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Understanding AAC for Kids with Autism

March 28, 2025/in Autism, Parenting/by BrightPath Behavior

The Journey to Becoming a Successful AAC User

Choosing the right AAC (Augmentative and Alternative Communication) for your non-speaking child can feel overwhelming. At least, that’s how it felt for me. I wanted to make the right choice right off the bat—one that would help my son communicate without adding to his frustration. I needed something that would grow with him, giving him a reliable way to express himself. And, like many parents, I worried: Would using an AAC or SGD (Speech Generating Device) somehow take away his ability to speak? (Spoiler Alert: It doesn’t.)

Now, several years into our AAC journey, I see how much progress my son made. In the beginning, he lacked the fine motor skills to use sign language or even press a button on a Big Mac device. But today, we are constantly expanding his vocabulary, adding new words and phrases to his SGD so he can communicate more fully.

I wish I had known at the start that this journey isn’t linear—it twists and turns, and that’s okay. Finding the right AAC device takes time, and the best option for your child may evolve as they grow. Here are some things to help guide you along the way.

What is AAC?

AAC stands for Augmentative and Alternative Communication. It includes various forms of communication primarily used by non-speaking individuals, though people with autism who can speak may also find it helpful. Here’s a breakdown of the different types:

No-tech AAC –

Sign-language, Picture Exchange Communication System (also known as PECS), and other image-based forms of communication such as a first-then board.

Low-tech AAC –

Simple devices include a Big Mac Button, which plays a pre-recorded word or phrase when pressed, and standalone communication devices with a limited number of buttons, such as a GoTalk, which typically features a six or eight-square grid.

High-tech AAC –

Speech generating devices (SGDs), often in the form of specialized software or apps installed on an iPad or tablet, allow for more advanced and customizable communication.

Trialing different types of AAC.

When exploring different forms of AAC for your child, it’s essential to honor total communication—this means recognizing and responding to all forms of communication your child uses, whether it’s sign language, vocalizations, gestures, or their SGD. The goal isn’t to force a specific AAC method but to encourage communication in whatever way works best for your child at any given moment. For example, their SGD may not be immediately available, but sign language is always an accessible tool.

To determine the best AAC option, consult a Speech Language Pathologist (SLP) through a hospital system or private therapy group or reach out to an Assistive Technology (AT) Specialist, often available through your local school district. Let them know you’re interested in exploring different AAC methods to find the best fit for your child.

A possible AAC journey could look like this:

Sign language—Start by teaching your baby sign language. Sign language can support language development in all children, not just those with autism.

Picture Exchange Communication System (PECS)—You don’t need to have a full PECS system set up to begin, though it is a well-thought-through tool for foundational communication. Start using Boardmaker symbols or household pictures to help your child associate different images with words.

Big Mac Button or GoTalk—These devices allow a child to press a button to play a recorded word. While limited to one-word messages, they help establish cause-and-effect learning and introduce the concept of a device for communication.

Eye Gaze Technology—Consider trialing an eye gaze device if your child has a severe physical disability or visual impairment. However, many children find this system heavy, glitchy, and impractical for everyday use.

Speech Generating Device (SGD)—Test various AAC programs on an iPad or other dedicated device. Popular programs include TDSnap, Proloquo2Go, and LAMP Words for Life. Each program has unique visual layouts and motor pathways. Some are built on semantic compaction, similar to how we learn spoken language, while others are organized by word categories. If you’re working closely with an SLP or AT Specialist, they can help guide you in the right direction for your child’s needs.

Above all, pay attention to what your child naturally gravitates toward. Be intentional when exposing your child to different types of AAC, and pay attention to their cues. Many children show us what works best for them, but it may take time.

Where to start with AAC for Kids with Autism? AAC for Early Intervention

Start with Core Words. Core words make up approximately 80% of the words we use daily. The other 20% are considered fringe words, which are very specific to the user. Many SGDs are set up with between 40 and 60 core words on the homepage, depending on the grid size appropriate for the user’s needs. Whether your child begins using pre-determined core words on a high-tech device or not, they will begin to pick up on core words in their natural environment.

When your child is young, the type of AAC you use matters less than simply beginning to build functional communication skills. Using picture cards for labeling, which are often used in ABA therapy, can be a great introduction to AAC. Repetition is key. Your child should see the same pictures and words consistently, regardless of whether it’s PECS or a different AAC program. The more exposure they have, the more familiar and comfortable they’ll become with using AAC to communicate.

How to choose the right type of AAC for your child with autism.

Selecting the right AAC for your child comes with a lot of trial and error. Consider their developmental age, interests, and communication needs, and expose them to AAC options that fit where they are in their journey.

When we started the AAC journey, no-tech options were our first step. Sign language naturally became part of our daily routine, and we still use it occasionally—especially when my son’s SGD isn’t nearby or when we need to communicate quickly. Another early step was posting Boardmaker pictures around the house for him to help him recognize words and their meanings through visuals.

Our first low-tech AAC experience was with Big Mac Buttons. While they were helpful for teaching cause and effect, they weren’t ideal for functionally expressing needs. However, we set up a Big Mac Button by the back door that said, “I want to go outside,” which my son used when he wanted to go on the trampoline. He pressed it all the time. Be forewarned.

It wasn’t until a couple of years into elementary school that we started trialing high-tech types of AAC. Our AT Specialist introduced us to different devices and programs, allowing us to take them home and see which worked best for our son.

Choosing an AAC system is a very personal decision—not just for your child but for your entire family. A big part of AAC success is modeling usage. As a parent or sibling, you help normalize it by using AAC in your home. Learning to communicate with AAC is like learning a new language and everyone learns together. This collective effort makes it easier for your child to integrate AAC into their daily life over time.

Things to consider when selecting an AAC for your child.

Here are some additional key factors to keep in mind:

Physical, Hearing, or Visual Impairments– If your child has an additional disability, select an AAC system that accommodates their needs. For example:
- An eye-gaze device may be best for children with limited motor control, such as those with cerebral palsy.
- Sign language may be more accessible for deaf or hard-of-hearing children.
- High-contrast images and large buttons can be beneficial for the visually impaired.
Fine-Motor Abilities – If your child struggles with fine motor skills and dexterity, consider adding a keyguard to their SGD to help them select the buttons more accurately.
Process and Response Time – Give your child enough time to respond to questions and find the words they want to say. Avoid the temptation to speak for them. Patience encourages independent communication.
Gradual Changes – Whether you’re trialing different AAC systems or introducing a new device, make changes slowly and don’t give up too quickly. Children need time to adapt to new communication tools.
Consistency – Use consistent language for common tasks, questions, and requests to help your child become familiar with their AAC system.
Data Collection – Test different forms of AAC and track data on how your child engages with them. This is where ABA can prove to be especially helpful. Therapists can monitor different AAC types and help assess which one(s) best supports your child’s communication.

Best Communication Device for Autism.

You may have heard the phrase, “If you’ve met a child with autism, you’ve met one child with autism.” Every child is unique, and that applies to AAC as well.

The best communication device for a child with autism is the one that works best for them. There is no one-size-fits-all solution. Each child will have different communication needs, preferences, and abilities.

Ultimately, the goal is to find the AAC system that supports your child’s ability to communicate effectively in daily life and grows with them over time.

Ways to incorporate AAC into ABA sessions.

In the study of ABA, we’ve discovered that all behavior, whether desired or unwanted, is a form of communication. We want our kids with autism to be able to express themselves more fully, not only to reduce frustration but also to build meaningful relationships based on understanding who they are and what they’re thinking.

It’s important to include your child’s ABA therapist in their AAC journey. Using AAC across multiple environments—home, school, and therapy—helps reinforce their communication skills and increases their confidence in using their device. Since successful AAC use often requires extensive practice, your child’s BCBA should integrate it into their sessions.

Here are some ways AAC can be incorporated into ABA sessions:

Using the ACC device to help your child name objects, people, or actions appropriately.
Practice greetings, requesting attention, or participating either one-on-one or in structured group activities using the AAC.
Encouraging communication by offering a preferred toy or activity as a reinforcer when your child successfully uses their AAC device.

Collaboration between your child’s BCBA, speech therapist, and school AT specialist can further support their progress and help ensure that AAC becomes a natural and effective part of their daily lives.

AAC: The next best thing to speaking.

One of our greatest hopes as parents is for our children to speak. We dream of teaching them their first words as toddlers and having deep, meaningful conversations with them as they grow. But for some families, this isn’t the reality, and that’s okay. There is beauty in finding new ways to connect and communicate.

In today’s technologically-advanced world, we have more opportunities than ever to use AAC to understand what’s going on in our non-speaking child’s mind.

If you are like me, you may worry that giving your child access to AAC would prevent them from vocalizing words or speaking in sentences. This simply isn’t the case. For many kids, AAC becomes a stepping stone in their developmental journey. Some, like my son, eventually begin speaking minimally, while others go on to form fully comprehensive sentences.

Don’t be afraid to dive into the world of AAC. It can feel overwhelming at first, but it can also be incredibly exciting. There is nothing more delightful than discovering what your child has been wanting to say all along.

What are your ideas and questions about AAC?

We’d love to hear from you! Share your ideas, questions, and feedback in the comments below. Your input helps us continue providing helpful and insightful content about autism and ABA therapy.

If you found this post helpful, please like, share, and follow us.

Interested in a positive, play-based approach to ABA?

Connect with BrightPath Behavior today! Our friendly team is here to answer your questions and support your journey.

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.

Bedtime Routines for Kids with Autism

February 21, 2025/in Autism, Parenting/by BrightPath Behavior

Parent Perspective: How to Get Your Autistic Child to Sleep Without Losing Your Mind

Shortly after my son was diagnosed with autism, I met a nurse whose own son was on the spectrum. As we talked, she shared stories of sleepless nights, her son running through the house at all hours, and the exhaustion that came with it. I remember feeling a pit in my stomach—was this what my future looked like? After all, she was a nurse and still hadn’t quite figured it out. Would bedtime always be a battle? Would I ever sleep well again?

If you’re a parent of a child with autism, you might be asking yourself the same questions. Bedtime can feel overwhelming, especially when you’re running on fumes and just need a good night’s sleep. And while it may never be perfect, it can get better. With a mindset shift and a few adjustments, bedtime can become less of a fight and more of a calming ritual for both you and your child. Here are some ideas on how to make it work for you.

Bedtime begins with mindset.

If you’ve been struggling with putting your child to sleep and it hasn’t been going well, it’s understandable you don’t have many positive emotions around bedtime. Putting your child to bed can feel like a fight, and it’s not just kids with autism, by the way. Most children resist going to bed, even when they’re exhausted, and most parents have little energy left at the end of the day. It’s often a recipe for frustration and power struggles.

If this sounds familiar, consider shifting your mindset. Instead of dreading the bedtime routine, try reframing it as an intentional time of connection and bonding. This small mental change in thinking can make a big difference in how the evening unfolds.

My son and I almost always end up in some form of conflict when I over-excitedly announce it’s time for bed! Though he is non-speaking, he has plenty of ways to tell me he’s not ready—ignoring me, sprawling out on the family room floor, refusing to move, or tossing aside the bedtime stories I suggest.

So, I changed my approach. Instead of insisting, I join him in whatever play he engages in. If he’s stimming, I’ll cuddle beside him while he shakes a toy and begin asking him questions. Eventually, he responds, and I try to turn that into a shared experience—maybe singing, tickling, or transitioning into a bedtime book. When he feels seen and connected, bedtime becomes an easier sell.

When the process is enjoyable and soothing for both of you, it naturally goes better. And when it gets hard (because it might), don’t give up. Consistency is an essential part of raising an autistic child.

Start with the end in mind.

When planning your autistic child’s bedtime routine, it helps to begin with the goal in mind. What time do you want your child to be in bed—not necessarily asleep, but settled and comfortable? Once you have that ideal time, work backward and start the bedtime routine about 30 minutes before.

Start this 30 minutes before bedtime.

Research has taught us a lot about sleep hygiene—what helps and what hinders a good night’s rest. Here are some key sleep tips to keep in mind as you begin winding down for the night:

Turn off electronic devices to reduce exposure to blue light, which can interfere with sleep. AAC devices should be an exception, as they help create a structured bedtime routine.

Give your child a small snack or glass of milk. Having something light in their stomach may help them feel more sleepy. Milk especially has an amino acid that the body uses to produce serotonin and melatonin, helping your child feel more sleepy.

Take a bath and/or use aromatherapy for a calming sensation before sleep. Give your child a warm bath with lavender-scented soap, or use essential oils. Note: Some kids (mine!) are highly stimulated by water, so bathing before bed might have the opposite effect.

Create a visual schedule.

Use a visual schedule to provide a clear, consistent bedtime pattern. A simple chart on the wall can be a helpful reminder for you and your child.

Here’s an example of bedtime steps that might work well for a young child with autism:

Bath
Brush teeth
Pajamas
Cuddles
Storytime
Sound machine
Soothing lights

A structured and predictable routine may help your child feel more secure at bedtime, making the experience smoother and more peaceful for both of you.

Sleep strategies for autism and sleep problems that may help.

Every child is different, but here are a few things that may help build healthy sleep patterns:

Ending the day with cuddles.

My son and I both look forward to snuggles at the end of the day. Sometimes, he will even initiate this by coming over to me and leaning his body against mine at the end of the day. Cuddling often begins on the couch and continues after my child is in bed.

Reading a bedtime story.

We usually choose a bedtime book that isn’t too short or long—just something enjoyable to read together. If your child wants to hear the same book over and over again, that’s okay. It likely brings them comfort and predictability, even though it feels repetitive for you.

Creating a safe and cozy sleep space.

Because sleep and safety are both so important, we invested in the Abrams The Saftey Sleeper Bed, a specially designed tent for autistic children. This enclosed space helps my child feel secure and prevents him from wandering at night. He loves his tent, and bedtime is much easier for him because it feels like a safe, cozy haven.

Common bedtime challenges for kids with autism.

One thing I’ve noticed is that my son resists bedtime more when he isn’t tired. While consistency is important, it’s equally important to recognize your child’s natural sleep cues. Base your child’s bedtime on when they’re actually getting sleepy. There are age-based guides that can help determine the proper bedtime, but ultimately, your child’s cues are the best indicator.

During the day, make sure they get plenty of movement and at least 30 minutes to an hour of outdoor time. Exposure to natural light earlier in the day helps regulate their internal clock, signaling to their brain when it’s time for sleep.

Winning at bedtime with your autistic child.

Through years of trial and error, I’ve learned that my son is much more willing to comply with bedtime if he sees me calm, present, and engaged. My presence matters.

When I am in a hurry—just trying to check bedtime off my list so I can move on to chores or go to bed myself—it never goes smoothly. But everything flows better when I slow down, embrace the routine, and connect with him.

Kids are incredibly in tune with our emotions. When bedtime feels like a stressful obligation, they can pick up on that.

Bedtime with a child on the spectrum isn’t always easy, but with patience, consistency, and a shift in mindset, it can become more peaceful and meaningful. Find what works for your child, focus on connection, and give yourself grace on the tough nights. You are doing an amazing job.

What are your ideas and questions?

We’d love to hear from you! Share your ideas, questions, and feedback in the comments below. Your input helps us continue providing helpful and insightful content about autism and ABA therapy.

If you found this post helpful, please like, share, and follow us.

Interested in a positive, play-based approach to ABA?

Connect with BrightPath Behavior today! Our friendly team is here to answer your questions and support your journey.

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.

Supporting Independence and Self-Help Skills in Children with Autism

December 16, 2024/in Autism/by BrightPath Behavior

Encouraging independence and teaching self-help skills are essential for supporting children with autism spectrum disorder (ASD). Helping children gain the ability to manage everyday tasks on their own not only boosts their confidence but also reduces their reliance on external support. This guide offers practical strategies to promote independence at various stages of development, tailored to children with autism.

Autism in Early Childhood (Ages 3-6)

In early childhood, the focus is on laying a strong foundation for self-help skills while fostering independence. Children at this stage thrive in environments with clear, structured routines and visual supports.

Key Strategies:

Visual Schedules and Cues: Visual schedules help children understand the steps involved in everyday tasks, such as getting dressed or brushing their teeth. Breaking tasks into manageable steps with visual cues can reduce anxiety and encourage children to complete tasks independently.
Task Analysis: Large tasks can feel overwhelming. Breaking them down into smaller, more manageable steps allows children to take on more responsibility gradually.
Modeling and Imitation: Children learn best by watching others at this age. Video modeling, where children watch videos of themselves or peers completing tasks, is an effective way to teach skills such as washing hands or tying shoes.

Autism in Middle Childhood (Ages 7-12)

As children grow older, they are ready to tackle more complex tasks. Middle childhood is an ideal time to promote greater independence at home and school by encouraging children to take on responsibilities like homework or preparing simple meals.

Key Strategies:

Self-Monitoring: Encouraging children to track their progress with tools like checklists helps them become more aware of their routines and builds self-reliance.
Task Sequencing and Work Systems: A structured system helps children understand the steps they need to take and when a task is complete. This method is helpful for chores or schoolwork, helping children stay organized and become more independent.
Problem-Solving: At this stage, children can begin learning to solve problems independently. Teaching them strategies for breaking down tasks or asking for help fosters resilience.

Autism in Adolescence (Ages 13-18)

Adolescence is a crucial time for preparing young people with autism for greater independence as they transition to adulthood. This stage focuses on applying learned skills to real-world situations, such as managing money, cooking, and maintaining personal hygiene.

Key Strategies:

Self-Advocacy: Encouraging adolescents to advocate for themselves—whether at school, in social settings, or at work—is key to developing independence. Keeping a journal to track goals and progress can help adolescents reflect and make adjustments.
Video Self-Modeling: Watching videos of themselves, completing tasks like cooking, or managing a schedule reinforces adolescents’ abilities and boosts their confidence.
Social Skills Training: Developing communication skills is essential for navigating social environments. Programs that teach skills such as initiating conversations or reading social cues can help adolescents feel more confident.
Life Skills Training: Teaching practical life skills, such as budgeting, shopping, and meal preparation, helps adolescents prepare for independent living. These skills can be taught through real-life experiences, using checklists or visual prompts.

These strategies empower children and teens with autism to gain independence, decrease reliance on external supports, and enhance their confidence and readiness for future challenges.

References

Koegel, R. L., & Koegel, L. K. (2006). The Pivotal Response Treatment approach to autism. The Journal of Positive Behavior Interventions, 8(3), 116-130.

Odom, S. L., Boyd, B. A., Hall, L. J., & Hume, K. A. (2010). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(4), 425-436.

Schopler, E., & Mesibov, G. B. (2005). Teaching children with autism: Strategies to enhance communication and socialization. New York: Guilford Press.

Vismara, L. A., & Rogers, S. J. (2010). Evidence-based comprehensive treatments for early autism. Journal of Clinical Child & Adolescent Psychology, 39(1), 35-52.

Aline O’Brynt is an Apprentice and Registered Behavior Technician (RBT) at the Academy Clinic in Colorado Springs. With a background in Psychology from Capella University and a 4.0 GPA in her Master’s in Applied Behavior Analysis (ABA), Aline combines academic excellence with a passion for early intervention and individualized care. Her journey into ABA began with her interest in child development after the birth of her first child, leading to a career focused on supporting children with autism and their families.

Aline is dedicated to creating meaningful progress through evidence-based practices, compassionate care, and parent training. Her ultimate goal is to become a Board-Certified Behavior Analyst (BCBA) and help children reach their full potential. Outside of work, Aline enjoys immersing herself in different cultures and learning new languages, bringing a broad perspective to her work and life.

Promoting Social Skills in Autistic Children

November 15, 2024/in Autism/by BrightPath Behavior

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.

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.

How to Talk to Your Child About Their Autism Diagnosis

October 28, 2024/in Autism, Parenting/by BrightPath Behavior

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.

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.

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.

Navigating Daily Routines with Autism

October 16, 2024/in ABA Therapy, Autism, Behavior Management/by BrightPath Behavior

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.

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.

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

July 15, 2024/in Autism/by Brightpath Behavior

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.

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:

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)
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.
Vitamin D is vital for bone health and immunity boosting.
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

Gradual Introduction of Foods – slowly introducing new foods can help reduce anxiety and resistance.
Utilize positive reinforcement by adding a preferred item or activity to the environment to motivate eating.
Make mealtimes a routine and involve children in food preparation.
Make the food “fun” by keeping it colorful, adding fun shapes, theme nights, fun utensils or plates, or even interactive food items.
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.
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.
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.

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

June 28, 2024/in Autism, Parenting/by Brightpath Behavior

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.

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

April 19, 2024/in Autism/by Brightpath Behavior

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.

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)?

April 12, 2024/in Autism/by Brightpath Behavior

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.

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