social skills autism

Promoting Social Skills in Autistic Children

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Developing social skills is essential for all young children, but it can be especially challenging for children with autism spectrum disorder (ASD). These children often face difficulties communicating, understanding social cues, and forming connections with their peers. However, with the proper support and strategies, they can build meaningful relationships with others and develop social skills to help them navigate the world around them. This post explores effective ways to promote social skills in young children with autism and foster friendships.

 

social skills autism

1. Use Structured Play to Teach Social Interactions

Structured play is an effective way to teach children with autism about social interactions. This type of play allows children to practice communication and interactions with others in a predictable, controlled setting. For example, role-playing games can help them understand conversational turns, eye contact, and shared attention. Activities like building blocks, turn-taking games, and role-play involving everyday social situations, such as grocery shopping or playing house, can provide valuable practice for real-life interactions (National Research Council, 2001).

Parents and educators can also incorporate visual supports, such as picture schedules, to guide children through different steps of a play activity. Structured play offers predictability, which is often comforting for autistic children, and it enables adults to model appropriate social behaviors in a way that feels safe and manageable for the child.

2. Encourage Peer-Mediated Interventions

Peer-mediated intervention is a highly effective method for supporting social skill development in children with autism. This approach involves training typically developing peers to interact with autistic children, helping them learn social norms, friendship-building skills, and ways to respond to social cues. Research shows that peer-mediated interventions can increase the social engagement of children with autism and create opportunities for genuine friendships (Chan et al., 2009).

One way to implement this is by pairing autistic children with peers who are empathetic, patient, and willing to help them navigate social situations. Adults can guide these interactions, encouraging peers to use simple, straightforward language and prompting the children with autism to respond or initiate conversations. By observing and imitating their peers, autistic children better understand social expectations in a natural setting.

3. Teach Emotional Recognition and Regulation

Understanding emotions is a critical component of social interaction, but it can be challenging for children with autism. They may struggle to identify their own emotions or recognize the feelings of others, which can impact their ability to relate to peers. Teaching children how to identify and regulate emotions can help them develop empathy and improve their social skills.

 

Emotion-based interventions, like using flashcards with facial expressions, reading books about emotions, or using apps specifically designed to teach emotional recognition, can help children learn to recognize and label feelings. According to a study by Denham et al. (2012), teaching emotional recognition can improve social interactions by assisting children to understand the emotions of those around them, leading to more positive social experiences. Parents and educators can reinforce these lessons by acknowledging and labeling emotions during real-life situations, creating a more supportive environment for emotional growth.

4. Create a Safe and Inclusive Environment

Creating a supportive and inclusive environment is essential for helping children with autism develop social skills. When children feel safe and understood, they are more likely to engage in social interactions. One way to foster inclusivity is by educating peers about autism in a developmentally appropriate way, helping them understand that everyone has different ways of communicating and interacting.

Parents and Educators can also establish routines that promote a sense of predictability, making social interactions less intimidating for autistic children. Additional strategies include allowing for quiet breaks, providing visual cues, and maintaining a structured yet flexible routine, all of which can help children with autism feel more comfortable in social settings.

Final Thoughts

Promoting social skills in autistic children requires patience, consistency, and understanding. By using structured play, encouraging peer interactions, teaching emotional recognition, and creating a supportive environment, parents and educators can help children with autism build meaningful friendships and confidently navigate social situations. These early interventions can have a lasting impact, providing children with the social tools they need to thrive as they grow.

 

References

  • National Research Council. (2001). Educating children with autism. National Academy Press.
  • Chan, J. M., Lang, R., Rispoli, M., O’Reilly, M., Sigafoos, J., & Cole, H. (2009). Peer-mediated interventions to promote play-based social interactions for children with autism spectrum disorder. Psychology in the Schools, 46(7), 627-639.
  • Denham, S. A., Bassett, H. H., & Wyatt, T. (2012). The socialization of emotional competence. Handbook of Socialization: Theory and Research, 590-613.

 

autism diagnosis

How to Talk to Your Child About Their Autism Diagnosis

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It is hard to know when and how to talk to your child about their autism diagnosis. It can feel overwhelming—for you and them—but it’s important to begin helping them understand who they are and how they interact with the world. Just as every child is unique, every child with autism is unique, and no one conversation will cover all the things they need to know. 

Consider thinking through a few things before you sit down with your child. The most important thing is to frame the conversation in a positive, supportive, and empowering way. Hopefully, this blog post will guide you through when and how to approach the autism talk. 

autism diagnosis

 

Understanding what autism looks like for your child. 

Before you have a conversation with your child about their autism, it is essential for you to truly understand what it looks like for your child. Some of the common symptoms associated with autism may not be part of your child’s diagnosis, while others could be pervasive. You may want to process this with your partner or someone close to your family first. 

A helpful exercise to prepare you for the conversation is to explain how having a child on the autism spectrum affects your child and family. The first step in this process is to identify your child’s strengths and challenges and be able to talk about them honestly with those closest to you. 

Here are some things you can do in the preparation stage of the process:

  • Educate yourself on autism. Know how it presents in your child. List their specific needs, strengths, and areas of support. Use your informed understanding to help shape the conversation with your child. 
  • Practice talking about autism with your partner or close friend. Just like with anything, the practice helps you be more confident and comfortable with what you want to say. 

Finding the right time to talk to your child about their autism. 

Whether it’s a planned conversation or it happens spontaneously, there’s no one right time to discuss your child’s autism. The timing will likely depend on your child’s development and ability to understand or their curiosity about their differences. 

Many experts recommend discussing it with your child earlier rather than later. The idea behind these recommendations is to help your child build self-awareness over time. But again, there’s no predetermined age by which you should have this conversation. All children, even those with autism, mature differently. As their parent, you’ll know when it’s right for your family.

Here are some things to keep in mind about the timing:

  • Pay attention to their questions and cues. If they start asking, “Why am I different?” or “Why do I go to therapy?” you can use these cues to lead into the conversation. 
  • Be prepared not only for the initial conversation but for ongoing conversations. As your child grows, their questions may change as their understanding changes. Be ready to reenter the discussion as they become more aware of who they are and struggle to understand it. 

Use positive, empowering language that is also age-appropriate.

How you talk about your child’s autism sets the tone for your child’s self-perception. When you label autism as what your child has, be sure to emphasize that it is not who they are. It is only one part of them. Autism gives them unique strengths as well as areas where they struggle. 

Explain to your child in an age-appropriate way. 

When they are young, it can be as simple as “Having autism means your brain works differently from most people. It can make some things easier and some things harder.” This conversation will become more nuanced and specific to their challenges as your child ages. You may need to discuss in-depth things like why they go to therapy and ways to help them navigate school, friendships, and social situations. 

Regardless of how old they are, keep these things at the forefront of your mind in all of your conversations: 

  • Highlight their specific strengths over and over again.
  • Avoid telling them there are certain things they can’t do. 
  • Read them books about what it’s like to have autism, such as Uniquely Wired by Julia Cook or I See Things Differently by Pat Thomas.
  • Show them characters like Julia from Sesame Street or Pablo.
  • Point them toward role models with autism in different fields like technology, art, or science as they get older.
  • Reassure them that they are loved and supported and that you will help them navigate hard things for them.
  • Explain Therapy: If they attend ABA therapy or other services, explain that these therapies help them develop skills to succeed in school, friendships, and daily life.
  • Teach Self-Advocacy: Encourage your child to share when something is hard for them and to understand that asking for help is a strength.

When children may not be able to understand their diagnosis.

It’s important to acknowledge that though many individuals with autism will be able to engage in a conversation about how their diagnosis affects their daily living, many will not. My son falls into this category. If that’s your child, too, I see you. It’s still crucial for us to understand on a deep level who our child is and how their strengths and weaknesses affect their life because, in many ways, we are their voice. We must be able to communicate these things on their behalf to their teachers, peers, and even strangers in the community.

Children who are more profoundly affected by autism are, in many ways, shielded from caring about the opinions of others and needing to conform to a society not built for them. As their parents, that load falls primarily on us. A big part of your job will be to find places of acceptance and accommodation so they can thrive. 

If your child, like mine, isn’t able to engage in a conversation about their diagnosis, perhaps the conversations you may be having about autism and its effects are with siblings and close family members. How we love and nurture our children with autism requires lots of empathy, patience, and understanding for those who live with them day in and day out. 

Continuing the conversation about autism.

Talking to your child about their autism diagnosis can feel daunting. However, you may feel better after you’ve had the initial conversation. With patience, love, and an invitation to keep talking, you will help them embrace who they are and grow into a confident, self-aware individual.

Remember, if it doesn’t go how you envisioned, everyone processes this differently. It may take time. It is just one conversation of many to come. Approaching this journey with empathy, encouragement, and an openness to understanding them will go a long way. 

What questions do you have about talking to your child about autism?

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 BrightPath Behavior. The friendly team at BrightPath is always ready to help 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.

Note: The information provided in this article is for general guidance and does not replace professional advice. Please consult with a healthcare professional or therapist for personalized guidance.

visual schedule autism

Navigating Daily Routines with Autism

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If you think about everyday living, we all have some daily routine: wake up, go to work or school, come home, eat dinner, and sleep. Like neurotypical individuals, autistic people thrive on routine, schedules, and consistency. We all rely on knowing what our day will look like to an extent, and we get a sense of comfort knowing that it won’t change much. 

Individuals with autism often engage in some form of repetition during their day or exhibit rigidity in their routines (such as stimming, lining up toys, repeatedly turning lights on and off, etc.), so it makes sense that a routine would be beneficial. 

visual schedule for kids with autism

Finding a routine that works for your child with autism

Here are some tips and tricks for creating a unique schedule for your child: 

  • Write out the specific activities that make up your family’s day (work, school, therapy)
  • Make a fun reminder for your child, such as a calendar or visual schedule, to aid in providing a visual reminder and help to identify each task (“on Mondays we go to school, therapy, grocery store (list store), then home”)

Even in the home, having a routine to help your child move through specific tasks and activities is helpful. Visual reminders can still be provided within the home to reference when it’s time to move on to the next task. 

You can create daily routines for your child with autism for any number of tasks, including:

  • Waking up
  • Mealtimes
  • Bathtime
  • Bedtime 

A morning routine example may look something like this: 

  • Wake up your child with a fun morning song
  • Remind your child it’s a school day and what activities are planned
  • Get dressed in clothes that were laid out the night before 
  • Sit at the kitchen table and eat breakfast
  • Brush teeth and hair
  • Put on shoes and get your backpack
  • Look over the daily calendar and discuss the various activities occurring during the day

Navigating changes in routines with autism

Change isn’t easy for anyone, and while none of us enjoy change, it may be harder to grasp when you rely on those set schedules and preplanned activities. Talk about any change happening in the day with your child; communication is vital. If you have advanced notice of schedule changes, such as a doctor’s appointment or family trip, plan the specific days with the new activities in place. “Not all changes are equal, and not all ASD patients react the same way.” (AppliedBehaviorAnalysisEdu), so ensure you’re prepared to assist your child in working through their emotions in an empathic and supportive manner.

ABA can be a helpful tool when setting a person with ASD up for success when changes occur. If significant changes to the routine are coming, discuss those with a BCBA and collaborate to find ways to help them navigate and accept those changes to ease any challenging behaviors that could arise.

Reaching out to a primary care physician about obtaining ABA services for a person with autism is another way to improve undesirable behaviors that may result from routine changes. As previously said, a common trait of autism is rigidity and repetitive behaviors; ABA therapy can use a play-based teaching method to teach and help children understand a routine and that routines change within a clinical setting. Examples of using ABA to teach tolerance to changes in routines include following a schedule to transition to different rooms within the clinic setting with different schedules occurring on different days. An example of this may look like:

  • Monday’s schedule: Sensory gym, breakfast, bathroom, group game, gross motor play
  • Tuesday’s schedule: Breakfast, group game, bathroom, gross motor play, sensory gym 

Within the clinic setting, there are many activities to engage in, with other children around who might play with items differently than what is preferred by your child. Exposure to other children and differences in their environment provides the ABA therapist opportunities to teach strategies to help with rigidity and to tolerate when someone is doing something differently than how they would play. For example, working with the child to allow a difference in play for short durations of time and increasing the duration of different play as they’re able to tolerate it or teaching the child that variations in play can be fun by making silly sounds or incorporating play the child enjoys (such as tickles or singing). 

A variety of strategies can be implemented during ABA therapy to aid in both teaching your child daily routines as well as how to tolerate changes to their routine.

What questions and comments do you have about your autistic child’s daily routine, and what has helped them deal with schedule changes?

We’d love to hear from you in the comments below. If you found this post helpful, please 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 BrightPath Behavior. The friendly team at BrightPath is always ready to help answer your questions.

 

References 

 

Applied Behavior Analysis Edu – https://www.appliedbehavioranalysisedu.org/why-is-routine-so-important-to-people-with-asd/

Autism Specialty Group – https://www.autismspecialtygroup.com/blog/importance-of-consistency-in-autism

Applied Behavior Analysis as Treatment for Autism Spectrum Disorder – https://www.researchgate.net/profile/Wayne-Fisher/publication/285517351_Applied_behavior_analysis/links/5ddc2e4c458515dc2f4db9e1/Applied-behavior-analysis.pdf

 

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 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.

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.

Autism Awareness: 7 Awesome Things About Individuals with Autism

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A Parent’s Perspective: Celebrating the Unique and Beautiful Things About Children with Autism

April is Autism Awareness Month, a time dedicated to understanding and celebrating the incredible uniqueness of individuals with Autism Spectrum Disorder (ASD). Often, the conversation around autism focuses on the challenges. However, there’s an incredible array of strengths and awesome traits our children with autism possess that deserve the spotlight.

Dedicating a whole month to Autism Awareness gives us, as parents, permission to freely acknowledge and appreciate our children for who they are. It also allows us to discover new ways we can advocate for our kids in their individual journeys. Each of our children has challenges, gifts, needs, and things they offer the world. 

In this blog post, we honor the characteristics of our children with autism by highlighting seven awesome things about individuals with autism that you, as parents and caregivers, might already know. They are still good reminders. These attributes are not comprehensive and they may not all represent your child, but they are a good way to remember that different does not mean less.

autism awareness

1. Detail Mastery

Children with autism often exhibit an extraordinary level of detail orientation. They may notice the subtlest changes in a routine or distinguish patterns that skip others’ attention. This ability is not just about spotting differences but also about gaining a deeper appreciation for life’s intricacies. 

Whenever you find yourself frustrated by your child’s attention to detail, stop and try to appreciate the small things in life—the things that may seem insignificant to you but are important to your child. You may even find joy as you linger and notice things from your child’s vantage point. 

2. Focus Prowess

Many parents witness their children’s incredible concentration on tasks that intrigue them. This focus prowess can lead to significant achievements in academic fields, hobbies, and maybe even chosen jobs or professions. The deep engagement that children with autism can maintain may be a stepping stone to something they do later in life.

Yet sometimes hyperfocus serves no greater purpose other than the delight and entertainment it brings your child. That, too, can be a beautiful way in which they experience life. 

3. Memory Brilliance

An amazing memory is another common strength found in individuals with ASD. They can remember intricate details from events or conversations that happened years ago or retain facts related to their areas of interest, which often helps them excel in those areas.

Some nonspeaking kids demonstrate their very active inner world by remembering where things were placed, what happened last time, or how something works. Our kids’ memories are incredible.

4. Visual Learning Power

Visual learning can be a key strength for children on the autism spectrum. They have the knack for processing visual information efficiently, often leading to a different, sometimes more holistic understanding of concepts than their peers.

A capacity to process information visually can also lead to communication. For example, our kids will often take us by the hand to show us something they want to say or point to pictures in a book. Again, highlighting the unique way they see the world.

5. Expertise Development

Autistic individuals tend to become very knowledgeable about their interests. This isn’t just a hobby—it’s passion-driven learning that can lead them to become experts in particular subjects or fields.

For those of us with children who may never become experts in the eyes of the world, they still dive deeply into the things they are interested in and amused by in ways that reflect how truly unique and interesting they are as human beings. 

6. Creative Innovation

Don’t be surprised if a child with autism astounds you with their creativity. Whether it’s art, music, or finding unconventional solutions to problems, the innovative thinking styles of those with autism can lead to truly original creations and ideas.

Even an adapted way of communicating or a sense of humor can be a creative expression. Our children’s differences force them to develop out-of-the-ordinary ways of expressing themselves and their personalities. 

7. Resilience and Integrity

Living with autism means facing a world that isn’t always accommodating to different ways of thinking and perceiving. However, our children often show a resilience that’s nothing short of admirable. Furthermore, they are known to have a strong sense of integrity, valuing honesty and loyalty highly in their relationships with others.

Often, our kids with autism have no pretense, no hidden agenda; they bring their whole selves to this world. That is their greatest gift. From them, we can learn how to be ourselves more fully too.  

Celebrating the Awesome Things About Kids with Autism

Celebrate these strengths with your child. Remember that every day is an opportunity to learn more from the unique and varied perspectives children on the autism spectrum bring into our lives.

To all of you parents out there, we see your dedication and support in nurturing these awesome individuals. Your role in understanding and raising awareness of ASD is crucial. Keep fostering these strengths, and together, we’ll create a world that appreciates and embraces each person’s unique abilities. Together, we can help build a more aware and inclusive society.

This Autism Awareness Month, let’s spread the word about the positive and inspiring aspects of autism. Click here to download a FREE printable of 7 Awesome Things About Individuals with Autism. 

What is your favorite, most awesome thing about 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.

 

 

 

 

Please keep in mind that 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.

Does my child have Sensory Processing Disorder (SPD)?

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Exploring Sensory Processing in Children with Autism

Aisling Hagan, MA, and Clinical Resident at Bright Behavior Inc.

Have you ever noticed your child gag when eating certain textures? Or prefer for the lights to be off in the room? Or even cover their ears outside, even though you didn’t hear anything? 

Individuals impacted by Sensory Processing Disorder (SPD) can rarely detect what sensory stimuli are affecting them and how. However, with a bit of information about SPD, you can be aware of what may be impacting their senses and how to help support them.

sensory processing

What is Sensory Processing Disorder?

Sensory Processing includes the brain’s ability to process sensory information (stimuli). Common sensory information includes things we hear, see, smell, taste, or touch. Those with Sensory Processing Disorder (SPD) generally display a sensitivity to stimuli that others cannot relate to. 

A common misconception regarding SPD is that the individual impacted by it will overreact when in contact with nonpreferred sounds, textures, and tastes; however, those impacted by SPD can also underreact. For example, a child may seem to have a high tolerance for pain or not appear to notice others in a crowded room. It is possible for an individual affected by SPD to have oversensitivity, undersensitivity, or a blend of the two.

How does this impact my child?

Over-sensitive

Those who are considered over-sensitive will be noticeably agitated by:

  • Sounds – loud airplanes, trains, or things in the far distance that cause them to cover their ears
  • Bright lights
  • Textures of clothes – resistance to rough or specific textures, favoring softer textures
  • Textures of Food – rigidity in diet choices, such as only eating crunchy foods

It is common for children with SPD to become overstimulated, increasing the display of tantrums, social isolation, or rigidity. 

Under-sensitive

Those who are considered under-sensitive will appear to be disconnected from societal expectations. These individuals are likely to be:

  • Hyper-active – seek stimulation through jumping, spinning, mouthing inappropriate items
  • Can sometimes experience difficulty with sleeping
  • Minimal or no reaction to pain – doesn’t notice when they stub their toe or skin their knee

How can I help my child?

Rethink Stereotypy

Have you ever tapped your foot while anxiously waiting in the doctor’s office? Twirled your hair around your finger while making a phone call? Or tapped your pen on the edge of the table while attending a meeting? These are all behaviors we engage in to help us focus, similar to the stereotypy we see in those with autism.

While hand flapping, doing a quick spin, lining up toys, or reciting their favorite commercial under their breath may catch a few glances, your child is likely attempting to regulate their sensory processing system. “Stereotypies can be a visible read-out of a person’s state of being, both negative and positive” (McCarty and Brumback, 2021).

Studies show that stereotypies increase following a trigger. However, people can also engage in stereotypies when happy. It is safe to say that stimming can aid an individual who may suffer from SPD by organizing their thoughts, helping them focus, or getting rid of excess energy. 

Be Proactive

Read your child’s body language to identify specific sounds, textures, etc., that they are especially sensitive to. For example, if your child is showing sensitivity to loud noises, purchasing noise-canceling headphones to wear when they are exposed to loud noises can make a monumental difference. If your child is showing a great interest in being stimulated by textures, purchase texture tiles or other sensory-fulfilling items.

Reach out to Your Pediatrician

If you think your child may have SPD, it is best to contact your pediatrician. They may give you a formal diagnosis and connect you with an occupational therapist. 

References

McCarty, M. J., & Brumback, A. C. (2021). Rethinking Stereotypies in Autism. Seminars in pediatric neurology, 38, 100897. https://doi.org/10.1016/j.spen.2021.100897

Medical Home Portal – Sensory Processing/Integration Disorder. https://www.medicalhomeportal.org/clinical-practice/common-issues-for-cyshcn/sensory-processing-integration-disorder

Medical home portal – sensory processing/integration disorder. https://www.medicalhomeportal.org/clinical-practice/common-issues-for-cyshcn/sensory-processing-integration-disorder

Creating a Positive Haircut Experience for Kids with Autism

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A Parent’s Perspective: Tips for Sensory-Friendly Haircuts

I used to cut my son’s hair. I knew if I took him somewhere for a haircut, he would freak out from the overwhelming sensory experience. But if I cut it, I could set the stage for success — cut it dry (no spritzing him with water), give him toys to stim with, and provide access to an iPad for entertainment. It worked for years until I realized my skills were sorely lacking. And I want my son to look his very best.

So we decided to venture out for a haircut in the wild. 

Many kids with autism have a hard time getting a haircut. It is a highly stimulating experience. The noise of clippers near their ears, the vibrations on their skin, and the discomfort caused by falling hair can lead to overwhelming sensations, potentially triggering meltdowns. 

Since taking my son elsewhere to have a haircut, I’ve learned some proactive steps that may help prepare your child and accommodate their sensory needs. If you aren’t the type of parent who’s up for a DIY challenge, and even if you are, here are some tips on making the haircut experience positive for your child. 

As it turns out, all of the ways I was helping my son through the experience at home can be done at a salon or barber shop, too. 

haircuts for kids with autism

Plan for your child’s haircut.

First, decide where you will get your child’s haircut. Some salons specialize in kids’ cuts and even care for children with special needs. But if they don’t, most barbers and stylists are still willing to make accommodations. Remember, if the stylist or barber has experience cutting hair, your child will probably not be the most wiggly, uncooperative person whose hair they’ve ever cut. (I hope this makes you feel better going in.)

Call ahead.

You may want to call ahead to ask the stylist some questions and see what experience they have working with kids with autism. Ask if they are willing to accommodate a child with special needs. Many stylists are eager to make adjustments even if they don’t specialize in it. 

Schedule a pre-appointment visit.

You may be able to schedule a time to come into the salon before the appointment; that way, the environment isn’t foreign to your child when they arrive for their haircut. A pre-visit lets your child get comfortable with the setting, people, and process. They’ll better know what to expect.

Book an appointment.

Book your child’s appointment during a slow time so the shop has less activity, noise, and overall stimulation. Also, plan for a time of day when your child is well-rested and well-fed. The timing of the haircut may seem like a small thing, but it has the potential to make a big difference. 

Note: You may want to schedule extra time on the day of the appointment. Arrive early so your child can transition and make their way into the chair on their own terms. 

Decide on the style.

Think ahead about what type of haircut is best for your child. For example, if they don’t like their ears touched, think of a style where the hair comes down over the ears so the clippers don’t need to come too close. If you want to avoid repeating the experience frequently, ask for a shorter haircut so it takes longer to grow out. Your child may want to be involved in selecting their haircut, and if they can, that’s great! Have them look at pictures so they decide and have some ownership over the experience. 

Questions to ask the stylist.

  • Are you comfortable with lots of movement, taking breaks, and even willing to sit in a different chair on the ground?
  • Can I schedule an appointment during a slow time? 
  • May I bring my child into the salon before the actual haircut to get them used to the environment? 
  • Will you make accommodations as necessary, such as cutting dry hair or using scissors instead of clippers due to the sound and vibrations? 

Key things to tell the stylist.

You may want to give the stylist an information sheet on autism so they can understand some of the fundamental challenges of autistic kids. Autism Speaks has a Haircutting Guide you can download. 

If you don’t want to print something out, that’s understandable. It can feel kinda awkward. Instead, explain some things about your child so to help the process go smoothly:

  • My child doesn’t like loud noises, so it’s best to speak in a calm, low voice.
  • My child is easily scared, so it’s best not to come up from behind. 
  • My child takes a little longer to process questions, so keep your directions simple and give them a minute to respond. 

Prepare your child for the haircut.

As you plan for your child’s haircut, there are many sensory elements to remember — from the overhead lighting to the itchy feel of cut hair touching their skin. There are many things you can discuss with your child in advance of the visit. 

Prepare your child in the way that’s best for them to know what to expect. Whether that is simply talking through the process, creating a visual schedule, watching a social story, or role-playing at home.

  • Talk through the unexpected parts: For example, scissors go swish, swish, clippers make a buzzing sound, spray bottle will get me a little bit wet when the hair is cut, it will fall and may make me feel itchy, but we can brush it off so that it doesn’t keep itching.
  • Create a visual schedule: Icons for a visual schedule include a barber shop, salon chair, cape, spray bottle, clippers, scissors, blow dryer, and a picture of the hair cut short. 
  • Social story: Watch a video created for kids with autism on how someone gets their haircut. This is a great social story.
  • Role Play: Set up a pretend salon in your home and talk through every step of the process.

Distractions and comfort creatures for during the haircut.

Ensuring a positive haircut experience for your child with autism involves thoughtful preparation. Here are some ideas for distractions and comforting tools that may be used during the process: 

  • Bring a tablet or iPad for them to watch as a distraction.
  • Bring a favorite toy or fidget to stim with if that will help get their attention off the haircut.
  • Bring a weighted blanket or other compression tool to help calm your child.
  • Bring earplugs if your child is sensitive to sound and will tolerate wearing them.
  • Offer a reward for completing the task; give them something to work for, bubbles, a favorite snack, or candy.

Process and praise your child after the experience.

Praise them for things that went well, no matter how your child did during the haircut. Even if it wasn’t successful in your mind, praise them for trying. This allows you to pave the way for them to successfully experience a haircut so that they can feel good about how their hair looks and feels. Reward them after the experience with something especially reinforcing for them so they have a positive association with the experience. 

For fun!

Take before and after pictures so your child can see the difference the haircut made and be reminded of it the next time they need to go in for a trim. 

For your child’s next haircut.

Consider making haircuts routine events. Don’t wait too long between haircuts so your child can expect the experience as part of their overall grooming care.

Remember, every child is unique; what works best for one may not work for yours. It’s important to stay flexible and patient and to keep your child’s comfort at the forefront. Through trial and feedback, you will find the approach that best suits your child. 

With some preparation — and a patient, understanding stylist — you can make getting a haircut a positive experience for your child with autism. The key is finding a good fit and setting your child up for success.

Which haircut tip resonated with you? What will you plan to implement for your child’s next haircut? 

If you found this post helpful, please like, share, and follow for more content on autism or ABA therapy.

If you are interested in a positive, play-based approach to ABA, contact ABA Connect. The team at ABA Connect is happy to help answer your questions. 

Please note that 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. I aim to provide informative content and insights based on my personal experiences as well as interviews conducted with the staff at ABA Connect.

 

The Transformative Power of Play-Based Learning for Children with Autism

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As parents of children with autism, finding ways to foster your child’s development and learning is a top priority. One of the most effective and enjoyable ways to achieve this is through play-based learning. Play has a profound impact on a child’s development, especially for those on the autism spectrum.

Play is a natural and essential activity that facilitates learning, social interaction, and skill acquisition. Numerous studies and experts have emphasized the vast array of benefits that play-based learning offers to children with autism. Here are just a few:

  • Enhanced Social Skills

Play provides an ideal platform for children to learn and practice social skills in a relaxed and enjoyable environment. Engaging in cooperative play scenarios encourages turn-taking, sharing, and social interaction, fostering improved social skills among children with autism.

  • Improved Communication

Play-based learning supports language development and communication skills. During play, children are motivated to communicate their needs, thoughts, and ideas, which aids in speech and language development. For non-verbal children, play can serve as a means of communication and expression.

  • Cognitive Development

Through play, children explore their surroundings, solve problems, and develop critical thinking skills. Play-based activities stimulate cognitive abilities, including memory, attention, and executive functioning, contributing to overall cognitive development.

  • Emotional Regulation

Play offers a safe space for children to express emotions, explore feelings, and learn to regulate their emotions. It helps them understand and manage emotions, improving emotional regulation and coping skills.

  • Sensory Integration

Play activities encompass various sensory experiences, helping in sensory integration for children with sensory sensitivities. Sensory play, such as water play or tactile activities, helps desensitize and regulate sensory responses.

Play-based learning activities can encompass diverse forms, including imaginative play, sensory play, structured games, and role-playing scenarios. Tailoring play activities to a child’s interests and strengths maximizes engagement and learning opportunities.

Research conducted by experts like Dr. Sally J. Rogers and Dr. Geraldine Dawson, as cited in “Early Start Denver Model for Young Children with Autism: Promoting Language, Learning, and Engagement,” highlights the effectiveness of play-based interventions, such as the Early Start Denver Model (ESDM). ESDM integrates play-based activities with evidence-based teaching strategies, significantly improving children’s social communication and cognitive skills.

Similarly, studies in the “Journal of Autism and Developmental Disorders” by Dr. Kasari and Dr. Smith underscore the positive effects of play interventions on social communication outcomes in children with autism.

At ABA Connect, we believe in the power of play-based ABA therapy. 

Our centers are filled with kids playing and interacting with each other, not sitting at tables working alone. 

Integrating play-based learning into everyday routines not only promotes skill development but also creates enjoyable and meaningful experiences for children with autism. It is a powerful tool that nurtures holistic development, laying the foundation for future growth and learning.

By embracing the principles of play-based learning and incorporating them into your child’s daily activities, you empower them to learn, explore, and thrive in an environment tailored to their unique needs and abilities.

Remember, every child is unique, and finding the right play-based activities that resonate with your child’s interests and strengths is key to their ongoing development. If you’re interested in learning more about how our play-based style of ABA can work for your family, please contact us today at 833.225.9393 or learn more at abaconnect.com.

References:

What To Look for in Your Child’s Autism Assessment

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Determining when and where to get an assessment for autism can be a daunting task for parents. Time, money, and finding a clinician trained in autism assessment in your area are all things that have to be considered.

Luckily, experts in autism have devoted extensive time to help determine the best procedures for providing a valid autism diagnosis. Below I have outlined a “best practices” core assessment battery for children when autism is suspected.

An Autism Diagnostic Assessment May Include:
  1. Parent Interview – The parent interview about the developmental history, family history, and the child’s individual strengths and challenges is the foundation of the assessment.
  2. Direct Observation – The child should be observed engaging in various social interactions. The Autism Diagnostic Observation Schedule – 2nd Edition (ADOS-2) and the Childhood Autism Rating Scales-2nd Edition (CARS-2) are well-researched measures that provide robust information about the child’s behavior as it relates to symptoms of autism. Using the ADOS-2 or the CARS-2 as a direct observation measure is very beneficial to describe the child’s social strengths and weaknesses.
  3. Assessment of Cognitive Development – Cognitive functioning and problem-solving are an important part of a child’s development. An assessment of your child’s cognitive development can help inform intervention. It can also provide a baseline of your child’s functioning. Intensive applied behavior analysis (ABA) therapy has been shown to increase cognitive and problem-solving abilities in some children.
  4. Assessment of Language – An assessment of your child’s understanding and use of language is very important. Most cognitive assessments will include an assessment of verbal reasoning and vocabulary knowledge that will provide some information about your child’s language skills. Additionally, direct observation of your child during the assessment can provide an informal assessment of language and communication skills.
  5. Adaptive Behavior Assessment – Adaptive behavior describes what a child is able to do on their own. An adaptive behavior assessment can help determine what level of assistance a child needs when compared to others their age.

The information from each domain above should be integrated into a report by a licensed psychologist (PhD or PsyD) or a physician (MD or DO) that details the diagnostic classification that best describes your child. Recommendations based on the best available research and the priorities for treatment should also be included.

Remember that the above outline is describing the essentials of a “best practices” autism assessment. Additional assessment of other areas of functioning may be needed depending on the concerns for your child. The psychologist or physician will let you know if other areas should be added to the core autism assessment.

This post was written by Dr. Mariel Cannady, psychologist at Texas Child Study Center.