COVID19 and ASD

Why is Autism called Autism Spectrum Disorder? - The Carmen B. Pingree  Autism Center of Learning
https://carmenbpingree.com/blog/what-is-autism-spectrum-disorder/

We have all been preoccupied with the coronavirus pandemic, but how can we not be. Good news is that this year, one since this post was originally written, we have a vaccine! I’ve re-written it with reflection in mind and the fact that there is concern. April is also Autism Awareness month and April 2nd is World Autism Day. In that spirit, I wanted to start this month off with a post along that theme.

Many have resorted to using more and more technology with their children. The paper, “Association of Early-Life Social and Digital Media Experiences With Development of Autism Spectrum Disorder–Like Symptoms,” was published online in JAMA Pediatrics and is available at this link. Don’t be alarmed, in response to comments about this article, it is noted that there is more need for research.https://jamanetwork.com/journals/jamapediatrics/article-abstract/2772821?resultClick=1. Look at how the spectrum of online relationships has changed us. How does this impact your family and how does it impact development of relationships in which communication is already a challenge?

Social Media Monitoring and the Spectrum of online relationships

The impact of COVID19 on development of social skills has not yet been measured yet. This is a significant area of concern for those who live on the autism spectrum. As a result, continued monitoring milestones of your child is imperative, Parents can do so using a screening tool that I have referenced below. There are also resources for adults.

ROUTINES:

Especially during a pandemic and increased social isolations there are challenges to disrupted routines. Yet, this is so important, especially for a child or adult struggling with the symptoms of a spectrum disorder. So many have told me that it is just too hard to schedule appointments, or that they are overwhelmed and having trouble working. Temple Grandin https://en.wikipedia.org/wiki/Temple_Grandin has some thoughts that I still think might help others. Take a look: https://parade.com/1019088/debrawallace/temple-grandin-tips-children-with-autism-coronavirus-quarantine/?fbclid=IwAR1L8M8petdXfGQyZdPhyx51viLP1usEaEOzhHHVEgWOH-o6rqu9SOKvtnA.

Feeding Senses

  Picture from:     http://wisdomthroughmindfulness.blogspot.com/2010/03/

Continuing from the theme of earlier this week in terms of preparing for the holidays, part of doing so is to think about meals and what will be served, how many people are coming, what ingredients you will need and then cooking.  If you have a child who can’t tolerate eating different foods then YOU have an additional layer that is so emotionally ridden.  If you have a child who cannot tolerate the smell of foods cooking or the site of those which you have on the counter how will you prepare them?  Food is such a basic thing that we need for every day.  Working with parents each week with children who have feeding challenges reminds me of the emotional influence that problems in this area pose to families. Having taken Dr. Toomey’s training this past fall, I became aware of information that might be able to help you and I have already found its benefit during my daily practice. It is known as a sensory-based feeding therapy approach, building on each of them.  http://autism.sesamestreet.org/daily-routine-cards/?fbclid=IwAR0VKcWb_ZAHzheWdgT7ekqhwG_NuW8JLOMtCHZyT4PnolRXeyq6oeXxLSw

“The SOS Approach to Feeding program was developed by and copyrighted by Dr. Kay Toomey.  Please note, all materials, documents and forms taken from the SOS Approach to Feeding program are copyrighted and cannot be reproduced in any form without the written permission of Dr. Kay Toomey. For more information on the SOS Approach to Feeding program, please visit http://www.sosapproach.com.”     

This article can describe what can be done When-Children-Wont-Eat-Understanding-the-Whys-and-How-to-Help.pdf

and in her blog post, a parent relates how her child benefitted from its use https://singingthroughtherain.net/2013/03/tips-for-children-with-feeding-disorders.html

The SOS Feeding approach is appropriate for children that are “problem feeders” and not “picky eaters”, which can sometimes be difficult to distinguish between. Picky eaters are those that have a limited variety of foods and will not easily eat, but they often will reluctantly touch or taste new food. Picky eaters do not need SOS feeding therapy. A problem feeder, however, has an even more restricted variety of foods with more severe reactions to interacting with non-preferred foods and is a candidate for SOS feeding therapy. Here are some questions to consider if you are concerned about your child’s eating:

  • Does your child have a decreased range or variety of foods (less than 20)?
  • If your child gets “burned out” on food and takes a break from it, will they refuse that food still, after the break?
  • Does your child refuse entire categories of food groups (proteins, vegetables, etc.) or texture groups (hard foods, soft cubes, puree textures)?
  • Does your child almost always eat different foods at a meal than the rest of the family?
  • Have you reported concerns about your child’s feeding across multiple well-child check-ups?
  • If you answered “yes” to several of the above questions, talk to your child’s pediatrician about a referral for an evaluation to determine if feeding therapy would be warranted for your child.

Please note, the term “problem feeder” is used by the SOS Feeding approach program to delineate children who are outside the normal range of age-appropriate feeding behaviors, i.e. only being a “picky eater”.

Is your child a red flag for a referral?  Know that in this season of giving that you can be given the hope of improved ability to help your child enjoy eating!

Red-Flags-w-logo

What Can You Do When the Screen Goes Off??”

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The blog post https://blog.asha.org/2019/05/13/the-best-toys-for-slps-are-the-toys-that-do-nothing/ that recently appeared in the ASHA Leader resonates with me. I put individual links to which the author refers at the bottom of this post, So does the book “If You Give a Mouse an iPhone (of course available on Amazon in print). Here is a link to the story being read https://youtu.be/S3nVxt6_lAc If you can’t get it otherwise and are not familiar with it – the mouse is given an iPhone.. he uses it (viewing something that is not defined) and is unaware of his surroundings on a trip. The battery of the phone runs out and the result is a tantrum.

With the new American Academy of Pediatrics Guidelines for Family Media Plans that i talked about in a recent post, I really did not give any suggestions for the way to redirect your child when the screen is not visible. That led to this post and the awareness that there are so many things that you can do together. Indeed as my colleague wrote you can really be “the best toy!”.

First of all… TURN THEM OFF.  

New research according to a report on CNN reveals significant differences in brain development

https://www.cnn.com/2019/11/04/health/screen-time-lower-brain-development-preschoolers-wellness/index.html?utm_medium=social&utm_source=fbCNN&utm_content=2019-11-04T22%3A00%3A09&utm_term=link&fbclid=IwAR2kl7JF5e1BDeY6-j-BGQiGqpT1t5BA4dVM4yVIpZsbSpNZ7pZRuopXkQ0

This video is presented to parents with children on the Autism Spectrum but these principles can apply to so many of us that i wanted to share it with you

 
 

Here are some fun seasonal activities that you can do at home that will be enjoyable and something to do with your family, especially as the days get shorter.

SEASONAL FUN:

Photo by rawpixel.com on Pexels.com

Carving a pumpkin-adapting the activity for your child based on their abilities an differences in managing textures in a child-friendly way https://www.youtube.com/watch?v=sX6OIhqFZ8o

Write a story about carving the pumpkin, use educational workbooks that are consistent with your child’s age https://elemental.medium.com/bring-back-handwriting-its-good-for-your-brain-fe22fe6c81d2

Read stories (actual books) together. For adults look at the book The Reading Brain https://elemental.medium.com/bring-back-handwriting-its-good-for-your-brain-fe22fe6c81d2 which gives you documentation of how doing so, as opposed to reading books electronically with your children can affect your brain!

 

 

RAINY DAY/WEEKEND OR VACATION DAYS:

Instead of going out for a Halloween costume try to make it yourself. Here is something that i found that might be of help in terms of suggestions: https://www.mother.ly/child/no-sew-diy-kids-halloween-costumes?rebelltitem=9#rebelltitem9

 

Here is a youtube video to consider: Paper-Mache

SUNNY/FUN DAYS: STEP OUTSIDE YOUR DOOR:

In NYC https://www.nybg.org/learn/kids-teens/childrens-gardening-program/ and in other cities there are most likely similar types of activities. Novel – if this is not the case is using an avocado seed, allowing it to sprout roots by soaking it in water and allowing it to grow in a pot with dirt. Plant peas from the pods or use others from fruits.

INEXPENSIVE AND SPECIFIC FOR THOSE WITH SENSORY CHALLENGES:

https://www.fatbraintoys.com/special_needs/sensory_integration_disorder.cfm

Leisure time and family functioning in families living with autism spectrum disorder (Autism, August 2019, Vol. 23 Iss. 6)

Additional Resources from Emily Ferjencik May 13, 2019 ASHA LEADER article which I put a link to at the beginning of this post are worth a look!


WOW: THE BIG DIFFERENCE A TINY TOY CAN MAKE
INEXPENSIVE, READILY AVAILABLE OBJECTS CAN TURN TREATMENT INTO A FLOOD OF SENSORY EXPERIENCES FOR THE YOUNGEST OF CLIENTS.
TACKLE FOUNDATIONAL COMMUNICATION SKILLS—NOT JUST LANGUAGE SKILLS—BY INFUSING FUN AND SILLINESS INTO SESSIONS.