DHA, are essential for brain function and development. The anti-inflammatory properties may help improve cognitive function, social skills, and reduce hyperactivity and repetitive behaviors in individuals with ASD. (Bent et al., 2011)
  2. Studies in a research paper have shown Vitamin B6 and Magnesium may be used together to help improve behavioral issues, anxiety, and irritability in individuals with Autism (ASD). (Nye, C., & Brice, A., 2005) Magnesium is also important for muscle and nerve function in the body and brain. 
  3. Vitamin D is vital for bone health and immunity boosting. 
  4. Probiotics help maintain a healthy balance of gut bacteria, which can improve gastrointestinal issues commonly seen in individuals with ASD. There is growing evidence that gut health may influence behavior and cognitive function. (Nye, C., & Brice, A., 2005)

Practical Implementation Tips

  1. Gradual Introduction of Foods – slowly introducing new foods can help reduce anxiety and resistance.
  2. Utilize positive reinforcement by adding a preferred item or activity to the environment to motivate eating. 
  3. Make mealtimes a routine and involve children in food preparation. 
  4. Make the food “fun” by keeping it colorful, adding fun shapes, theme nights, fun utensils or plates, or even interactive food items. 
  5. Consistency is key! Schedule eating time in the same place and at the same time each day. Family conversations about the food can also add to the excitement of eating, so make sure you’re all eating the same food. 
  6. Working with a registered dietitian can provide tailored nutritional advice and help manage any dietary interventions. A dietitian may help determine what’s missing in the child’s diet and provide recommendations on what, when, and how to add foods to their diet. When foods are first introduced, the dietitian can also see where the aversion is (texture, smells, colors, how it looks) and make modifications as needed. 
  7. Track changes within the child’s body, demeanor, toileting, etc. so that the dietitian can make informed recommendations and modifications to their diet. (Feng, P., Zhao, S., Zhang, Y., & Li, E., 2023).

Healthy nutrition tailored to the needs of individuals with autism can potentially improve symptoms or behaviors and overall well-being. (Feng, P., Zhao, S., Zhang, Y., & Li, E., 2023). It is essential to work with healthcare professionals to ensure that any dietary changes are safe and appropriate. By incorporating these fun and engaging activities into mealtimes, parents can help improve their children’s eating habits and make meals a positive experience. Being patient and consistent is important, as developing healthy eating habits can take time.

 

Articles to help with fun foods and eating ideas: 

Healthy Snacks For Kids With Autism

Autism Dietitian 

Food, Nutrition, and Mealtimes for Autistic Children: A Guide for Parents

Picky Eating: 7 Ways to Introduce Your Child with Autism to New Foods

Autism And Picky Eating: Parenting Tips

For more detailed information, refer to the studies and reviews mentioned. They provide a comprehensive understanding of the current research on nutrition and autism.

References

  • Sharp, W. G., Berry, R. C., Mccracken, C., Nuhu, N. N., Marvel, E., Saulnier, C. A., Klin, A., Jones, W., & Jaquess, D. L. (2013/09//). Feeding Problems and Nutrient Intake in Children with Autism Spectrum Disorders: A Meta-analysis and Comprehensive Review of the Literature. Journal of Autism and Developmental Disorders, 43(9), 2159-73. https://doi.org/10.1007/s10803-013-1771-5
  • Coury, Daniel & Ashwood, Paul & Fasano, Alessio & Fuchs, George & Geraghty, Maureen & Kaul, Ajay & Mawe, Gary & Patterson, Paul & Jones, Nancy. (2012). Gastrointestinal conditions in children with Autism Spectrum Disorders. Pediatrics. 130. https://www.researchgate.net/publication/265845783_Gastrointestinal_conditions_in_children_with_Autism_Spectrum_Disorders
  • Whiteley P, Shattock P, Knivsberg AM, Seim A, Reichelt KL, Todd L, Carr K, Hooper M. Gluten- and casein-free dietary intervention for autism spectrum conditions. Front Hum Neurosci. 2013 Jan 4;6:344. doi: 10.3389/fnhum.2012.00344. PMID: 23316152; PMCID: PMC3540005. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3540005/
  • Bent, Stephen & Bertoglio, Kiah & Ashwood, Paul & Bostrom, Alan & Hendren, Robert. (2011). A Pilot Randomized Controlled Trial of Omega-3 Fatty Acids for Autism Spectrum Disorder. Journal of autism and developmental disorders. 41. 545-54. 10.1007/s10803-010-1078-8. https://www.researchgate.net/publication/45495103_A_Pilot_Randomized_Controlled_Trial_of_Omega-3_Fatty_Acids_for_Autism_Spectrum_Disorder
  • Nye C, Brice A. Combined vitamin B6-magnesium treatment in autism spectrum disorder. Cochrane Database Syst Rev. 2005 Oct 19;2005(4):CD003497. doi: 10.1002/14651858.CD003497.pub2. PMID: 16235322; PMCID: PMC7003675. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7003675/
  • Mousain-Bosc M, Roche M, Polge A, Pradal-Prat D, Rapin J, Bali JP. Improvement of neurobehavioral disorders in children supplemented with magnesium-vitamin B6. II. Pervasive developmental disorder-autism. Magnes Res. 2006 Mar;19(1):53-62. PMID: 16846101.
  • Feng P, Zhao S, Zhang Y, Li E. A review of probiotics in the treatment of autism spectrum disorders: Perspectives from the gut-brain axis. Front Microbiol. 2023 Mar 16;14:1123462. doi: 10.3389/fmicb.2023.1123462. PMID: 37007501; PMCID: PMC10060862. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10060862/

 

 

Tatum Kaiser always knew she wanted to work with kids. However, it wasn’t until her daughter began showing early signs of Autism that she developed an interest in ABA. The experience of working closely with children with autism, coupled with the support and positivity from supervisors and coworkers, solidified her passion for the field. She finds joy in practicing play-based teaching and positive reinforcement strategies, which benefit her clients and her kids. 

Currently pursuing a Bachelor’s degree in Applied Behavior Analysis at Capella University, Tatum balances her studies with motherhood. She uses her real-life experience to enhance her academic assignments and practical applications in the clinic. Her involvement with her daughter’s autism journey has provided her with unique insights that she shares with other parents, helping them navigate behavioral challenges with empathy and compassion.

Navigating the Screen Time Tightrope: Balancing Tech for Kids with Autism

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Parent Perspective: The Pros and Cons of Screen Time for Children with Autism

There is no escaping technology. The children we’re raising today live in a world vastly different from our childhoods. Gone are the days of endless outdoor play and hours of choreographing talent shows to mixed tapes (or, for those younger, burning CDs). The only interaction many of us had with video games as kids was playing the Oregon Trail on the classroom desktop computer. While we lament what our children may miss, there are undeniable benefits to living in a more technologically advanced society. 

The debate over whether screen time has adverse effects on children with autism is ongoing. I do not have the clinical data to take a stand either way. However, as a parent of a child with autism, I have firsthand experience navigating screen time. I’ve noticed both the pros and cons of screen usage. Here, I share some insights into managing screen time and offer suggestions for determining your approach. 

It’s beneficial to carefully consider how you integrate screens into your home—whether it’s an iPad, cell phone, laptop, TV, Kindle, video games, or even a smartwatch. Planning allows you to establish boundaries and anticipate challenges, guiding you toward a balanced approach that works best for your family.

screen time and kids with autism

Pros of Screentime

​​There are numerous benefits for neurodivergent children using various devices and technology, especially those created specifically for kids with autism, speech delays, or other developmental challenges. Here are some ways screen time may be beneficial for your child:

Technology can be a talking tool – Augmentative and Alternative Communication (AAC)

Technology can provide a means of communication and self-expression for non-speaking children with autism. Many AAC programs are available on devices like iPads and enable non-verbal children to communicate effectively, opening new avenues of expression that might not otherwise be accessible. Some popular AAC tools include:

While there’s concern that AAC might deter verbal communication in speaking children, studies show the opposite. AAC may be a valuable option for communicating when children are fatigued. Some individuals find it easier to express themselves more fully through AAC, complementing their verbal expression. Technologies developed by major software and hardware speech manufacturers (not all AAC is installed on an iPad) serve as tools to enhance communication, which is a significant advantage.

Technology can be a learning tool — Educational Apps and Games

Technology is a powerful educational tool, offering thousands of apps and games tailored to various learning needs and interests. Whether your child has an aptitude for a specific subject or needs to develop in a particular area, chances are there’s an app to help them. Here are just a few examples of apps for different areas of learning, including reading, literacy, science, coding, and memory games: 

Even games like Minecraft allow kids to learn spatial awareness and design 3-dimensional spaces in an animated realm. When choosing apps and games for your child, focus on those that align with their interests and areas where they can grow.

Our educational system has embraced the use of technology in classrooms as an effective learning tool. As parents, we can do the same. It’s a matter of selecting the right websites and apps for your child. 

Technology can be a social and saftey tool — Text Messaging and Video Calling.

Not all technology prevents connection and socialization. In fact, some types of technology allow us to interact in ways that we otherwise wouldn’t be able to. Text messaging and video calling allow children, including those using AAC, to socialize with family and friends safely and meaningfully. Contrary to isolating, some technologies facilitate social interaction.

Digital communication methods provide vital social connections, enhancing communication skills and even offering a way to communicate with a parent or caregiver if they are in a potentially unsafe situation. The following resources help parents keep their kids safe in social settings:

Technology can be a creative tool — Photography and Social Supports.

Many autistic children have a visual inclination and enjoy capturing and reflecting on images. Whether taking photos themselves or exploring pictures on a caregiver’s phone, photography can help them understand their world and relationships.

 Additionally, photography and video can support applied behavior analysis (ABA) therapy by creating visual supports and social stories, aiding in learning and vocabulary development. Here are some app ideas for fostering creativity and visual supports:

Technology can be a tool for entertainment.

We can’t ignore the upsides of using technology for entertainment. Many of us tend to view using technology for entertainment as a downside to screens. However, there are moments when we need our kids to sit still and be entertained. There isn’t a mom out there who hasn’t expressed a sigh of relief as they hand their child a phone while waiting at the doctor’s office. 

While often viewed negatively, technology can provide essential entertainment and relaxation. Whether calming a child following an extended therapy session or allowing them to unwind after a day of school, screen time offers familiar and predictable activities that may help reduce anxiety and promote relaxation for kids. Here are the favorites in our house:

Cons of Screentime

Now, let’s look at the cons. Many of us are probably very familiar with the consequences of technology and screen usage, whether through personal experience or a fear that it’s becoming a big problem we can’t control. Screen time effects are a real concern. Understanding what we’re up against as parents can help us decide our non-negotiables as well as give ourselves some grace when screens introduce challenges we didn’t expect. 

Technology can prevent real, authentic social interaction.

While technology can promote social interaction, it can also isolate your child. When a child is given a device to use whenever and however they want, it can become a real danger. Setting limits around the time and exposure your child has to screens may prevent this from becoming an insurmountable problem.

If your child tends to stim on a screen, it prevents them from staying present. Whether they are compulsive swipers who can’t stay engaged with one show or activity, there may need to be certain restrictions. The Guided Access functionality on an iPad helps those kiddos who like to bounce from app to app and video to video. Or, if your child repeatedly watches the same movie, it may be time to expose them to different shows or activities. These are examples of behaviors an ABA clinician may be able to implement into your child’s programming. Don’t hesitate to reach out and ask your ABA provider, such as ABA Connect, for help. 

Technology can be overstimulating.

Many kids with autism tend for their sensory systems to become overloaded. If this is your child, watch how they react to high screen usage. Factors contributing to sensory overload include the device’s volume level, screen brightness, and whether it is used in a dark or brightly lit area. Consider what types of videos, songs, and apps get your child hyped up. Directing them toward content that creates a more calm and regulated nervous system response, such as slow, repetitive music and lower-volume videos, may help them stay within their window of tolerance. Here are some possible apps to help calm your child:

Technology can be an alternate reality.

Some kids prefer to live in a virtual world rather than a real one. Games that include virtual reality (VR) simulate real-life experiences, which may be more exciting or enticing to your child than their actual environment. However, spending time outdoors in nature offers an antidote of sorts. Mother Nature operates at a much slower pace than we do. During a hike or bike ride, your child may begin to experience a healthy contrast to the fast-paced realm of technology. Engaging with nature may enable their nervous system to mimic this slower pace.

Also, consider how videos with compelling storylines may become replacements for reading a book. There is something unique and beneficial in forming pictures to a story within your child’s imagination. When technology prevents kids from spending time outdoors or reading, they miss out on engaging with their environment meaningfully. This may be a sign that it’s time to step back from technology.

Moderation with Screentime

Like many things, there’s no hard and fast rule for approaching screen time with your child. Perhaps the best approach is moderation. 

  • Set limits. 
  • Encourage the types of technology that lead to connection. 
  • Stay engaged in what your child is watching or using. 
  • Try not to feel guilty if your child uses technology more than you would like. 

Sometimes, in life, things aren’t quite where we want them to be. Knowing where we want to be can help us get there with a plan and a good dose of patience. 

Our Journey with Screen Time

My son didn’t show much interest in screens, whether a TV, phone, or iPad until he was four or five. I actually wanted him to engage with technology because I knew an AAC device could be a helpful tool for him to communicate. 

Working with a speech-language pathologist and an assistive technology expert, we presented him with different AAC programs. He wasn’t interested. Also, he had not yet developed a pointer finger, which is essential to a touchscreen device. I recruited an occupational therapist to help him form one. It didn’t matter what she did; he showed no signs of being able to isolate his finger. Until he discovered YouTube Kids on an iPad! Everything changed from there. 

Watching entertaining videos was a gateway to making technology more functional. My son didn’t start showing interest in using his “talker” (what we call is AAC device) until he first experienced immediate gratification from swiping around on YouTube Kids and PBS Kids. In that respect, I am incredibly thankful for handheld devices. Yes, they can become detrimental to real-life engagement, but overall, they opened up my son’s world in a whole new way. 

Every child’s journey is unique. Maybe there’s something different—another way your child can grow and expand through technology. Remember, technology can be very engaging and motivating. If you need ideas for how to use a device or application to help your child grow, ask your child’s BCBA or ABA clinician. They may have ideas for how to use screens for their greater good. 

What are your biggest questions or concerns about screen time usage with your child? 

We’d love to hear from you in the comments below. If you found this post helpful, please feel free to like, share, and follow us for more insightful content on autism and ABA therapy.

If a positive, play-based approach to ABA appeals to you, we invite you to reach out to ABA Connect. The friendly team at ABA Connect is always ready to help answer your questions.

Disclaimer: While I am a consultant writing on behalf of ABA Connect, my child is not a current client. The views and experiences shared in this blog post are entirely from a parent’s perspective. My goal is to provide informative content and insights based on my personal experiences, as well as interviews conducted with the staff at ABA Connect.

Encouraging Communication Skills in Autistic Children

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Strategies and activities to promote communication development in non-verbal or minimally verbal children with autism

Communication challenges are a hallmark of autism spectrum disorder (ASD) and present hurdles that can hinder social interactions, academic progress, and daily routines. However, within these challenges lie opportunities for growth, understanding, and empowerment. We will dive into what these challenges may look like, and effective strategies used to unlock the potential for communication in children with autism.

communication skills

Timeline of Communication in Typically Developing Children

Communication begins in infancy, where a cry might signal hunger, comfort, and social interaction. Infants can also identify important sounds in their environment, notably the voice of their caregiver. As they grow, babies begin to distinguish between speech sounds, laying the foundation for language comprehension (National Institute on Deafness and Other Communication Disorders, 2022). 

Birth – 3 months

  • React to loud sounds
  • Recognize familiar voices
  • Begin to smile

4 months – 6 months

  • Track sounds with their eyes
  • Respond to changes in vocal tone
  • Notice light and sound toys

7 months – 1 year

  • Enjoy interactive play (peek-a-boo, pat-a-cake)
  • Respond to spoken cues
  • Understand words for common items
  • Communicate with gestures and various babbles

1 year – 2 years

  • Identify body parts and follow simple commands/questions
  • Enjoy stories, songs, and pointing to pictures in books
  • Start using simple phrases and questions

2 years – 3 years

  • Have words for most objects
  • Use two or three-word phrases
  • Speech becomes more clear/consonant sounds can be heard

3 years – 4 years 

  • Responds to questions
  • Talk about various activities
  • Use sentences with 4 or more words

4 years – 5 years 

  • Comprehend stories
  • Communicate effectively
  • Use correct grammar

Communication Barriers in Children with Autism

How well a child with ASD communicates may depend on how they’re growing and learning socially. 

Children with ASD may find it challenging to talk and understand what others say to them. They might struggle to use gestures, make eye contact, and/or use appropriate facial expressions. Some may not talk much or at all, while others may have a large vocabulary and want to talk nonstop. Their words might not make sense and they might not understand the body language or tone of someone’s voice. This can make it harder for them to connect with others, especially kids their age. 

Understanding these challenges can help parents and caregivers support their child’s communication and social skills as they grow (National Institute on Deafness and Other Communication Disorders, 2020).

Strategies in ABA that Increase Communication Skills-Naturalistic Developmental Behavioral Interventions NDBI

Naturalistic developmental behavioral intervention (NDBI) is a therapeutic approach that occurs in real-life settings and focuses on teaching skills within the context of everyday activities and interactions. This approach aims to promote learning through natural environments and situations rather than artificial or contrived settings.

NDBIs often involve teaching communication, social, and adaptive skills in settings such as home, school, or the community. These interventions typically incorporate principles of Applied Behavior Analysis (ABA) but emphasize teaching skills in a more natural and socially relevant manner (Bruinsma et al., 2019).

Specific NDBI Strategies We Can Use to Foster Communication

 (Bruinsma et al., 2019, pp. 240-253)

1. Embedding Communication Learning Trials

Embedding learning trials is a strategy that involves setting up learning situations where the child gets to communicate in a natural way, such as during activities the child likes or has an interest in. During these learning situations, the adult pays attention to what the child likes, gets the child’s attention, and ensures the activity is fun. Then, they give the child a chance to communicate by showing or saying something that encourages the child to respond. If the child responds, the adult praises or helps them if they make a mistake. This approach helps the child learn to communicate in different situations, not just when adults ask them to.

2. Narrating and Modeling

Adults should speak to children often during everyday activities and play to help them learn new words. For example, when picking a child up, the parent may say “up” or “tickle” when playing with their tummy. Even if the child isn’t talking yet, hearing these words can help them learn. Try using simple words and phrases first and then add more words as the child learns. For example, when playing with trains, a parent might start by saying “train” and then add more words like “go train!” or “the train is going fast!” Talking to children during play helps them learn to talk and understand words, even if they don’t start talking right away.

3. Recasting and Using the One-Up Rule

Recasting is a technique that can be used when children are learning to talk during everyday activities. This technique means repeating what the child says but making it sound better or adding more words. For example, if a child says “buh-buh” for bubbles, the adult might say “Bubbles!” while blowing bubbles, helping the child learn new words and how to put them together. The adult can also repeat what the child says and add one extra word to their phrase. This reinforcement helps the child learn to talk in longer sentences over time without feeling overwhelmed. Adults should use the correct grammar when doing this to help the child learn better.

4. Shared Control Strategies

In therapies that help children communicate, like Project ImPACT or PRT, it’s important for adults to let the child take the lead sometimes and then take turns themselves. This strategy helps create situations where the adult has control over the outcome or object that the child might find rewarding. An adult’s turn can be contrived as an opportunity to teach by using the things the child likes as natural rewards. For example, if a child wants a toy out of reach, they may be motivated to ask the adult for help. Again, this approach helps the child learn to communicate while having fun. These shared control strategies can happen during many different activities. It’s all about making learning fun and letting the child lead the way sometimes.

5. Using Motivational Strategies

Different strategies can be used to keep children motivated, such as noncontingent reinforcement (NCR) or shaping. During NCR, an adult can give the child something they like without asking them to do anything first. NCR can be done to get the child interested in an activity or to keep them motivated to communicate. For example, the adult might play with the child a little bit or give them a few pieces of a toy to start with. Then, they wait for the child to communicate before giving them more. Another way is to “shape” or reinforce the child’s attempts at communication, even if it isn’t perfect, praising the child for trying or attempting to say a word or phrase. Shaping can help the child stay motivated to keep trying and improve their communication skills over time.

6. Imitating the Child

Imitating what your child does or says is another helpful way to encourage communication. This technique may involve imitating their actions, sounds, or expressions. If your baby isn’t talking yet, you can mimic their actions with toys or use song routines like the Itsy-Bitsy Spider, helping them learn how to imitate and communicate. You can also use sensory or social routines, which are activities that involve touch, movement, or other senses, to encourage imitation. For example, you can copy your child’s actions and then add something new to see if they copy you back. This helps your child learn new skills and can be a fun way to interact together.

7. Reciprocal Conversation

Children learn to interact with others through playful, back-and-forth exchanges called reciprocal communication, even before they start talking. Adults can respond to the child’s attempts to communicate, whether it’s through gestures, sounds, or words. For example, if a child plays peekaboo with a blanket, the adult joins in by lifting the blanket and saying the child’s name. Then, they wait for the child to react before continuing the game. This interaction helps build the foundation for later conversations and communication skills.

Alternative Communication Methods

It is important to keep track of your child’s progress in therapy. If your child is not making enough progress with their speech after a few months of therapy, the therapist might suggest trying other ways to help your child communicate. Teaching sign language or a picture card system (like PECS) can bridge possible communication barriers. A speech language pathologist (SLP) may know more about different communication devices and can help find the best fit for your child (Bruinsma et al., 2019, pp. 252).

References:

Bruinsma, Y., Minjarez, M., Schreibman, L., & Stahmer, A. (2019). Naturalistic Developmental Behavioral Interventions for Autism Spectrum Disorder. Paul H. Brookes Publishing Co.

National Institute on Deafness and Other Communication Disorders. (2020, April 13). Autism Spectrum Disorder: Communication Problems in Children. NIDCD. https://www.nidcd.nih.gov/health/autism-spectrum-disorder-communication-problems-children

National Institute on Deafness and Other Communication Disorders. (2022, October 13). Speech and language developmental milestones. NIDCD. https://www.nidcd.nih.gov/health/speech-and-language

 

 

 

Teressa Hughes first became interested in ABA after working as a behavioral technician (BT) at a school in Louisiana. Under the guidance of an incredible mentor, she learned how to be an integral part of a child’s growth journey, which deepened her interest in the field. Sharing in children’s achievements and victories, no matter how small, means the world to her!

Teressa is particularly fascinated by the science behind ABA, focusing her attention on data collection and visual analysis. She is also becoming more involved in parent training, empowering caregivers with strategies to optimize their child’s therapy program. Her next goal is to become a lead registered behavior technician (RBT) while pursuing her Master’s degree in ABA with a focus on autism spectrum disorder at Ball State University.