Visiting the doctor or dentist can be overwhelming for autistic children, especially those with sensory difficulties. We discuss choosing the right healthcare practitioner and how to prepare your child for their trip. 

Tips for Taking Your Child to the Doctor’s Office or Dental Office

Going to see a healthcare professional can be a frightening experience for any child. Often, negative experiences in the past in any medical setting can set the tone for future visits, and it’s not unusual for children (and adults) to have fear and anxiety around going to see the doctor or dentist. 

Having an autistic child further complicates the matter. Dentists, doctors, and autism are rarely a match made in heaven. However, with the right preparations in place and healthcare professionals who are experienced with autism, a dentist visit or doctor visit can be successful and less traumatic. 

Let’s take a look at why autism and doctor’s visits or going to the dentist can be overwhelming and how you can prepare your child for these visits. We’ll also discuss how to choose the right doctors and dentists to ensure your child gets the necessary healthcare without the stress that usually comes with it. 

What makes healthcare visits so difficult for autistic children?

While going to the doctor or dentist isn’t any child’s favorite activity, it can be completely overwhelming and traumatic for autistic children, and this makes it difficult for parents and caregivers, too. 

Here are some of the more common aspects that make a visit to the doctor or dentist difficult for autistic children. 

Sensory sensitivities

One of the most problematic areas that makes healthcare visits challenging is the unique sensory issues that most autistic children have. Everyday sensations can be overwhelming and uncomfortable, and this is merely exacerbated at the doctor or dentist. 

Autism and the dentist rarely gel. Dental environments usually have big bright lights, high-pitched sounds of drills and suction machines, the sharp taste of fluoride, and more. Doctors’ offices are filled with chatter in the waiting room, the coldness of the stethoscope against the skin, bright lights shining into eyes, and wooden sticks on tongues. 

All of this can be extremely triggering for an autistic child. 

Difficulty adapting to change 

Autistic children thrive with predictability and routines. A visit to a healthcare provider throws their daily routine out. To add complexity, the doctor or dentist could be new, which means a new environment, person, and possibly procedure in the mix. Additionally, no wait time is guaranteed, so excessively time waiting without activity can compound the already stressful situation.  

Challenges with communication 

Some autistic children have trouble communicating how they feel and what they need, want, or dislike. Many healthcare professionals rely on patient feedback to adjust their approach and will ask if something is uncomfortable or hurting so that they can try something different. This can cause unnecessary distress for the patient, parent, and healthcare professional. 

Many of these appointments also require patients to follow instructions, such as “open wide,” “follow the light,” “bite down,” and so on. Autistic children may have trouble understanding instructions and need more time to process and respond to them. 

The importance of choosing the right healthcare practitioner 

One of the most important components of a successful trip to a healthcare provider is finding the right one for your child. Make sure that you do your research to find an autism-friendly dentist or doctor who advertises specifically for special needs patients. 

How to talk to your doctors about autism? Just be honest. Don’t feel bad to ask to meet the doctor or dentist beforehand to ask them any questions you have and assess their experience with children with sensory sensitivities. Ask about their process and how they usually help to make the interaction with autistic children less traumatic. 

Ask whether they will allow you to do a desensitization tour for your child before their appointment; the best doctor or dentist for autistic kids will have no problem with this. See whether they are willing to examine your child in the waiting room if they don’t want to go into the practice room. 

As a parent or caregiver, your instincts should be able to point you in the right direction, and you’ll be able to judge in person whether a professional and the offices themselves are suited to your child. 

It’s also important to book an appointment slot that will require as little waiting time as possible. This is normally the day’s first appointment, the first after lunch, or the very last of the day. 

How to prepare your child for their visit to the doctor or dentist

Here are some of the most effective ways that you can prepare your child for their visit. 

Familiarize them with the space

Prior to your child’s appointment, it is important to familiarize them with the space they will be visiting. Show them pictures of the doctor’s office or the dental clinic and children at their appointment. This shows them what to expect. If possible, it’s worth visiting the premises beforehand, meeting the staff, and getting your child familiar with the space and the people. 

Use visual schedules and tell stories 

Your child is used to their routine, and breaking this pattern can be challenging. However, using a visual schedule and social stories will help prepare them. This simple practice includes a detailed, step-by-step explanation of what they can expect from when they leave home until they return. Remember to use clear, concise language or pictures to get this across. Repeat the story regularly in the build-up to the appointment. 

Play dentist or doctor at home 

Play is one of the best ways for children to learn, and demonstration is particularly important for autistic children. Play dentist with your child. Put on some gloves and touch their teeth with your hands or a toothbrush and get them used to the sensation of having someone touching their mouth. 

Invest in a medical play set and practice getting your child used to the stethoscope against their skin, a light in their eyes, and a tongue depressor (or popsicle stick) on their tongue, etc. 

Play is one of the most effective ways to create familiarity with the process. 

On the day

The day of the appointment is here, and you’ve prepared your child as much as you can, so what now? First, it’s important to remind your child of the plans for the day as early as possible and repeat the visual story of what they should expect. 

Pack essential sensory items that your child might need or want, such as noise-canceling headphones and sunglasses. Take their favorite toy, blanket, and book with them, too. Keeping them entertained while they wait is important. 

Keep in mind that you shouldn’t force your child to do anything if they don’t want to. While healthcare is crucial, sometimes you might need to try on another day. If your child gets incredibly anxious and wound up in the waiting room and refuses to go into the medical rooms, then it’s worth seeing if they can be seen in the waiting room or booking an appointment for another day.  

Remember, you don’t want this to be traumatic, as it could impact future visits. 

At LAC, we prepare your child for these important interactions

At Lighthouse Autism Center, we know that planning for changes in your child’s life is crucial, and visits to healthcare providers are often challenging. That’s why we help you navigate these delicate processes and equip you and your child with the tools they need for these interactions. 

Our innovative programs like Lighthouse Fusion ABA Therapy and the wide array of autism resources on the website are among the best ways to give your child the future they deserve. 

We take a look at the different models and definitions of disability and where autism fits in. We also cover whether autistic individuals are eligible for disability benefits.

Is Autism a Disability

Autism spectrum disorder (ASD) is a diverse group of neurodevelopmental disorder conditions that affects around 1 in 36 children in the United States. However, autism looks different for every individual. We use the term “spectrum” because there is a wide variety in the type and severity of the symptoms that autistic people experience.  

Many parents and caretakers wonder whether autism is a disability. If not, is it a disorder? Or could it just be a difference in the way that people respond to the world around them?  

Should we think of autism as a disability? The truth is that it depends. Some autistic people do not identify as disabled, while others embrace the term. The only reason this definition is important is because it is used by the Social Services Administration (SSA) to determine whether parents, caretakers, or individuals are eligible to receive disability benefits for autism. 

In this article, we will look at the different models of disability, where autism as a disability fits in, and the disability benefits that parents, caregivers, and individuals can take advantage of. 

What is a disability?

Before thinking of autism as a disability, it’s important to comprehend the relationship between the two by looking at the two most common definitions of disability in the U.S. 

According to the Americans with Disabilities Act (ADA), an individual with a disability can be defined as “a person who has a physical or mental impairment that substantially limits one or more major life activities, a person who has a history or record of such an impairment, or a person who is perceived by others as having such an impairment.” 

The definition of a medical disability, according to The Centers for Disease Control and Prevention, is “any condition of the body or mind (impairment) that makes it more difficult for the person with the condition to do certain activities (activity limitation) and interact with the world around them (participation restrictions).” 

Disability models 

There are a number of different ways of thinking about what constitutes a disability. The medical and social models have been the most common over the years, but a neurodiversity approach has also gained traction over the last few years. Here are some of the key aspects of each model. 

Medical model of disability

Although the medical model of disability is still used, it’s a bit of an outdated concept for neurodiverse disorders. It refers to a disability that results from a physical condition that causes disadvantages to the person. The focus of this model is working on the person to try to “fix” the disability to lessen or eliminate the disadvantages it is causing.  

This model often requires autistic people to mask or hide their symptoms in order to present as neurotypical. Repression is not an ideal solution, and this can lead to increased depression and anxiety. 

Social model of disability

The social model of disability recognizes that a person might have impairments, but it is the restrictions imposed on these individuals by society that cause them to be at a disadvantage. Disability is seen as an element of diversity, and disadvantages are less obvious when societal and environmental barriers are removed.  

It strives for societal changes rather than changes to the individual. Accommodations should be made for autistic people to ensure that they have the same opportunities as others despite their impairments. 

An example of accommodations made in schools for autistic children can be using visual aids, having peer mentors, allowing extra time, and reducing sensory distractions, among others.  

Neurodiversity approach to disability 

The neurodiversity approach is gaining traction, and it builds on the social model. The approach in this model is that brains, like physical appearance, are all different and that this diversity should be valued. 

It focuses on healthy growth and positive reinforcement to reduce negative habits and behaviors while simultaneously adjusting environmental and societal conditions to give neurodiverse individuals equal opportunities.  

The type of intervention used varies from person to person and will be based on which approach will be the most beneficial for the individual. Changes to the individual are more about learning adaptive behaviors rather than trying to “normalize” the person.  

Adaptive behaviors are taught through a combination of applied behavior analysis (ABA), occupational therapy, physical therapy, and speech therapy. 

What type of disability is autism? 

Technically, autism is a developmental disability that stems from structural and functional differences in the brain. While autism and some learning disabilities can go hand in hand, autism certainly has nothing to do with the intelligence of individuals. More specifically, it is about behavioral and social impairments that prevent autistic people from learning like neurotypical students in a traditional classroom environment. 

With a combination of the right therapy, support structures, and accommodations, some autistic children and individuals can overcome and adapt to the barriers around them. 

Can autistic individuals receive disability benefits? 

Yes, people on the autism spectrum can get disability benefits. There are two kinds of autism disability benefits for eligible individuals, according to the Social Security Administration (SSA). These are:  

• Social Security Disability Income (SSDI): This benefit is for adults who have worked in the past but who can no longer do so due to disability. 
• Supplemental Security Income (SSI): This benefit is for disabled children and adults from lower-income situations. There is no requirement to have previously worked. 

Of course, there are strict levels of criteria that individuals must meet to qualify for these benefits. However, autistic individuals who don’t meet the requirements could still qualify for other benefits such as a medical-vocational allowance, a Medicaid waiver, and other state-specific benefits. 

Get early intervention and support with Lighthouse Autism Center 

While autism is considered a disability from a legal and medical standpoint, it’s critical to be aware of the fact that not all autistic individuals self-identify as disabled. There are many different ways of defining a disability, but the most important thing is that autistic individuals get support and services as early as possible. 

Our Lighthouse Fusion ABA therapy provides a uniquely high standard of care and assistance for autistic children. We have a passionate team of professionals and a huge archive of autism resources that ensure autistic individuals have access to world-class support. 

Autistic children face a number of challenges when they are learning in a traditional classroom. We go through some of the more common difficulties faced, as well as how best to support them in the classroom.

Why Do Autistic Children Struggle With Learning In Typical Classroom Settings?

Autism Spectrum Disorder (ASD) manifests in individuals uniquely and will vary from child to child. However, one of the common challenges is difficulty learning in a regular classroom setting. For many years, schools and autism did not go hand in hand. However, as society finally starts to embrace the concept of neurodiversity, more teachers are learning how to empower and support students with autism in schools. 

This blog explores the common challenges faced when learning with autism, how parents, caretakers, and teachers can support autistic children in the classrooms, and what classroom accommodations should be in place for autistic students. 

How does autism affect learning?

Before delving into the unique challenges of autism in the classroom, it’s critical to acknowledge that autistic children don’t have difficulty due to a lack of cognitive ability. Instead, their struggles stem from social-emotional and/or sensorimotor origins. 

The most common ways that autistic children have difficulty in a regular classroom include: 

Fixation on a particular topic or subject

Autistic children tend to develop fascinations, obsessions, passions, or fixations on specific subjects, topics, objects, or interests. This means that they have a narrowly focused area of expertise, leading to a depth of knowledge that can be astounding. However, the narrowed focus can cause challenges when trying to teach them a diverse range of subjects and topics. When engaged and motivated on their subject of choice, autistic students can absolutely master it, but might treat something out of their interest with apathy or resistance. 

Difficulty with social interaction

Autistic students can have difficulty understanding social cues and how to respond to others trying to teach or interact with them. This can impact the initial contact and interaction with others and can also make it hard for them to maintain any kind of social relationship. This can lead to frustration and confusion for both the students, peers,  and their teachers. 

Difficulty processing information

Processing and retaining new information is difficult for an autistic student, which presents challenges in a traditional classroom. Some students will struggle to complete tasks or plan ahead, while others might struggle to break a pattern of thinking and find a new way to approach a problem. 

Communication difficulties

Some autistic children use non-verbal communication, like sign language, picture excahnge, or vocal approximations. This makes it difficult for autistic children to express their thoughts and feelings effectively around people who use primarily verbal communication. 

Another common difficulty that arises is when allistic folks use figurative language (such as idioms and metaphors) or sarcasm, and assume that everybody listening will know what they mean. Autistic folks tend to interpret words literally, which could lead to distressing situations where they do not understand or misinterpret what is being said to them. 

Sensory challenges 

Schools can be places of complete sensory overload. There are hall buzzers, yelling children, whistles, fluorescent lights, and much more. For autistic children who are sensitive to sensory stimulation, this can trigger extreme anxiety and other behaviors. 

Changes in rules, routines, and expectations

Every semester can bring something new to the school. This could be a new classroom, teacher, classmates, or new rules. One teacher might expect children to raise their hands, while another may expect children to come to their desks and talk to them. This can be confusing for autistic children who thrive on rules, routines, and structure.  

Even things as simple as snow days, school trips, and substitute teachers can be overwhelming and disruptive to children who have difficulties adapting to change. 

How to support an autistic child in the classroom

Here are some of the ways teachers, parents, and caregivers can help support an autistic child in the classroom. 

Prepare them for the classroom in advance

Parents, caregivers, and therapists must start working together to prepare the child for the classroom environment. This means establishing and getting them used to the routine that they can expect in class; learning classroom etiquette, such as putting their hands up and waiting to be called on; and schedules, such as snack time or break time; and more. 

Use concrete language and visual aids

Autistic children respond well to clear, concise instructions. Always use explicit, concrete language to explain things that other children might pick up intuitively. Demonstrate for them how they should set up for class and anything else that is expected of them. Autistic children respond best to clear visual cues and in-person demonstrations. 

Establish routines and practice making changes

Rules and routines make many autistic children more comfortable and that the world around them is a little more predictable. Explicitly set out a routine and boundaries and run through them as often as needed. Visual timers and schedules tend to work well, too. 

 
However, it’s also important to implement small breaks in these routines every now and then. Routines cannot be followed at all times, and teachers can prepare students for this by practicing change with positive reinforcement and comfortable disruptions.  

Work on reducing sensory triggers

Identify what sensory triggers the child has and work out how you can reduce them. Sensory discomfort is a huge disruption in the classroom, and if you can identify and eliminate or lessen what is causing distress, then it takes down a big learning barrier. 

Use a calm tone

Autistic children have difficulties with social cues. So, it’s important that you watch your tone when addressing them. Try to keep a calm, steady tone of voice, particularly when giving them feedback. They could misconstrue any change in tone of voice and respond more to that than the words being delivered. 

Create a team of staff that can help support autistic students

Change is one of the biggest stumbling blocks in school for ASD children. Establish a team of staff across the different departments that can help create a smooth transition for children moving to the next grade, getting a new teacher, or starting a new subject. Different things will work with each child, and it’s critical to have a team to share knowledge on how best to support a smooth transition for every child that is without disruption and trauma. 

How does autism affect students in the classroom?

Of course, the other students in a classroom must be considered when integrating an autistic child into a traditional school setting. If the transition to a classroom environment is not done correctly, then it can be disruptive to everyone involved. However, when done right, the inclusion of autistic children in the classroom environment can offer value to the child, the other students, and the teacher. 

Where classroom accommodations for autism, like noise-canceling headphones, dim lights, peer mentors, and extra time, are sufficient, an inclusive classroom can benefit all of those involved. It’s where accommodations are lacking and support is not given that issues can arise. 

Programs like Lighthouse Fusion ABA therapy play a key role in ensuring that autistic children are prepared for the classroom and continue to be supported there. Creating an inclusive environment in the classroom is a group effort and, when well-supported, can be extremely successful and fulfilling. 

LAC offers the support your child needs for the school transition

At LAC, our therapists work alongside you and your child to help prepare them for their future. We ensure that they have the right practice and support for the school transition and will provide support and autism resources for their general education teachers while they are there. We will devise techniques and accommodations particular to the class they will enter and what is expected of them. This way, we can also tailor their responses and those of the people around them to the challenges they face.  

With the right preparation and in the right environment, inclusive classrooms can be a wonderful place for everyone’s kids. 

Teaching self-care skills to autistic children presents a number of challenges, as things like bathing and skin care might feel overstimulating or simply not preferred to those on the spectrum. By breaking grooming down into small, manageable steps, and teaching skills early, you can equip your child with the tools they need. 

Autism Tips for Parents: Teaching Personal Hygiene & Self-Care Skills

Teaching self-care skills to children with autism spectrum disorder (ASD) presents a unique set of challenges, as things that feel good to allistic people, such as bathing and skincare, might feel overstimulating to autistic folks. As your child reaches adolescence, the importance of personal hygiene and appearance becomes even more significant. By breaking grooming down into small, manageable steps, and starting early, you can equip your child with the tools they need to move through life. 

Why autistic children undress

It’s not uncommon for children to remove their clothing, both at home and in public, but parents of autistic children tend to have a more challenging time resolving this issue. This isn’t simply a style preference or the dislike of a certain color or garment, though it might be; people with autism are more likely to have an actual clothing sensitivity. If your child is complaining about an irritating seam, uncomfortable fit, or itchy fabric — or if they’re having tantrums or meltdowns when wearing certain clothes — it’s likely caused by a sensory sensitivity. 

This might be frustrating for parents, but it’s important to remember that your child is not being overly dramatic. Their brain is reviewing an overload of signals about the item they are wearing, making it difficult to focus on anything else. In some cases, it can be downright painful. 

Once you understand the reason for clothing removal, you can implement some practical strategies for solving the issue and providing your autistic child with the skills they need. 

How to resolve it

Your child is already dealing with extreme discomfort, so it’s important to be patient and understanding. Rather than forcing a particular item of clothing, offer them one or two choices — each with a different fabric or fit. This allows them to be in control of the situation, which already makes them more willing to deal with discomfort as they have chosen the item themselves. 

What you can do is provide sensory-friendly clothing. They might dislike jeans because they are too stiff or a certain sweater because it makes them itchy. Instead, get to know their particular sensitivities and provide a selection of clothing in soft, comfortable fabrics, avoiding possible irritations like lace or constrictive garments. Consider seamless socks and underwear, tag-less shirts, buttonless pants, and hypoallergenic fabrics. 

Help resolve sensory issues over time with tools like sensory bins or the tailored techniques recommended during Lighthouse Fusion® ABA therapy. 

Autism and self-care

With autism, hygiene and self-care can present a number of challenges. Sensory issues can make washing and grooming uncomfortable, which may make bath time very challenging for parents. Address hygiene issues with these simple steps. 

Develop a routine

Autistic folks tend to respond well to rituals and routines, which makes this the most effective way to teach cleanliness. Implement a morning and evening grooming routine early and be consistent with it to encourage predictability and familiarity as your child ages. Autistic children also tend to learn best by doing rather than watching or listening, so a visual schedule containing both pictures and written instructions can help make these essential life skills for those on the autism spectrum much easier while encouraging self-care and independence. Of course, as children move into adolescence, a new routine will need to be established, and the process will need to be repeated. 

Keep supplies organized and within reach

Create a laminated checklist with each step clearly displayed. Pictures of your child (or even of their favorite character or a sibling) performing each step make the checklist clear and fun. Videos can be great models too! Place the checklist where they can easily see it, like on the bathroom mirror.  

Next, place all the tools and products they’ll need for their grooming rituals in an easily accessible box — one for the morning and one for the evening. Again, give your child a variety of fragrances and textures to choose from. Once they’ve found their favorite toothpaste, soap, and other grooming products, go ahead and number each product in the order of use. Remember, aversions may occur to certain fragrances and textures, so opt for unscented, natural products if that is a concern. 

A morning routine may look something like this: 

1. Use the toilet 

2. Wash hands 

3. Wash face with soap 

4. Rinse with water 

5. Dry with towel 

6. Apply moisturizer 

7. Get dressed 

8. Brush hair 

9. Eat breakfast 

10. Brush and floss teeth 

Remember, if this feels overwhelming, you can always break the steps down further. Little ones might need a separate ritual for getting dressed and doing their hair. 

Use rewards 

Let’s be honest — most children don’t enjoy brushing their teeth! Even so, autistic people may not experience the same relief that allistic (non-autistic) people experience when engaging in self-care, which makes it important to provide a strong motivator and reward for the completion of essential tasks. When a child strongly dislikes a particular task, it’s best to break it down into micro-tasks and reward each step. You can offer toys or extra playtime, for instance. 

When your child gains more independence or acquires more tolerance, you can slowly begin fading out rewards. It’s important to do this slowly as they make progress to avoid dependence on particular outcomes. 

Create social stories

Social stories are brief descriptions of a particular situation, activity, or event that describe what to expect in that situation, why it is that way, and how to respond appropriately. This presents information in a literal way, preparing children and giving them the chance to rehearse so that they are not overwhelmed by new experiences. 

With autism, some skills may be harder to pick up than others — self-care is one such instance where your child may struggle without appropriate guidance. Social stories can help explain the importance of personal hygiene, teach appropriate behaviors, and demonstrate how to respond should they feel the need to remove their clothing, for instance. Find a children’s book that displays this accurately, or create your own social situations relating to grooming using simple, straightforward language — you can also add pictures to make it more interesting. 

Overcome the challenges with the help of Lighthouse Autistic Center

Discover more helpful autism resources, or work with our team of professionals who provide tailored support to the entire family, offer guidance on navigating insurance, and equip both you and your child with the skills needed for continuous progress. 

Parenting an autistic child can be very challenging. Combined with the day-to-day stresses of ordinary life, raising an autistic child may at times be overwhelming. But that doesn’t necessarily have to be the case. Here are four useful tips for parenting an autistic child.

Tips for Parenting an Autistic Child 

Parenting an autistic child can be very challenging. There are many different things your autistic child will struggle with, which can lead to emotional, financial, and medical issues that may affect your whole family. The good news is that with all the new information and research available on autism, help for parents has become more easily accessible, as have resources for autistic children. 

Here are four tips on autism and parenting that may help you and your autistic child. 

1. Accepting your child’s autism diagnosis

Hearing for the first time that you have an autistic child is difficult for most parents. After all, it’s normal for a parent to imagine the kind of life their child may have, and you may have pictured them growing older with the friends they would make, the job they would have, or the person they would fall in love with. And then, in a matter of moments, the allistic future you dreamt of for your child no longer exists. 

That said, you may well not have been so surprised by the news. You or those around you may have noticed that there was something different about your child. Maybe they took a bit longer to start speaking, struggled with eye contact, or were upset when you changed their routine. Perhaps there were other subtle signs that clued you in that maybe your child had different needs compared to others. 

Whichever camp you fall into, it’s important to know that you may feel negative emotions when you first hear that you have an autistic child. 

This is normal.  

You may feel grief and regret at the loss of the allistic life your child will never have, or you may feel angry at yourself and guilty, wondering what you did or didn’t do that caused or contributed to your child’s diagnosis. But you can learn to accept your child’s diagnosis. 

Firstly, you should know that you’re not alone. Many other parents of autistic children have experienced the same feelings. 

Secondly, you should take the time you need to process any emotions you have, seeking out professional help if you need it. Having a child with autism isn’t just about getting them the support they need, but it’s also about building a circle of support for yourself.  

Finally, it’s important to understand that your child’s life may be different, but their life (and yours) isn’t over. It’s important to accept the diagnosis, keep an open mind and have hope for your family’s future. 

There are a number of steps you can take to make things easier, such as educating yourself, setting realistic expectations, and seeking support for you and your child. Above all, showing your child that you love them, that you are a safe space for them, and that you want to understand their perspective, can go a long way in nurturing a healthy and happy future for your child and you. 

2. Work with a professional to understand and manage your child’s support needs

If your child has been diagnosed with autism, they are very likely to have issues that can result in specific kinds of behaviors and skill gaps, including: 

• Rocking back and forth (or other self-regulating movements, also known as “stimming”) 
• Not speaking and preferring to use nonverbal communication 
• Enjoying watching the movement of certain objects, such as a washing machine when its running 
• Covering their ears when they hear certain sounds that other people hardly notice  
• Meltdowns or “tantrums”. 

Hypersensitivity or hyposensitivity to input from the senses, whether it’s hearing, touch, sight, smell or even pain, as well as a range of other causes, can trigger specific behavioral responses. If your autistic child experiences these or other unusual behaviors it’s important to take the time to find a professional who can help you identify the root cause of their behavior as there are other causes that may also result in these actions. 

The right healthcare practitioner will be able to help you identify whether it’s a sensory issue or not, and will be able to advise you on what you can do to manage and even reduce these behaviors. 

For example, if your child rocks because they’re struggling to reduce stress, as long as they’re not hurting themselves, the prudent thing to do may well be to just let them be. If your child doesn’t speak or speaks very little, you can learn about nonverbal communication tools that you can use to enhance your child’s ability to communicate. And if they struggle with the sounds created by crowds, you may need to aim for prevention by avoiding large groups of people as much as possible. Where you can’t avoid a certain sensory stimulation that triggers particular behaviors, you may need sensory tools such as noise-canceling headphones, chew toys or fidget spinners to help you manage your child’s reaction. 

3. Get help so that you have time for self-care and to maintain other relationships

If your autistic child needs extra attention or has particularly challenging issues, this can put a strain on you as well as your relationships with your partner, family and friends. And that’s before you factor in the demands of work, maintaining your home and the other challenges of day-to-day life. This is why it’s important that you get the support you need so that you can find time for self-care and to maintain your other relationships. 

Here are some of the ways you can make time for yourself and to connect with the important people in your life. 

Share responsibility of your child’s needs with your spouse

Sometimes, caring for an autistic child may fall onto the shoulders of one parent, particularly if their partner is struggling to come to terms with their child’s diagnosis. However, it’s vital that both parents figure out together how to manage the needs of their autistic child and that one parent doesn’t end up doing all the work. This may mean playing to each other’s strengths with one parent handling certain tasks or taking turns addressing their autistic child’s needs. In short, it should always be about taking care of your child together. 
 

Ask family or friends if they can help share the load

Your family and friends can be a great source of support when you find yourself struggling. Whether it’s asking an aunt or uncle to babysit for an evening, or just asking an older relative to help keep an eye on your child during a family gathering, it’s important to ask for help so that you don’t have to take care of your child’s needs alone. Even in the best of circumstances “it takes a village to raise a child” — which becomes even more important when your child requires extra or particular care. 

 
Take advantage of Medicaid Waiver resources

Many states offer Medicaid Waivers to provide a variety of services for children with autism. This waiver reimburses families for the costs of caring for their autistic child, regardless of their age, whether they live at home, or need assistance to live independently. If a child is younger than 18, parents receive additional assistance in the waiving of parental income and asset requirements. Reach out to your state’s Developmental Disabilities Services to find out if your state offers support and if you qualify for assistance. 

Hire a professional caregiver

If you can afford it, it may make sense to hire a professional caregiver who understands how to work with autistic children. It will take time to find the right individual, but a caregiver offers many benefits beyond just freeing up time when you need it, such as having someone who understands your child’s needs, who can help with meal preparation, who has the professional skills to help the child acquire the necessary social skills, and who can assist with various other day-to-day tasks. A caregiver doesn’t need to be hired on a full-time basis and can be employed as needed. You can even seek out their services so you can have a relaxing evening out if you don’t have friends and family who are available. 
 

Find a local support group 

If you have an autistic child, a parents support group is an important place to learn how to better parent your autistic child and find other valuable information on autism and managing it. It’s also a vital space for you to share your experiences and seek support from others who know exactly what you’re going through. You may even be able to connect with people from these groups to arrange playdates or to share parenting responsibilities with. 

4. Look for autism resources online

While we’ve touched on some of the important issues that you’re likely to deal with, you can also look online for autism resources that can help you manage other issues associated with the condition as well as other advice to help you improve your autistic child’s outcomes. There’s a wide range of information online to help provide positive parenting to those with autism, whether it’s directly or indirectly related to your child’s autism. 

Whether you’re educating yourself on how to parent an autistic child, research how to help your child better navigate their environment when they’re extremely sensitive to sounds, or trying to figure out how to correctly reward your autistic child, there are many free autism resources for parents online. 

Help improve your autistic children’s outcomes with Lighthouse Autism Center

If you’re looking for professional help for your autistic child, Lighthouse Autism Center can assist. We are the leading ABA and speech therapy provider in the Midwest. Thanks to our unique clinical program, Lighthouse Fusion, which combines the best practices of ABA and speech therapy, we can help your autistic child improve their progress. 

Contact us to find out more about Lighthouse Fusion ABA therapy and Lighthouse Autism Center. 

Autism is often associated with several common comorbidities, including seizure disorders and bipolar disorders. Understanding their diagnosis, treatment, and proper care can greatly improve the quality of life for autistic individuals. Learn more about these comorbidities and how to manage them effectively.

Autism and Comorbidities – Seizure Disorders & Other Common Disorders

Autism, a complex developmental condition, varies greatly among autistic individuals. It exists on a spectrum, encompassing a wide array of experiences, behaviors, and characteristics distinct to each person. From facing challenges in social communication and interactions to finding comfort in repetitive behaviors and special interests — autism’s diversity is as unique as the people it affects. 

Often, conditions like epilepsy and attention deficit hyperactivity disorder (ADHD) co-occur with autism. These additional conditions are called comorbidities. 

Autism and comorbid conditions

Comorbidities can be physical, mental, and behavioral. These coexisting conditions can affect an individual’s ability to function, as well as their quality of life. With each comorbidity comes a unique set of challenges, potentially adding further complexity to the autistic experience.  

1. ADHD and autism comorbidity

ADHD is one of the most common comorbidities that occurs with autism. In fact, as many as 60% of children with Autism Spectrum Disorder (ASD) show ADHD-related symptoms and behaviors. ADHD typically manifests through inattentiveness, hyperactivity, and impulsivity. However, behaviors can present differently in boys and girls, as well as individually. 

For example, autistic boys with ADHD may fidget more in class, have trouble sitting still, and blurt out answers without thinking. They may be clumsy and unaware of their bodies. Autistic girls with ADHD may be more forgetful and more likely to daydream. They may have trouble keeping their schoolwork organized. They may also be less attentive to what the other girls deem fashionable and trendy. But it’s also possible for autistic children with ADHD to experience a combination of all of these symptoms, depending on the individual. 

ADHD can pose challenges to retaining information, accomplishing assignments, and sustaining attention for autistic children in school. Beyond the academic sphere, the social impact of the co-presence of autism and ADHD can also lead to the child feeling excluded or isolated. 

2. Autism and anxiety comorbidity

Mood disorders like anxiety are common comorbidities experienced by autistic adults and children alike. Up to 40% of those with ASD experience high levels of stress and anxiety. This can look like excessive worry, obsessive thinking, or fixating on irrational fears, and can even result in panic attacks. 

Autistic individuals are also more likely to experience social anxiety due to their difficulty picking up on social cues. This can lead to feelings of isolation, inadequacy, and a sense of not belonging. 

3. Epilepsy and autism comorbidity 

Around 20% to 30% of individuals on the spectrum experience epilepsy and seizure disorders. Seizures vary in type and severity. For example, some autistic individuals may experience only a few seizures per year, while others endure multiple seizures a day. The symptoms for this comorbidity can vary too. Mild symptoms can present as a brief loss of one’s awareness, whereas severe epilepsy can manifest as convulsions or a sudden loss of consciousness. 

Seizure disorders can be incredibly disruptive to daily life — making it difficult for people with epilepsy disorders to attend school or work. In severe cases, seizures can even be life-threatening. 

4. Autism and Down syndrome comorbidity

Down syndrome stems from a genetic condition caused by an additional copy of chromosome 21 (which is why Down syndrome is also known as trisomy 21). Alongside intellectual disabilities, this condition often brings with it various other conditions, including autism. 

Individuals living with both autism and Down syndrome may experience certain social and developmental challenges. These challenges can include difficulty navigating social situations, trouble managing learning disabilities, as well as addressing certain intellectual limitations. 

5. Autism and Bipolar Disorder comorbidity

Borderline personality disorder (BPD)is a mental health condition commonly characterized by unstable emotional states, distorted self-perception, and impulsivity.  

When BPD and autism intersect, it can manifest through self-destructive behaviors, mood swings, unstable relationships, and intense fears of abandonment. Though the least common comorbidity on the list, BPD still affects approximately 1–10% of autistic individuals. 

Implications of Autism Comorbidities and the Importance of a Diagnosis

Autism comorbidities are often overlooked, but they can have a profound effect on the lives of individuals with autism and their families. Getting an accurate and comprehensive diagnosis and a personalized treatment plan means that autistic individuals receive the support they need. If left untreated, comorbidities like ADHD and epilepsy can exacerbate existing challenges of autism, getting in the way of social and personal development, and potentially negatively affecting that person’s quality of life. 

Treatment and Support

• Behavioral therapies: ABA therapy can be an effective treatment for addressing many of the challenges that come with autism and comorbidities. This modality focuses on developing essential skills and improving social interactions. 
• Pediatric therapies : Including speech and occupational therapy, these services can support people with autism in addition to behavioral therapies and/or school supports. 
• Medication: In some cases, medication may be prescribed to manage symptoms of comorbidities, such as ADHD or anxiety.  
• Psychological interventions: Interventions like cognitive-behavioral therapy can be valuable for managing anxiety and mood disorders, and help the autistic individual with emotional regulation. 
• Individualized Education Plans (IEPs): For individuals with autism and intellectual disabilities, IEPs can provide tailored educational strategies to support learning and skill development. IEPs are common in the pubic school system. 
• Coordinated care: Coordinating care among the specialists you’re working with is crucial. This ensures that all aspects of an individual’s needs are being addressed holistically. Parents and caregivers should actively communicate and collaborate with healthcare providers, therapists, educators, and support groups to create a comprehensive plan. 

Collaborate with Lighthouse Autism Center

Autism and its comorbidities are a nuanced landscape that demands understanding and tailored care. At Lighthouse Autism Center, we provide comprehensive autism resources and services. Learn more about our Lighthouse Fusion ABA Therapy program to find the right approach for your child’s unique needs. 

We take a look at some of the signs of autism that parents can look out for in their babies and toddlers. We also cover the importance of early intervention. 

What Are Some of the Signs of Autism Caregivers Should Look For?

Autistic children usually display signs and symptoms from early infancy but aren’t diagnosed until they are much older. Early autism spectrum signs often go unnoticed purely because caregivers or parents don’t know what to look out for. 

Learning the early signs of autism is imperative for your child. Earlier diagnosis and autism intervention will give them the best possible start and equip them with the tools for an independent life. 

So, what are signs of autism in early childhood? Let’s take a look at some of the signs of autism that parents should keep an eye out for in their child. 

Characteristics of autism in young children

Social communication challenges and repetitive or restrictive behaviors are some of the key signs of autism in children. These can be more difficult to recognize in babies or young toddlers, but they are more noticeable in older autistic children. 

Developmental milestones offer essential insight into your child’s development. Although every child develops at their own rate, it’s important to keep them in mind, as missed milestones could indicate autism. Skills such as crawling, walking, smiling, waving, and saying their first word are just a few of the important milestones to watch out for. 

Signs of autism in babies

It’s particularly difficult to recognize signs of autism, and other tells in early infancy, as every baby develops at their own pace. However, it is possible to start noticing delays in specific skills and it’s essential to know what signs to be aware of in babies to get an early autism diagnosis. 

These are the most common signs of autism in babies under the age of 24 months: 

• Dislike being held or touched 
• Overly sensitive to loud noises 
• Not following moving objects with their eyes 
• Not responding to their name 
• Poor facial recognition 
• Very little to no babbling or baby noises 
• Limited facial expressions, such as smiling 
• Limited ability to grasp onto objects 
• Not making eye contact 
• Limited ability to crawl 
• May not point or gesture to objects or people 
• May not use gestures like waving or shaking their head to communicate what they want 

Signs of autism in toddlers

It becomes easier to recognize the signs of autism when babies become toddlers, as developmental milestones are more obvious as children learn to walk, talk and play with others. Nonverbal autism signs are vastly more recognizable in toddlers than in babies. 

Autistic children will usually display the following behaviors: 

• Not speak at all or use a limited vocabulary of words, gestures, and sounds 
• Repeated noises such as throat clearing, grunting, or squealing 
• Show an interest with or fixation on one particular subject or activity 
• Show repetitive movements (i.e., stimming), such as body-rocking, hand-flapping, or spinning 
• Prefer to play on their own or show little interest in engaging or playing with other children 
• Difficulty making friends with children their own age 
• Difficulty understanding other people’s feelings and thoughts 
• Difficulty walking or walking only on their toes 
• Difficulty understanding group interactions and dynamics 
• Adhering to their own daily routines with extreme rigidity 

The importance of an early diagnosis

The importance of early diagnosis in autistic children cannot be understated. If you recognize the signs of autism in your baby or toddler, then it’s essential to make an appointment with a medical professional for a diagnosis. 

Early intervention treatments, such as the Lighthouse Fusion ABA Therapy, are key to helping autistic children develop critical skills and equipping them with the tools they will need to gain independence and improve the overall quality of their lives going forward. 

The sooner you are able to get your autistic child diagnosed, the sooner you are able to get the resources that will help unlock their true potential and to achieve more than you imagined was possible.  

Our brains develop rapidly and are most easily shaped in the first seven years of life. Early intervention means that we can have a positive impact on your child’s most fundamental skills, such as communication and speech development at key developmental milestones. This often means that there are fewer interventions needed later on in life, and autistic children are better prepared for life ahead. It has far-reaching positive implications for essential facets of their future, such as social and emotional skills, financial management, and maintaining relationships with friends and family. 

What is Lighthouse Fusion ABA Therapy?

Most autism centers use ABA (Applied Behavior Analysis) therapy for treating autistic children, keeping speech therapy as a separate entity. At Lighthouse, we offer a unique approach to ABA therapy, which combines ABA therapy and speech therapy into a single innovative approach.  

Lighthouse Fusion ABA Therapy has better outcomes than traditional ABA therapy, and we note that children respond to the approach faster too. Our Fusion approach isn’t just more effective, our learners achieve all of this while having fun. 

Get the best start for your child with Lighthouse Autism Center

It’s important to remember that every autistic child is unique, and their needs will depend on their individual development. LAC’s innovative approach to early intervention offers tailored strategies for every child’s requirements. Our one-of-a-kind Lighthouse Fusion ABA Therapy, combined with our large archive of autism resources, put us in the perfect position to understand your child’s needs and to best equip them for a positive future. 

Explore co-treatment with ABA therapy with speech support for comprehensive care, improved communication, and effective outcomes in children.

What Is a Co-Treatment Session and How Does It Benefit Your Child?

ABA (Applied Behavior Analysis) therapy programs are designed by a Board Certified Behavior Analyst (BCBA) and implemented by a Registered Behavior Technician (RBT) to address behavior-related goals in autistic children. Traditional ABA therapy models are offered in a silo and are not often combined with other therapies, such as speech therapy.

At Lighthouse Autism Center, we have designed and created the Lighthouse Fusion® ABA Therapy model, which focuses on integrating speech support goals throughout the ABA therapy day. It is a co-treatment model that has seen exceptional results in our learners. Our approach combines the expertise of multiple professionals to establish goals, track progress and collaborate in session(s) to maximize therapeutic benefit and improve carryover across environments so they can use the skills they learn at home, at school, and in other everyday settings.

So, what is collaborative treatment, and how can the Lighthouse Fusion ABA Therapy model benefit your child? Let’s take a look. 

What Is Co-Treatment?

As mentioned, often various therapy modalities (such as speech therapy and ABA therapy) are implemented in separate appointments, with separate goals and skills practice, for children with autism. However, many children diagnosed with Autism Spectrum Disorder (ASD) can benefit from collaboration between therapy modalities, in order to increase speed to progress across a wide variety of developmental areas. 

Children with autism may experience developmental delays or barriers to speech. Instead of focusing on either ABA therapy or speech therapy in a single session, we use a one-of-a-kind treatment approach that involves ABA and speech therapy in collaboration and combination.

Every co-treatment session is attended by a BCBA, RBT, and an SLP (Speech Language Pathologist), who collaborate to develop a learning plan that will maximize goal attainment throughout the ABA therapy day. Co-treat sessions allow for collaboration on the Learner’s goals and challenges and ensure the RBT is prepared to reinforce the goals on a proactive basis throughout the implementation of the learning plan.

For example, a BCBA may address prompting strategies, while a speech therapist targets expressive language in the same activity. Following the co-treat session, the RBT understands both goals and how to continue to work with the child in those areas..

What Is the Whole Child Approach?

Traditionally, trained therapists worked on separate areas of development in different sessions; for instance, speech therapists focus only on speech. However, the whole child approach challenges this separation of therapy and instead focuses on investigating and addressing all the areas that impact children with autism as a whole.

This includes but isn’t limited to behavior, sensory and motor skills, communication, emotional regulation, and more. It’s a collaborative therapy approach that looks at  intervention in a “whole child” manner rather than focusing on a few separate issues. It allows therapy teams to share insights in real time, adapt strategies on the spot, and ensure that treatment goals support overall functioning instead of just isolated skills.

How Co-Treatment at LAC Can Benefit Your Child

At Lighthouse Autism Center, we have seen some incredible results through our Lighthouse Fusion ABA Therapy model. Here is how it can benefit your child. 

Addresses Multiple Needs Simultaneously

One of the main benefits of this multi-disciplinary approach is that it addresses a number of different needs and goals in single sessions. In traditional approaches, learners may only get 30 minutes of speech therapy a week, requiring them to leave an ABA program or classroom setting. With co-treatment, learners can work on their speech and communication skills while addressing other ABA-based outcomes. Speech prompts and cues are incorporated into sessions, which expose children to more speech therapy than they would normally get in a traditional therapy model. 

Keeps Children Stimulated Throughout a Session

Many children with autism struggle to sit through a dedicated speech or OT therapy session and are more likely to respond to sensory or motor activity sessions. They simply find these activities more stimulating.

Co-treatment allows children to get adequate exposure to speech therapy during their sessions by breaking up motor activity or sensory lessons with small speech and communication treatments within the session. Therapists can also adjust pacing and transitions collaboratively to match the child’s attention span and engagement needs.

Better Communication Between Therapists

As with any therapy, collaboration is key for the best outcome. Because the therapists working to support Lighthouse Fusion ABA Therapy are on staff and present during your child’s session, they can work together to identify where your child is thriving and where they might need to do more work in real time. Together, this collaboration tends to be more effective for your child’s progression. 

Therapists who are collaborating will be able to design and provide a more coordinated, comprehensive treatment plan to reach your child’s goals. They also gain a deeper understanding of each other’s methods and goals, which leads to more cohesive care across disciplines.

Creates a Generalized Learning Environment

Many children with autism can be averse to deviations from their own daily routines, which may translate for example into a child reserving communication skills practice for their speech therapy sessions while working on their other skills during ABA therapy. This can make it difficult to implement their skills in real-life situations. 

Co-treatment creates a generalized environment for your child where they are encouraged to use a variety of skills that they are learning in different contexts. This improves their ability to translate the use of new skills across a range of environments. 

They Learn While Having Fun

The best thing about the co-treatment model at Lighthouse Autism Center is that we see our learners making exceptional progress toward skill and goal attainment, all while playing and having fun in a natural learning environment. 

 
At LAC, our learners get to explore their interests naturally, have exciting sensory experiences, and practice language through learner-directed play. We know children learn best when they are having fun. 

Get the Best for Your Child with LAC

We have a strong belief that collaborative therapeutic work through Lighthouse Fusion ™ ABA Therapy delivers strong results for our learners. 

Neurodiversity appreciates variations in how our brains work, celebrating the unique experiences of individuals beyond supposed “neurotypical” norms. It rejects the idea of “fixing” conditions like autism, ADHD, and dyslexia, understanding them as different ways of being.

Neurodiversity

We’ve heard the term often enough, but what is neurodiversity exactly? A simple definition states that neurodiversity is about appreciating the natural variations in how our brains work and acknowledging the unique experiences of individuals who fall outside what is erroneously termed “neurotypical,” such as those who are autistic, have ADHD, dyslexia, and others. It’s a way of understanding that different neurotypes are just different ways of being rather than something that needs fixing.

Let’s look at where the concept began, explore different types of neurodiversity (also called “neurotypes”), discuss things to look out for, and provide practical tips on how to support and enable neurodivergent people to thrive in broader society.

The origins of neurodiversity

The term “neurodiversity” was coined by Australian sociologist Judy Singer in the late 1990s. Singer proposed that neurological differences should be seen as a form of diversity, similar to other forms of human diversity such as ethnicity, gender, or sexual orientation. The concept gained wider recognition and popularity with the publication of “Neurodiversity: The Birth of an Idea” by journalist Harvey Blume in 1998. 

This study catalyzed a broader neurodiversity movement that took its roots from the autism self-advocacy movement, which was prevalent around the same time. Autistic self-advocates began challenging the pathologizing language and treatment approaches that characterized the prevailing understanding of autism. They asserted that autism is a valid identity and advocated for rights, inclusion, and support that respected their unique experiences and strengths.

The neurodiversity movement gained further momentum through the efforts of organizations like the Autism Network International (ANI), founded by Jim Sinclair, and the Autistic Self Advocacy Network (ASAN), founded by Ari Ne’eman. These organizations focused on promoting the rights and self-determination of autistic individuals, challenging stigmatizing narratives, and advocating for accommodations and support that respected autistic experiences.

The core principles of the neurodiversity movement include the following.

1. Acceptance and inclusion

Neurodiversity advocates argue for accepting neurodivergent individuals as valuable members of society and promoting their full inclusion in all aspects of life.

2. Shift from cure to support

Rather than seeking to cure or eliminate neurodivergent traits, the movement shifts the focus to providing the necessary support, accommodations, and resources to enable neurodivergent individuals to thrive and reach their full potential.

3. Respect for autonomy and self-advocacy

The neurodiversity movement recognizes the autonomy and self-advocacy of neurodivergent individuals, valuing their perspectives and inclusion in decision-making processes that affect their lives.

4. Challenging stigma and discrimination

Neurodiversity advocates work to challenge and dismantle the stigma, discrimination, and ableism that neurodivergent individuals face in various aspects of life, including education, employment, healthcare, and social interactions.

Understanding neurodiversity

Neurodiversity is an inclusive framework that encourages society to value and embrace neurological differences. It challenges the notion that there is a single “normal” or “typical” brain and acknowledges that every individual’s neurology is unique. Just as biodiversity is crucial for the health and resilience of ecosystems, neurodiversity is essential for the richness and vitality of human society.

Common types of neurodiversity

Neurodivergence encompasses a wide range of neurological differences and conditions. Neurodiversity acknowledges that while behaviors listed here are interpreted as disorders in neurotypical conditions, they do not reflect the true capacity of neurodivergent people who thrive in conducive and enabling environments. Here are some of the most commonly recognized types of neurodiversity.

Autism Spectrum Disorder (ASD)

Many people ask, “Is autism a neurodiversity?” The simple answer is no, it is a form of neurodivergence.

Autism is a neurodevelopmental condition characterized by differences in social communication, sensory processing, and repetitive behaviors. Autistic people may have varying strengths and challenges, and their experiences can range from mild to severe.

Attention Deficit Hyperactivity Disorder (ADHD)

ADHD is a neurodevelopmental condition broadly defined by difficulties with regulating focus, managing impulsivity, and perceived hyperactivity. Individuals with ADHD may struggle with meeting organizational requirements, experience time blindness, and sustained or hyper focus in mainstream environments and situations.

Dyslexia

Dyslexia is a learning difference that affects reading, writing, and language processing. Individuals with dyslexia may have difficulty with letter recognition, decoding words, and spelling, despite having normal intelligence.

Dyspraxia

Dyspraxia, also known as developmental coordination disorder, involves challenges with motor coordination and planning. Individuals with dyspraxia may have difficulty with fine and gross motor skills, coordination, and spatial awareness.

Tourette Syndrome

Tourette Syndrome is a neurodevelopmental disorder characterized by involuntary motor and vocal tics. These tics can vary in frequency and severity, and individuals may also experience associated conditions like obsessive-compulsive disorder (OCD).

Anxiety Disorder

Anxiety disorder is a mental health condition characterized by excessive and persistent worry, fear, and unease. It involves intense and sustained feelings of apprehension that can interfere with daily life and well-being..)

Less common types of neurodiversity

While some of these may be household terms popularized by memes, social media, and popular culture, they are not as pervasive as you might think.

Dyscalculia

Dyscalculia, also known as Developmental Dyscalculia (DD), is a specific learning disorder that involves difficulties in learning basic arithmetic facts, processing numbers, and performing accurate and fluent calculations.

Dysgraphia

Dysgraphia is a specific learning disability that primarily affects written expression. Individuals with dysgraphia often struggle with spelling, exhibit poor handwriting, and find it challenging to translate their thoughts onto paper. Dysgraphia can manifest as a language-based or non-language-based disorder.

Meares-Irlen Syndrome

Meares-Irlen Syndrome, also known as Irlen Syndrome, Scotopic Sensitivity Syndrome, or Visual Stress, is a perceptual processing disorder. Unlike an optical issue, it involves difficulties in the brain’s ability to process visual information accurately.

Hyperlexia

Hyperlexia is characterized by precocious and self-taught reading ability in children under the age of 5, along with a heightened fascination for letters, numbers, logos, maps, or visual patterns.

Obsessive-Compulsive Disorder (OCD)

Obsessive-Compulsive Disorder (OCD) is a prevalent mental health condition characterized by persistent, intrusive thoughts known as obsessions and repetitive behaviors or rituals called compulsions.

Synesthesia

Synesthesia is a perceptual phenomenon where stimulation of one sensory or cognitive pathway, like sounds or taste, triggers involuntary experiences in another, like color, resulting in the blending or mixing of senses. This can extend to the blending of letters and shapes into each other.

Indicators of neurodivergence

While each neurodivergent condition has its unique set of characteristics, there are some common indicators of neurodivergence that individuals may face. 

Sensory sensitivities

Many neurodivergent individuals have heightened or diminished sensory sensitivities. They may experience hypersensitivity or hyposensitivity to stimuli such as sounds, lights, textures, or tastes, which can affect their daily lives and interactions.

Communication differences

Neurodivergent individuals may experience challenges in social communication and non-verbal cues. They may have difficulty understanding social norms, maintaining eye contact, interpreting facial expressions, or understanding others’ perspectives.

Executive functioning challenges

Executive functions encompass cognitive processes like planning, organization, time management, and impulse control. Neurodivergent individuals may struggle with one or more of these functions, affecting their ability to prioritize tasks, stay organized, and regulate their behavior.

Special interests and hyperfocus 

Many neurodivergent individuals develop intense interests or passions in specific subjects. These interests often involve in-depth knowledge and dedication, becoming a source of motivation and enjoyment for the individual.

Supporting neurodivergent people

Creating an inclusive and supportive environment for neurodivergent people is crucial. Here are some practical tips on how to support and foster inclusion.

Education and awareness

Educate yourself and others about neurodiversity. Learn about the specific challenges and strengths associated with different neurodivergent conditions. Neurodiversity awareness and knowledge will help dispel misconceptions and foster understanding.

Person-centered approach

Recognize that every neurodivergent individual is unique. Focus on their strengths, talents, and interests rather than solely on their challenges. Adopt a person-centered approach that emphasizes individual needs, accommodations, and support.

Open communication

Foster open and honest communication with neurodivergent individuals. Listen to their perspectives and experiences, and provide a safe space for them to express their thoughts and feelings. Validate their experiences and work together to find solutions and support.

Sensory-friendly environments

Create sensory-friendly environments that accommodate the sensory needs of neurodivergent individuals. This can include providing quiet spaces, reducing visual clutter, using soft lighting, and allowing for flexibility in sensory experiences.

Accommodations and support

Offer accommodations and support that cater to individual needs. This may include visual aids, assistive technologies, flexible schedules, clear instructions, and additional time for tasks or transitions.

Inclusive education and employment

Advocate for inclusive education and employment practices that embrace neurodiversity. Promote environments that value diverse learning styles, provide appropriate support, and foster inclusive interactions.

Promote acceptance and empathy

Foster a culture of acceptance and empathy by promoting understanding, tolerance, and respect for neurodivergent individuals. Encourage neurotypical individuals to learn from and appreciate the unique perspectives and contributions of their neurodivergent peers.

Celebrate neurodiversity with Lighthouse Autism Center (LAC)

At Lighthouse Autism Center, we understand and support neurodiversity and strive to create an inclusive and compassionate society. Our vast archive of autism resources, combined with our innovative Lighthouse Fusion ABA therapy, forms a formidable arsenal for autistic children to thrive in a society still learning to accept neurodiversity.

Lighthouse Autism Center has a team of dual-certified clinicians who are Board Certified Behavior Analysts and speech-language pathologists. These experts ensure every learner receives exceptional treatment. Explore benefits of dual certification, types available, and the qualifications required. 

How Does Dual Certification Benefit Learners at Lighthouse?

Dual certification in any healthcare field is an impressive accomplishment that showcases a clinician’s expertise in two, often separate, but related areas of treatment. In ABA, clinicians are required to obtain certification as a Board Certified Behavior Analyst (BCBA), which is a recognized standard in the industry. Dually-certified BCBAs, often have additional training, degrees, or licensure in other related fields.  

This combination of certifications allows professionals to integrate different therapies and derive a deeper understanding of their work while offering a more comprehensive approach to helping autistic people or those with other developmental disabilities. 

Let’s take a look at what it means to be dual certified, different types of dual certifications, what it takes to achieve, and why Lighthouse Autism Center’s team of dual-certified clinicians gives your child the best treatment opportunities.  

How does dual certification enhance ABA services?

Dual certification refers to the achievement of holding two distinct certifications. Within the field of ABA, clincians are considered dual-certified when they  have obtained certification as a Board Certified Behavior Analyst (BCBA) along with an additional certification in another related field. 

The purpose of dual certification is to broaden and deepen the knowledge and expertise of professionals working with individuals with autism spectrum disorder (ASD) or other developmental disabilities. By combining expertise from multiple disciplines, practitioners can offer a more comprehensive and integrated approach to assessment and treatment. 

Different types of dual certification, often seen in ABA settings

There are several different types of dually certified clinicians you might find in the autism space. Some of the more common ones include: 

BCBA and Speech-Language Pathologist (SLP)

This combination allows professionals to address both behavioral and communication challenges that autistic children may experience. They can provide comprehensive intervention plans that target both ABA-based goals and speech and language goals. 

BCBA and Occupational Therapist (OT)

Dual certification as a BCBA and an OT equips professionals with the skills to address both behavioral and sensory-motor challenges. This combination is particularly useful for autistic people who have sensory processing difficulties and require interventions to improve their motor skills. 

BCBA and Special Education Teacher

Dual certification as a BCBA and a special education teacher enables professionals to effectively support autistic learners within educational settings. This combination allows for a better understanding of the academic and behavioral needs of autistic people. 

BCBA and Clinical Psychologist

This combination provides expertise in both behavioral analysis and psychological assessment. Professionals with this dual certification can conduct comprehensive assessments, design behavior intervention plans, and address the emotional and psychological well-being of autistic people. 

What do you have to study to be dually certified?

To be dually certified, individuals typically need to complete the educational requirements and training for both certifications they seek. The specific requirements vary depending on the certifications pursued, but here is a general overview: 

BCBA certification

To become a Board Certified Behavior Analyst (BCBA), individuals must have a minimum of a master’s degree in behavior analysis, education, or a related field. They need to complete approved coursework in behavior analysis, accumulate supervised fieldwork hours, and pass the BCBA examination administered by the Behavior Analyst Certification Board (BACB). 

Additional certification 

The requirements for the additional certification vary depending on the chosen field. For example, to become a speech-language pathologist, individuals need a master’s degree in speech-language pathology, complete clinical practicum hours, and pass a national examination for SLP licensure. Similarly, other professions will have their own specific educational and training requirements. 

Dual certification often involves completing the necessary coursework, practical experience, and examinations for both certifications. This typically requires a significant commitment of time, effort, and dedication to studying and gaining expertise in multiple areas. 

Benefits of dual certification in ABA therapy

Dual certification offers several significant benefits for professionals working with autistic individuals or people with other developmental disabilities. Here are some key advantages: 

Comprehensive assessment and treatment 

Professionals with dual certification possess a broader range of skills and knowledge across multiple disciplines. This allows for a more comprehensive assessment of an individual’s needs and the development of targeted treatment plans. By combining expertise from different fields, practitioners can address a wider range of challenges and provide integrated interventions that consider both behavioral and other relevant domains. 

Holistic approach

Dual-certified professionals can take a holistic approach to intervention. They understand the interconnectedness between different areas of development, such as behavior, communication, sensory processing, or academic skills. This comprehensive perspective enables them to design interventions that address the underlying issues contributing to behavioral challenges and support overall development in a well-rounded manner. 

Enhanced collaboration

Having dual certification facilitates collaboration among professionals from various disciplines. Professionals with dual certification can effectively communicate and collaborate with their colleagues in different specialties, such as speech-language pathologists, occupational therapists, or special education teachers. This collaborative approach promotes a cohesive and coordinated effort, ensuring that interventions are aligned and reinforcing across different domains of development. 

Increased job opportunities

Professionals with dual certification often have an advantage in the job market. Their diverse skill set and ability to provide comprehensive services make them highly sought after by employers in various settings, such as autism centers, schools, clinics, or private practice. Dual certification can expand career opportunities and increase professional marketability, allowing individuals to pursue diverse roles and work with a broader range of clients. 

Improved outcomes for autistic people 

Ultimately, the primary goal of dual certification is to improve outcomes for autistic people. By drawing from multiple disciplines and employing a multidimensional approach, dual-certified professionals can develop more effective and individualized interventions. This comprehensive support can lead to improved behavior, communication, social skills, academic performance, and overall quality of life for autistic individuals. 

Dual certification at Lighthouse Autism Center 

Lighthouse Autism Center has a team of dual-certified clinicians, some of only a handful in the world, who are both Board Certified Behavior Analysts and speech-language pathologists. These clinicians are experts in the fields of ABA and speech therapy for autism, and every learner at Lighthouse has the opportunity to work with these world-class clinicians. 

These therapists specializing in autism are among the many autism resources available at LAC and are also expert practitioners of our innovative Lighthouse Fusion ABA Therapy.  

Understanding the stages of speech development, the impact of autism on speech development and providing appropriate support and interventions can empower autistic children to reach their full communication potential, enriching their lives and those of their families.

First Word Milestones and What They Mean to Some Families

First word milestones represent a breakthrough in overcoming communication and autism-related challenges, and signify that a child is finding their voice. They’re a testament to the hard work, dedication, and the incredible journey of growth that families and their autistic children have embarked upon.

This journey is unique and can present challenges along the way. Each milestone, especially the first words, holds deep meaning and significance for families. It represents progress and communication breakthroughs while strengthening the bond between parents and their child.

Understanding the stages of speech development, the impact of autism on speech development and providing appropriate support and interventions can empower autistic children to reach their full communication potential, enriching their lives and those of their families.

Let’s understand the different speech development stages in autistic children, why some children miss milestones, how autism affects speech and language, and what first word milestones mean to families with a autistic children.

Speech and Language Therapy for Autism

Speech and language development in autistic children can vary widely. While some may follow a similar progression to neurotypical children, others may experience delays or differences in reaching speech milestones. 

Understanding the different stages of speech development can provide insight into the developmental journey of autistic children and the relationship between autism and communication. Here are the typical developmental stages in speech and language development.

1. Preverbal communication

This stage involves the use of nonverbal communication, such as eye contact, gestures, and vocalizations, to express needs and engage with others.

2. Babbling

Children begin producing repetitive syllables and sounds, laying the foundation for later speech.

3. Single words

In this stage, children use individual words to communicate their needs, desires, and thoughts.

4. Phrase and sentence formation

As language skills evolve, children start combining words into phrases and sentences to convey more complex ideas.

Understanding why autistic children may miss first word milestones

Speech development in children can be understood in terms of the development of various capacities, including expressive language (the ability to express oneself through words or gestures) and receptive language (the ability to understand and comprehend spoken language).

It involves the acquisition of vocabulary, grammar, sentence structure, and the development of speech sounds and articulation.

Despite these generalities, speech and language development remains unique for every child. Additionally, the process through which autistic children in general reach first word milestones will often differ from their neurotypical peers. So just how does autism affect communication?

Here are some factors that can contribute to autistic children missing these early language milestones.

Communication challenges

Autistic children often face difficulties in expressing themselves verbally and understanding spoken language. They may struggle with the back-and-forth nature of conversation, have limited vocabulary, or find it challenging to use words to convey their needs and emotions. These communication challenges can impede their progress in reaching the first word milestone.

Sensory sensitivities

Many autistic children experience sensory sensitivities, where they may be hypersensitive or hyposensitive to certain sensory stimuli. In terms of speech and language development, these sensitivities can affect their ability to process and imitate sounds. Sensory sensitivities to noise, for example, may make it harder for an autistic child to focus on and understand spoken words, leading to delays in acquiring their first words.

Motor skills and oral-motor coordination

Developing speech involves intricate coordination of the oral muscles to produce specific sounds. Some autistic children may experience challenges with fine motor skills, including those required for precise tongue, lip, and jaw movements. Difficulties in oral-motor coordination can also impact their ability to articulate sounds, resulting in delays or difficulties in developing their first words.

Delayed social communication skills

Autistic children often experience delays in social communication skills, such as joint attention and understanding social cues. These delays can affect their language development, including the acquisition of first words. Communication is not just about words; it also involves engaging with others, taking turns, and understanding the social context of conversations. Without these foundational skills, autistic children may experience delays in reaching their first word milestones.

Individual differences and unique developmental trajectories

It’s essential to recognize that each autistic child is unique and has their own strengths, challenges, and developmental trajectory. While some may miss the typical timeline for first word milestones, they may excel in other areas of development. It’s crucial to focus on individual progress and provide support tailored to each child’s specific needs rather than comparing them to neurotypical or allistic benchmarks.

Autistic characteristics to look out for

There’s a direct relationship between autism and language, and understanding this as a marker to assess your child’s development can be very useful. If you suspect, or are uncertain, that your child may be autistic, these are some characteristics of autism to look out for. 

Delayed speech

Some autistic children may experience a delay in producing their first words or demonstrate trouble with their overall speech development.

Echolalia

Repetitive or echoed speech, where children repeat words or phrases without understanding their meaning, is common among some autistic individuals.

Difficulty with pragmatics 

Pragmatic language skills, such as taking turns in conversation, understanding social cues and using appropriate gestures, may be challenging for some autistic individuals.

Verbal apraxia

Some autistic children may struggle with planning and coordinating the precise movements required for speech, leading to difficulties in articulation.

What first word milestones mean to families

For families with an autistic child, the articulation of first words is a remarkable and heartwarming milestone. It signifies progress in communication skills, an important step towards self-expression and a deeper connection with their child. These first words can bring immense joy, hope and pride to families who have tirelessly supported their child’s speech and language development.

Early intervention with Lighthouse Autism Center

Early intervention plays a vital role in supporting autistic children in their speech and language development. Speech therapy, applied behavior analysis (ABA) and other evidence-based interventions can address communication challenges, promote language acquisition and enhance social communication skills. 

Lighthouse Autism Center (LAC) has a plethora of autism resources to complement their innovative Lighthouse Fusion ABA Therapy to help you with early detection and intervention.

Early detection of ASD and early application of ABA therapy can positively impact your autistic child’s quality of life. Parents are encouraged to act quickly to get the full benefit of ABA and give their children the best opportunity to develop their social, behavioral, and communication skills.

The Benefits of Early Intervention and Full-Time ABA Therapy

Any therapist you talk to about autism and autistic children will tell you that the earlier you detect Autism Spectrum Disorder (ASD) in your child, the more effective any intervention will be. This is especially true of Applied Behavior Analysis (ABA) therapy in autism. 

Research has shown that early ABA intervention in autism at a young age is associated with better outcomes in life skills development and helps reduce challenging behaviors that can make it difficult for children with autism to interact with others and learn in traditional ways.

Find out why it is important to detect ASD early and the benefits of early intervention for autism with ABA therapy.

How do I know my child is autistic?

Signs of ASD can start showing up in babies as young as six months old. And by the time they’re 12–18 months old, those signs can become even more noticeable. 

In fact, the American Academy of Pediatrics recommends that all 18–24-month-old children be screened for ASD and other developmental disorders. If you do see anything that worries you, don’t hesitate to talk to your child’s doctor about it. 

Common signs cut across three different categories – social, communication, and behavior. These signs may manifest in the following ways:

Social

• Avoiding eye contact
• Not responding to smiles or other facial expressions
• Making facial expressions that don’t suit the context
• Struggling to understand other people’s facial expressions
• Ignoring objects when they’re pointed out
• Not pointing out objects to others
• Having difficulty showing empathy
• Less likely to share things with others
• Not responding when their name is called
• Not using toys or other objects during play as expected

Communication

• Not saying single words by 15 months or two-word phrases by 24 months
• Repeating words without understanding their meaning
• Showing little interest in communicating with others
• Losing language or social skills between 15 months and 2 years old.
• Unable to express feelings or thoughts independently
• Not babbling, or echoing sounds as an infant

Behavior

• Engages in repetitive behaviors (stimming), such as rocking, spinning, twirling fingers, or flapping hands, to self-regulate
• Walks on toes for extended periods
• Prefers routine and struggles with changes or transitions to new activities
• Can become fixated on a specific object or interest
• Repeats certain activities or actions over and over
• Has heightened or diminished sensitivity to smell, sound, light, texture, or touch

By catching any potential issues early, you can give your child the best possible chance for early intervention and successful treatment.

What is ABA?

ABA is a type of therapy that helps individuals with ASD learn new skills and shape their behavior by using positive reinforcement and other teaching strategies in a way that’s fun and engaging for the person receiving therapy.

ABA therapy has been shown to be really effective for people with ASD of all ages. Benefits include improvements and help with all kinds of skills, like communication, social interaction, and self-care.

Does early intervention work for autism?

The short answer is yes. Early intervention in children with autism means starting a treatment or therapy during the pre-preschool years – basically from birth to around age 3 – and there are many reasons why. 

At that age, the brain is super flexible and able to learn a lot more easily than it will be later on. That’s why starting treatment early is so important – it gives your child the best possible chance to make big strides in their development.

Here are some key reasons why early detection of autism and early intervention with ABA therapy is so important.

Neuroplasticity

The biggest advantage of early intervention when it comes to Autism Spectrum Disorder has to do with something called neuroplasticity. This simply means that the brain can change and adapt based on what it’s experiencing.

When kids with ASD receive early intervention, there’s a better chance that their brain development will be positively influenced, creating and shaping new neural pathways early on. This can sometimes even prevent challenging behaviors from becoming habits, which can be a big help for both the child and their family.

Learning and school-readiness

Another benefit of early intervention is that it can help children with ASD to be better prepared for starting school. ABA can help children with autism develop the skills they need to learn effectively in a group or classroom setting, like paying attention to the teacher, following directions, and working cooperatively with peers.

Communication skills

ABA is particularly effective in developing communication skills in autistic children. This can include teaching them how to use language to communicate their needs, wants, and thoughts. Depending on the needs of the child and family, different communication styles can be taught, and ABA teams should collaborate with other providers to best determine what direction to go in. 

Social skills

ABA can also help children with ASD develop social skills, such as how to make friends, take turns, and engage in conversation. The sooner they learn these, the easier their lives will be in social settings. 

Behavior

Early intervention with ABA can also help reduce challenging behaviors in autistic children. In many instances, it teaches them how to manage their emotions, follow rules, and engage in other appropriate behaviors, including how to ask for space or a break if needed. 

Parenting

Parenting a child with autism is challenging, which makes it important to really understand your child’s unique traits and behaviors. This is especially true when they’re upset or distressed and may not communicate in the same way as other kids.

ABA teaches new techniques that can help you interact with your child in a more effective way and offer innovative solutions that can make a big difference for both you and your child. ABA therapy is not just about working with your child, it’s about incorporating the family into services and making sure the skills your child learns in therapy can be transferred to the home setting. 

Matching their peers

A really important study done by Dr. Ivar Lovaas showed that almost half of the children who received early intensive ABA Therapy were able to catch up to the average range of their peers in intellectual and educational function. 

Independent living skills

It is really important for autistic children to do things independently, just like other children, and early intervention helps your child learn important life skills right from the beginning.

When you start working on these skills early on, your child is much more likely to become confident and independent as they grow. This can be a big help in dealing with all kinds of challenges that come up in daily life. Think of things from washing their own hands, to toilet training, dressing independently, to packing their own lunch. 

Intervene early with the Lighthouse Autism Center

Lighthouse fusion ABA therapy is an innovative approach used by the Lighthouse Autism Center to fuse the best practices of ABA and speech therapy into a one-of-a-kind clinical model that delivers better outcomes for children with autism. LAC combines this with various autism resources to help you and your child live a better life.