We look at the best ways to navigate your autistic child’s school refusal. Find out how to work with the school and how to aid your child.

Navigating Autistic Child’s Refusal To Go to School

School can be a frightening and overwhelming place for many kids, especially autistic children. This can cause a child to refuse to go to school. With all of our knowledge and autism resources, we will navigate the reasons and how to address autistic children’s school refusal in a positive and proactive way. 

What is school refusal?

School refusal can occur when children become distressed thinking about going to school. Although allistic (non-autistic) children may also struggle with this problem, it may be more pronounced in autistic children. Autism and school can lead to a tough environment as factors such as sensory challenges, difficulties with reading and verbal comprehension, and executive functioning fine and gross motor skills all play a part.  

School refusal can go from being reluctant to go to school to not being able to leave home or go to school at all. This will result in the child missing some or even all of their school days.  

What are the signs and symptoms?

The signs of school refusal are similar between autistic and allistic children. Knowing what to do when your child refuses to go to school can be difficult as you try to navigate the reasons. Let’s take a look at some of the signs and symptoms of school refusal:  

• Your child begs and pleads not to go 
• Trouble sleeping the night before school 
• Increase in complaining of being sick and feeling unwell before a school day 
• An increase in anxiety  
• More meltdowns and avoidance behaviors 
• Difficulties following morning routines 

When it comes to learning how to help a child with anxiety about school, it is important to understand the reasons behind these heightened feelings. Here we will look at the reasons behind school refusal. 

The reasons behind autistic children’s school refusal

Some children may find it difficult to cope with the demands that the school environment can place on them. It is very important for the parents to get to the root cause of the problem. It’s very important to act quickly on these signs that suggest your child’s school refusal. School refusal will not go away on its own. Let’s take a look at some of the added pressures of the school environment and what your child could be experiencing. 

• Your child may lack social skills, which could cause them to struggle to make and keep friends, or they might experience some form of bullying. 
• The school curriculum could be a bit difficult for them to cope with. Autism support in schools may not exist. 
• They might struggle to cope with the school timetable. 
• The sensory differences in the school environment could be overwhelming, such as noises, lighting, and smell. 
• They might get into trouble with their teachers for unintentionally being inappropriate or not respecting authority. 
• Sudden changes in their routine could be difficult. 

How to strategize with the school

Autism  support in schools is needed to ensure that autistic children can thrive in the school environment. You can use your understanding of your child to identify coping strategies that can be used in schools. Here are some ways to strategize with the school: 

• Make sure to utilize your child’s IEP (individualized education plan) to get the supports needed.  
• Request the school to make some reasonable adjustments at the start and end of your child’s school day. A staff member your child feels comfortable with could meet them at the school entrance. 
• Ask the school if extra breaks could be allowed for your child throughout the school day. This will allow your child to redirect their attention and energy to different activities. 
• Ask the school if they are willing to reward your child for some small improvements in achievement. 
• Find out if autism support in the school for staff is an option. More autism awareness will ensure that your child’s needs are met. 
• Be sure to set up a regular meeting with your primary contact at the school. This is often the teacher of record on his/her IEP, but could be the home-room teacher, principal, counselor, or student support group. 

Working on school refusal strategies at home

Of course, there are some practical strategies that you can implement at home!  

• Acknowledge their feelings: show your child that you understand their feelings and anxiety about going to school. 
• Make it clear and reassure them that things will be okay at home if their biggest fear is leaving home. 
• Regularly remind your child about activities that can help them feel calm, such as using a fidget toy or practicing deep breathing. 
• Set up a routine for the morning to set your child up for success for the day 
• Set a plan for reinforcement right when your child gets home to make a successful day a big deal 

Lighthouse Autism Center is here to help

At Lighthouse Autism Center, we provide the highest quality therapy! Compassionate care meets clinical excellence in a beautiful play-based environment. Contact us and find out about all our services, such as Lighthouse Fusion ABA therapy and so much more! 

Children with autism may struggle with sensory issues that lead to sensory seeking or sensory avoiding behavior. We explore these two types of behavior, their causes, the problems they may create and how they can both lead to sensory overload.

Sensory Seeking vs Sensory Avoiding in Autistic Children

Many autistic children have a variety of sensory processing issues that can affect their behavior, of which the main two types are sensory seeking and sensory avoiding. Join us as we explore the difference between these two categories of sensory processing issues in autistic kids and how you can help them understand their sensory experience better.

Understanding autistic children who are sensory seeking

If your child prefers to get a lot of stimulation from their environment, they are likely sensory seeking. Autistic children who are sensory seeking are considered “hypo-responsive” and tend to exhibit the following sensory seeking symptoms or characteristics:

• Prefers to be moving
• Likes to smell things
• Enjoys being touched, tickled or massaged
• Has a habit of fidgeting with things
• Standing very close to people when talking to them
• Likes to jump, hop, spin, rock and other repetitive motions
• Will slam or thrust their body into things
• Enjoys touching objects and people
• Likes loud noises and enjoys making them
• Likes to put non-food items in their mouth and chew on things
• Enjoys engaging in risky behavior
• Prefers to go barefoot

What causes sensory seeking behavior?

As with autism, exactly what causes sensory seeking behavior is not yet known. We only know that some autistic children are under-responsive to sensory input, others are hyper-responsive and yet others are a mix of the two. Because of how their bodies experience and process sensory input, they will then engage in behavior that will help them meet their sensory needs.

The problems affecting those who are sensory seeking

If you have a sensory seeking child, it may have a negative impact on their life, especially if they do not learn how to manage their sensory needs in appropriate ways. Here are three examples of how a child may struggle if they are sensory seeking.

Might cause themselves physical harm

Firstly, a child may unknowingly engage in dangerous behavior to meet their sensory needs. For example, they may jump from dangerous heights or come up with their own risky stunts to stimulate themselves. 

Might be ostracized by others

Secondly, certain behaviors might provoke negative reactions from those around them. For example, if an autistic child randomly touches other children and adults without their consent, these people may choose to avoid the child.

Might struggle in learning spaces

Finally, they may struggle to pay attention due to the fact that they are constantly seeking out higher levels of stimulation. This could negatively impact learning and academic performance in a learning environment.

How to help those who are sensory seeking

Your first port of call when it comes to helping an autistic child who is sensory seeking is a professional, such as an occupational therapist, who will be able to directly assist your child with their sensory seeking behavior. 

There are also activities that you can engage in at home to help your child meet and manage their sensory needs. Some examples of these activities include:

• Jumping on a trampoline
• Bouncing on an exercise ball
• Climbing on a jungle gym
• Have a pillow fight
• Using a weighted vest
• Letting them play with specifically designed sensory toys, such as weighted toys, scented play-doh and sensory bins
• Practicing respecting personal boundaries
• Practicing asking and waiting for explicit consent before touching anyone

Understanding autistic children who are sensory avoiding

If your child prefers to avoid being stimulated by their environment, they are likely sensory avoiding. Autistic children who are sensory avoiding are considered “hyper-responsive” and tend to exhibit the following:

• Has a greater sensitivity for smells
• Easily startled by unexpected sounds or bright lights
• Avoids crowded areas in favor of quieter environments
• Filters out fewer sounds compared to neurotypical children, which means they “hear more”
• Likes to wear headphones or earplugs to block out unwanted sounds
• Incredibly sensitive to pain
• Doesn’t like clothes with certain textures or clothes that are too tight
• Finds seams or tags in clothes incredibly annoying
• Is very picky about what they like to eat
• Doesn’t like being touched, even if it’s affectionately or playfully
• Dislikes being barefoot

What causes sensory avoiding behavior?

As with autism, we don’t know what causes sensory avoiding behaviors. What we do know is that some autistic children are overstimulated by certain activities or situations, which they then try to avoid so as not to overwhelm themselves.

The problems affecting those who are sensory avoiding

Sensory avoiding behaviors can affect your child negatively, most especially if they do not learn healthy coping mechanisms to meet their sensory needs. Here are a few ways sensory avoiding behavior can impact your child’s life.

May avoid activities and environments to their detriment

A sensory avoidant child may develop anxiety around activities and environments that make them uncomfortable, even if these things would benefit them, such as playing games with their peers or exercising on a playground.

May struggle to make social connections

Connected to the point above, if an activity or space is uncomfortable for your child with autism, they are likely to avoid it, which could, in turn, cause them to withdraw from social situations. For example, if they don’t take part in school games during breaks or are anxious about attending birthday parties, they may struggle to make social connections with other children.

Another example is that while other children may enjoy playing on a bouncing castle and all the rough and tumble that comes with it, a sensory avoidant child may not. Consequently, they may have to deal with feelings of loneliness, frustration, anger, sadness or being “left out” when they are the odd person out in such situations.

How to help those who are sensory avoiding

Again, as with sensory seeking children, you should seek out specialists who can help your sensory avoidant child learn to manage their sensory challenges. An occupational therapist or other health professionals can help you address your child’s needs.

There are also various precautions you can take to help your sensory avoiding child not feel overwhelmed. Some examples of these include:

• Decluttering an environment
• Keeping a pair of noise-canceling headphones nearby
• Making sure their clothes are not too snug and are made from materials that they are comfortable wearing
• Trimming the labels off their clothes
• Considering a weighted vest or blanket to help them feel more comfortable when overstimulated
• Preparing a quiet, calming space for them at home so that they have an area to retreat to if needed

Autistic children can have both sensory seeking and sensory avoidant traits

While we’ve split sensory seeking and sensory avoiding into two sections, it’s important to note that some autistic children can have characteristics of both categories.

What about sensory overload?

Regardless of whether your child is sensory seeking or sensory avoidant, they can still experience sensory overload. Sensory overload is when your brain is overloaded by the sensory information it is receiving. The amount or type of sensory information that causes sensory overload differs from person to person.

Sensory overload symptoms

Here are some of the signs of sensory overload:

• Anxiety, irritability, stress, fear or panic
• Overexcitement or restlessness
• Physical discomfort
• Need to limit source of overload by covering ears or closing eyes
• Need to leave area or space where the cause of the sensory overload is
• Tantrums or “meltdowns”

How to help with sensory overload

Here are some tips for managing and coping with sensory overload:

• Take preemptive steps to avoid triggers that cause sensory overload for your child, such as asking for lights or sounds to be turned down. 
• Ensure you are able to easily leave the location so that your child has the space to recover from sensory overload. 
• Be prepared by making sure your child has enough rest the night before and is properly hydrated. 
• Have a sensory toolkit filled with items that can help your child calm down, such as noise canceling headphones, sunglasses, fidget spinners and other objects that can help your child relax. 
• Talk to a health professional about medications that might be useful in avoiding or minimizing the consequences of sensory overload. 
• If possible, make sure those around your child are aware that they might become overwhelmed by specific triggers and explain to them what those triggers are. 
• Most importantly: help your child identify and understand their own sensory needs and triggers as far as possible – this could go a long way in helping them learn to manage their sensory issues in healthy ways. 

Discover how Lighthouse Autism Centers can help your child

At Lighthouse Autism Center, we offer our unique Lighthouse Fusion® ABA therapy program which combines the best aspects of ABA and speech therapy. This program, as well as our autism resources, are vital in helping your child unlock their full potential.

The picture exchange communication system, or PECS, is a teaching system that can help an autistic child or another individual with speech difficulties improve their communication skills. We take a look at PECS’ role in ABA therapy and unpack how it works.

Picture Exchange Communication System and its use in ABA Therapy

Many autistic children have difficulties communicating verbally. PECS is one of the many tools we use in ABA therapy to help them increase their independence and improve their outcomes. Join us as we further unpack PECS, how it works, the benefits it offers, and more.

What is PECS?

The picture exchange communication system, or PECS, is a communication system that was developed in the USA in 1985 by Andy Bondy, Ph.D., and Lori Frost, M.S., CCC-SLP, the founders of Pyramid Educational Consultants, Inc. It is based on the book “Verbal Behavior” by B. F. Skinner. 

This augmentative or alternative communication system was first used to assist autistic preschool students who were part of the Delaware Autism Program. It is now also used to help people of all ages with communication difficulties that are caused by many conditions. 

How PECS works

One of the downsides to other programs and methods designed to help those with communication issues, such as sign language and picture point systems, is that they rely on the teacher to initiate communication with a student. This creates a situation where the student learns to only respond in communication and to never initiate it themselves. The main goal of PECS is to help address this by teaching students to communicate more spontaneously using specific prompting and reinforcement strategies and avoiding verbal prompts, as well as improving their functional communication skills. 

Implementing PECS

Regardless of whether you are using the PECS program for autism or other causes of communication-related challenges, it has a specific process that you need to follow.

Complete reinforcer sampling

Before the PECS protocol is implemented, it’s important to first complete “reinforcer sampling.” Reinforcer sampling simply refers to the creation of an inventory of activities, toys, or other items that the student likes so that these items can be used as motivators during PECS. 

This inventory is created using an assessment process that can be completed in numerous ways, such as asking caregivers, observing the student and what they choose most and least often, and presenting the learner with pairs of options to see what they like the most. The reinforcers that are chosen will need to be consistently appealing to the learner in order to assist with PECS.

The six phases of PECS

Phase 1: How to communicate

In phase one, the student learns to initiate communication by exchanging pictures for things they really want or activities they want to take part in with a second trainer, who is the student’s communicative partner. (These desirable items and activities were identified during the complete reinforcer sampling stage.)

Phase 2: Distance and persistence

During phase two, the student learns to use this skill of exchanging a picture to get something they want in different places. They learn to do this by seeking out their communicative partner. They are also taught to initiate communication with other communicative partners using the same system. This is accomplished using different desirable items and activities. 

Phase 3: Picture discrimination

During phase three, the student is now tasked with asking for two or more of their favorite things, using multiple pictures. These images are stored in a PECS Communication Book, which allows for easy removal and return of images used by the student.

Phase 4: Sentence structure

In phase four, the student learns to complete basic sentences using what are known as Sentence Strips. These strips begin with an “I want” picture, with the student adding the picture of the item they desire to the strip from the PECS Communication Book. Once the student has demonstrated the ability to make this request, additional detail is added to these statements using descriptors, including the number, color, shape, or size of the object that they want.

Phase 5: Responsive requesting

Phase five asks the student to engage with the question “What do you want?” and to respond using the skills and tools they learned in phase four. When asked this question, the student must use the Sentence Strips and pictures from their PECS Communication Book to provide an answer.

Phase 6: Commenting

In the final phase of PECS, the student learns to answer other questions such as “What do you see?”, “What do you hear?” and “What do you smell?”. This is done by teaching them to use additional phrases such as “I see,” “I hear,” and “I smell” on their sentence strips, expanding their requests beyond “I want.”

The benefit of PECS

There are many benefits to teaching using PECS. Here are some of the advantages that it offers to autistic children:

• Helps make communication a more understandable process
• Improves the initiation of communication
• Can decrease problem or negative behaviors
• Can help improve social skills and allow students to build relationships
• Easy to learn for a student’s partner
• Increases the use of speech in some learners

Find out more about Lighthouse Autism Centers and how we use PECS

At Lighthouse Autism Center, we provide PECS for autism treatment and to help our students achieve better outcomes. We also provide autism resources so that you can better navigate this spectrum disorder and more insight into our Lighthouse Fusion® ABA therapy program and how it can help your child.

Learn how assistive communication technology is used in ABA to improve social communication and behavior in autistic people.

Technology and ABA

Applied Behavior Analysis (ABA) is an indispensable tool used in the treatment of Autism Spectrum Disorder (ASD). Thus, it stands to reason that ABA therapy is inextricably linked to technological advancements that improve the quality of ABA for therapists and patients alike. 

Assistive communication devices for autism

Figuring out how to improve social communication skills in autism sits at the heart of ABA therapy. Many practitioners and patients often turn to technology for solutions. 

The development of assistive communication devices for autism has tracked the rise of technology, and these have been employed with great success in recent times. Here are some of the most innovative new developments in the technological dimension of ABA, focusing on assistive communication technologies and devices for autism. 

Augmented Reality (AR)

Studies have shown that Augmented Reality (AR) technology provides an enjoyable and stimulating environment, which reduces boredom in autistic people while increasing enjoyment and motivation. 

AR also improves social skills and communication in patients with an increased interest in the education process through participation.

In early experiments with Google Glass, the camera would interpret facial expressions of people for the patients and display a corresponding emoji. This provided therapists with a deeper understanding of the link between social situations and the behavior of autistic people. Additionally, the use of AR role-playing and interactive autism games for social skills significantly boosted the recognition of social cues. 

Virtual Reality (VR)

Although virtual reality (VR) has been around for a long time, it has only recently become more accessible and affordable. Head-mounted displays (HMDs) like Google’s Cardboard, which houses a smartphone loaded with a VR autism app, have demonstrated remarkable improvements in autistic people – especially with social functioning, emotion recognition, speech, and language. 

Video-modeling

Incorporating video into ABA is largely based on Albert Bandura’s social learning theory (1977). This simply means people learn by watching and copying each other. 

Video-modeling, according to modern parlance, is less threatening to autistic children than face-face modeling and seems to be more motivating. It also allows patients to focus on one or two skills at a time without overwhelming them. 

Mobile apps

There has been a surge in the development of applications or apps to turn our mobile devices, like tablets and phones, into assistive communication devices for autism. Here are a few apps that have successfully dealt with communication and behavioral issues in autistic patients.

Language and Cognitive Therapy for Children (MITA)

Operating System – Android and iOS

This app delivers an almost unlimited number of cognitive exercises for autistic children with speech delays. Having passed clinical studies, MITA (which stands for Mental Image Therapy for Autism) uses simple vocabulary with higher forms of language and adaptive activities specifically for early intervention. Other features include playtime rewards and offline viewing.

Symbotalk

Operating System – Android and iOS

Symbotalk helps autistic children to communicate verbally through flexible boards and sub-boards, as well as augmentative and alternative communication (AAC) systems. 

The app helps children associate symbols and pictures with audio. It also allows you to upload your own images and record your own voice to make it easier for the child. 

Proloquo2Go

Operating System – iOS

This is not a free app but has won awards for innovation in giving a voice to children who can’t speak. Autistic children who find speech and communication difficult are able to communicate complexity through a highly intuitive interface. 

Parents and therapists can configure grammar, while core words can be learned through associated movement. 

Leeloo

Operating System – Android and iOS

Based on augmentative and alternative communications (AAC) as well as picture exchange communication systems (PECS), Leeloo uses cards to match words and phrases to images. 

Once a card is selected, Leeloo reveals a list of words and phrases associated with that image, then reads out the word or phrase the child selects in up to 10 different voices. 

Otsimo

Operating System – Android and iOS

Otsimo improves both speech development and behavior in autistic children and adults. 

With over 50 games, the app supports ABA interventions through the provision of progress reports as well as the ability to personalize each game to the needs of the individual child.

ABC Autismo

Operating System – Android 

ABC Autismo focuses on enhancing learning in autistic children through the use of over 40 interactive activities that promote attention and focus. Therapists and psychologists also use it as an evaluation tool to assist in diagnosing autism and other mental disorders.

Autastico II

Operating System – Android 

Autastico II focuses on improving cognitive skills, attention, and motor coordination through activities, sound, and music. Unlike other apps that are primarily functional, Autastico II also emphasizes entertainment and fun through engaging content and striking graphics. 

Dino Tim

Operating System – Android 

Dino Tim is a fun learning app for autistic children. The app follows the storyline of Dino Tim and his family, who are kidnapped by witches. Children are then required to become heroes to rescue them from the witches by conquering over 100 puzzles and activities that boost motor skills and increase attention and concentration. 

Wearable assistive technologies (WAT)

Wearable assistive technologies (WAT) are making it possible for autistic people to re-enter classrooms and other clinical environments to learn and even venture into real-world social situations through the use of real-time feedback. 

As the technologies mature, autistic people can navigate social interaction using WAT like smartwatches with haptic responses, augmented reality headsets like Google Glass, and almost invisible hearing aids. 

Hearing aids

Modern hearing aids have become so advanced that they can assess the acoustics of a room or environment and then remove sounds that it doesn’t recognize as speech. 

Even more impressive is that some hearing aids can simulate high-definition sound for music and speech. Better still is that they can be configured and controlled using mobile devices like phones and tablets. 

Neural command

Neural command makes it possible for people to control devices simply by using their brainwaves. Not unlike common software that converts text to speech on our mobile phones, neural interfaces (although still in their infancy) are being developed to integrate with speech-generating devices that allow people with severe speech impediments to “talk” using their thoughts and specially designed headsets.

Robotics

Advances in robotics aid in teaching autistic children social skills while keeping them focused during their therapies.

A recent study using NAO, a robot created by SoftBank robotics, also showed that with appropriate software, robots can be used to assess autism in children through observing play and interaction.

Artificial Intelligence (AI) and machine learning

It has recently been established that machine learning models can help predict ABA treatment programs for children with ASD and significantly assist ABA practitioners in prioritizing resources for the management of ASD from diagnostics through to intervention. 

Lighthouse Autism Center

Lighthouse Autism Center is the Midwest’s leading autism therapy institution, with world-leading autism resources and a ground-breaking Lighthouse Fusion® ABA Therapy program that fuses the best practices of ABA and speech therapy into a one-of-a-kind clinical model that delivers better outcomes for children with autism.

The holidays are generally a period to look forward to for most children, but they can be stressful for children with autism due to their change in routine and potential for sensory overload. We have five quick tips to help you and your autistic child have a good time and enjoy the holidays.

5 Quick Tips for Celebrating Holidays with an Autistic Child

The holidays are a break to look forward to for most kids, but this time of year can be both exciting and overwhelming for children, especially those with an autism diagnosis. Whether it’s due to an unexpected change in schedule, overstimulation, or just the stress of the holiday season, this time of year can be challenging for autistic children.

Below, we have compiled a list of holiday tips to help your autistic child (and all children really!) manage the stress of the season so that your family can focus on what’s most important, enjoying time together.

1. Preparing to Support Your Autistic Child During the Holidays

The first thing you should do if you are planning a holiday trip, event, or gathering is ensure that your autistic child understands what might happen. Autistic children may not deal with change well, so it’s important to give them the tools to cope with the change to routine they might experience during this time of year. You can do things like, take them to visit somewhere before the event. For example, if a sibling is in a holiday program, you might take your child to visit the space before the day of the program several times, and explain to them what will take place. You can do that by showing them photos, and talking to your child about what to expect. Additionally, you can read them books about similar situations or show them photos of a place you plan to visit beforehand. 

2. Communication with others and your child is important

During the holidays, we often see family or friends that we haven’t seen for some time. Your family and friends may not be aware of your child’s unique needs or may not have an understanding or awareness of autism more broadly. Be sure to communicate to your family and friends ahead of a gathering or event, letting them know how to best communicate with your child, and what to expect in terms of your child’s needs.

You should also make them aware of how your child can react to certain situations so that if your child reacts in a way that your friends and family are not used to, they are not caught off guard or take offense. You can also teach your family members how to assist if a meltdown occurs, or at least let them know what you, as the parent, will do to manage the situation. For example, a child who is overstimulated may walk away to avoid the stimulus, which may be confusing to those who don’t know this is how your child will react.

3. Plan or take part in autism-friendly events and activities

Many holiday events can be crowded, loud, bright, and overall overstimulating for a child with autism. Seek opportunities for sensory friendly events that might better meet the needs of your child and family. If autism friendly events are not available, try to attend an event early, or avoid peak periods so that the event is quieter and easier to manage for your child and family. Devices like earplugs or noise-canceling headphones can also be helpful during large events.

4. Plan an “easy escape” to give your child a break from the stimulation

There may be certain holiday events that are difficult to decline or change to suit your child’s needs, such as religious services. If you are attending an event like this with an autistic child, make sure to seat yourself and your child near an exit. If your child becomes overstimulated, you can temporarily leave the event to give them the time and space they need to engage in a calming activity. If a meltdown is taking place, being seated near an exit will allow you to leave the event entirely without causing too much disruption.

5. Have fun!

Remember the holiday season is about enjoying time with family. Try to avoid feeling the pressure to do what others are doing. Do what works for you and your family, whatever that may look like, as long as you are having fun!

Learn more about autism and our Lighthouse Fusion® program

We hope these tips have made navigating autism and the holidays easier for you and your child. Two more ways to help you and your child navigate through life are our autism resources and Lighthouse Fusion ABA therapy program. Explore these materials and learn about all the ways Lighthouse Autism Centers can assist you and your loved one.

We look at some of the key features of a meltdown in a child with autism, such as stimming and distress as a result of sensory overload. This helps you spot meltdowns and equips you with the tools to prevent, prepare, and recover from them.

Tips for Spotting an Autistic Meltdown and How to Handle It 

Autism related meltdowns are often confused with temper tantrums, but while they may appear similar, they are fundamentally different and require a unique approach. Discover the key features of an autism related meltdown, how to handle them, and the best strategies to prevent, prepare, and recover from them. 

What is an autism related meltdown?

Autism-related meltdowns are sometimes involuntary responses to overwhelming/overstimulating situations, feelings, or environments. When an autistic individual becomes overwhelmed or overstimulated by a situation, they may experience extreme distress and temporarily lose control of their behavior. This can trigger a fight, flight, or freeze response, making it difficult for the individual to regulate their sensory processing and behavioral responses. They could express this verbally (shouting, screaming, crying), physically (kicking, lashing out, biting), or in several other ways. 

Autism meltdown vs. temper tantrum

If your child is having a meltdown, it may look like a normal “temper tantrum.” However, while they may appear similar, a meltdown is not a temper tantrum and should not be treated as such.  

While tantrums are most common among allistic children, autistic individuals can experience meltdowns throughout their lives. Next, tantrums are generally goal-oriented and occur in response to an unfulfilled desire. In contrast, meltdowns are related to a trigger and are often not a voluntary response. Finally, meltdowns are not “bad” or “naughty” and should not be punished. Remember that the child or individual experiencing a meltdown is in a state of overstimulation. They will require immediate support both before, during, and after. 

This means that meltdowns are more intense, emotional, longer lasting, and difficult to manage than the average tantrum.  

Qualities of an autism meltdown: What to look out for

There are several signs of an autism meltdown that can help you take the necessary steps to either prevent it or support your child through it.  

These are the most common autism related meltdown signs: 

Meltdowns are preceded by signs of distress 

Meltdowns begin with warning signals, such as external signs of distress. These include physiological and behavioral changes that can be either obvious or subtle.  

Meltdowns involve intense stimming

Signs of distress may include or progress to “stims” (self-stimulatory behaviors) such as rocking, pacing, finger flicking, and slapping. Stims are often self-calming techniques used to help regulate anxiety or sensory input. Intense stimming or other obvious signs of agitation indicate that a meltdown is imminent.  

Supporting your loved one during a meltdown

Wondering how to stop a meltdown? Ultimately, prevention is the best method. You can do very little to stop a meltdown once your child is in the middle of one, but you need to know how to calm and soothe them. During this phase, your child’s behavior may become explosive and uncontrolled. As such, it’s important to move them to a safe, quiet environment, that the triggers are stopped as quickly as possible, and that they are provided with both support and space to work through it in their own time and way. This is not the time to reason, redirect, or teach new lessons or coping skills. 

Generally speaking, the focus should be on sensory and emotional support. This includes: 

• Staying calm and creating a safe environment. 
• Keeping your own frustration or distress in check. 
• Reducing verbal communication using visual representations and “yes” or “no” questions. 
• Focus on what your child is trying to communicate with their behavior, what do they want or need and how can you get it for them? 
• Decreasing sensory stimulation by reducing sensory input in the environment (dimming the lights, turning off the radio/TV, etc.). 

What to do after an autism related meltdown

Meltdowns can last anywhere from a few minutes to a few hours, depending on the severity of the trigger and the way it is managed. Once entering the recovery stage, your child is likely to feel vulnerable and emotionally exhausted. Your continued love and support are necessary as your child may be embarrassed or ashamed of their autism and anger outbursts. It is important to remember that the meltdown was completely involuntary and to reassure them that everything will be okay. It is best not to discuss the incident immediately, as this could retrigger them, but to wait until they are fully rested, recovered, and calm. 

Unlock your child’s potential with Lighthouse Autism Center

Explore more helpful autism resources available from the Lighthouse Autism Center. Here, you’ll also discover our innovative model and creative approach, Lighthouse Fusion ABA therapy, which combines the best practices of behavior analysis and speech therapy to help your child progress in a safe, fun environment. 

Choosing a gift for a loved one can be challenging, and this task is even harder for someone with special needs. We take a look at the different things you should keep in mind when choosing a gift for a young autistic person, and share some gift ideas as well.

What To Gift an Autistic Child

Choosing the right gift for someone can sometimes be pretty daunting. This undertaking can be even more difficult for parents, family members, or friends of an autistic person. To help you answer this question and choose a gift that they will love, take a look at our gift-giving advice below.

How to choose a gift for an autistic child or teenager

Regardless of their age, choosing gifts for autistic children or teenagers can be a challenge for various reasons. Some individuals with autism struggle with communication, meaning that if you ask them what gift they want (or don’t want), they may be unable to express their desires effectively. Others may have specific sensory needs that you need to factor in when picking a present. If these examples resonate with you, or there are other possible reasons making gift buying difficult, here are some tips that can help you pick the perfect gift:

When in doubt, ask

Even if the child or teenager you are buying a gift for struggles to communicate their wants, it’s usually a good idea to start by asking them. If this doesn’t work, you can always ask a parent (if they aren’t your child) or someone else who spends a lot of time with them, like a caregiver or a teacher, what they think. They may be able to give you valuable advice on what gift to purchase.

Work with their specific interests

When deciding what is a good gift for an autistic child or teenager, it’s important to have an idea of what their favorite hobbies or activities are. While some autistic children struggle with ADHD, others are hyper-focused on certain interests, sometimes to the detriment of other important things in their lives. Learn what their interests are and choose an appropriate item from that hobby or activity. For example, if the child or teenager has a passion for animals, consider getting them a stuffed toy of their favorite creature. You can make this gift even better by considering a weighted version of the same toy, as weighted items can help regulate their mood.

They may not like surprises

While many children love surprises, many don’t. This includes many young autistic people, who may become anxious or upset when presented with a surprise gift. This may be because they don’t know what is inside or simply because they don’t know how they should react. If you are unsure, ask a parent, family member, or caregiver how they might react. Consider avoiding wrapping the gift so the person receiving it can see exactly what it is.

Be careful to avoid anything that might overload their senses

Children or teens who have autism often struggle with sensory issues, which is why it’s important to carefully consider any gift to avoid picking something that might overwhelm their senses. This may be an audio sensitivity or discomfort brought on by bright lights or certain textures. It may be a combination of these and other sensory issues for some. For example, some may struggle with the sound of a toy car or even the wrapping paper that a gift is wrapped in.

Consider items from specialists

As awareness and education around autism increases, so does the number of specialists offering toys, autism resources and other items specially designed for an autistic child or teenager’s needs. So if you’re ever struggling to decide what to get an autistic child for their birthday or what to get an autistic child for Christmas, check a specialist store to see what it has on offer.

Even a well-thought-out gift may not be well received

Despite your best efforts, sometimes the young person you are giving the gift to may not react with joy upon receiving it. Some may have a neutral reaction, while others may share their disappointment or even unhappiness if it isn’t exactly what they expected. Even if you spent hours researching the perfect gift, you might discover it’s not the right brand or it isn’t right for their collection, which results in this response.

Gift ideas

While it would be nice to simply know what the best gifts are for an autistic 2-year-old, what are perfect gifts for an autistic 4-year-old, or even what you could buy for a teenager with autism that they will undoubtedly love, there’s, unfortunately, no guarantee when it comes to buying gifts for many young autistic people. A young person may be at a developmental stage that differs from their biological age. Moreover, their individual preferences will also play a major role in choosing a gift. This is why it’s so important to do your homework when choosing a gift for someone who has autism. 

That being said, here are some ideas for autistic children and teenagers that you may find useful and that they may enjoy.

For children

Here are some of the best gifts for autistic kids:

• Chew toys – These chewable items are useful for an autistic child to calm down and self-regulate.
  
• Fidget toys – From cubes to spinners to pop-its, there are a wide variety of fidget toys to help keep kids’ hands busy, while also developing their fine motor skills.
  
• Sensory mats – These mats can be used to simulate the range of textures a child would experience in a more natural environment and can be a great way to expose a child to different surfaces and improve their cognitive functions.
  
• Tangle toy – This is another toy that can be used to keep the child busy but can also help relieve stress through repetitive, twisting motions.
  
• Weighted stuffed toys – Many children love stuffed toys, but weighted toys have an added advantage in helping children with sensory issues better regulate their moods and calm themselves down.

For teenagers

Here are some gift ideas for older kids and teenagers who have autism:

• Board games – Board games are not only fun but are a great way for teenagers to develop their social skills, concentration, and many other faculties.
  
• Crash pads – Crash pads can be a great way for young folks with sensory issues to have fun and develop their sensory awareness.
  
• Hanging cocoon chairs – Apart from being extremely comfortable, hanging cocoon chairs can help teenagers calm themselves by creating a sensory “cocoon” around them.
  
• Noise-canceling ear muffs or headphones – These are beneficial to anyone who is sensitive to specific sounds and can help lower anxiety levels of those who are sensitive to noise.
  
• Sensory lamps – At a glance, these might appear like lava lamps to most people, but these sensory lamps can provide a calming effect on autistic people.

Happy gift shopping!

We hope our advice and gift ideas have provided you with a good starting point to purchase a present for your autistic friend, family member, or loved one.

Children with autism may be labeled picky eaters, but the truth is that they face a unique set of challenges around mealtimes. Discover helpful tips on introducing new foods and expanding your child’s diet in a way that is more enjoyable for everyone at the table.

Tips for Introducing New Foods and Healthy Eating Habits

If you’re tired of googling “best foods for picky eaters” and ending up frustrated after mealtimes, it may be time to take a different approach. People with autism may be sensitive to the taste, smell, color, and texture of foods. Because of this, they may limit or avoid particular foods or even whole food groups. 

Of course, you already understand the importance of consuming a well-rounded diet with a variety of fresh fruits and vegetables, lean proteins, and healthy fats. Recent studies have shown that children with autism-related symptoms are five times more likely to demonstrate atypical eating behaviors, including narrow food selections, ritualistic eating behavior, and meal-related tantrums, which can make getting the necessary nutrients a challenge.

Today, we’re looking at how to expand your child’s food choices by addressing underlying anxiety, inflexibility, and sensory issues. We’ll share some of our best picky eater tips for parents to help reduce problematic mealtime behaviors and the stress that accompanies them. You might even be inspired with a few school lunch ideas!

Picky eating vs. food rejection

While it’s common for autism to affect your child’s eating habits, it’s important to understand that there is a significant difference between what is colloquially considered “picky eating” and the unique challenges that children on the autism spectrum face. Most children, especially toddlers, go through stages where they refuse certain foods because of taste, smell, or texture. Generally, this is something they grow out of. 

Children on the spectrum, however, aren’t just “being difficult.” Problematic mealtime behaviors may be a result of sensory issues, underdeveloped oral motor musculature (which makes certain textures troublesome), GI issues they aren’t able to communicate, the need for routine, or challenges with trying new things in general.

Another factor that contributes to the idea that autistic children are picky eaters is the myth of “high functioning autism,” which suggests that an individual who excels academically or is socially competent has “high function.” However, autistic children with high intelligence or excellent social skills are still likely to struggle with daily tasks like brushing their teeth, making decisions, or telling time. When children seen as “high functioning” struggle with eating certain foods, their behavior can be misconstrued as merely “being difficult.”

If left untreated, unhealthy mealtime behaviors may continue to escalate. Parents are often overwhelmed by a number of challenges at the same time. These issues may take precedence over feeding difficulties, and parents may find themselves relying on the few foods their child is willing to eat to avoid negative backlash. The longer feeding issues are allowed to continue, however, the more difficult and time-consuming it may be to help your child develop healthy eating habits.

Everyone knows how challenging changing your eating habits can be, and this is especially true for autistic children. Because they may hyper-focus on certain foods while refusing to try others, both behavioral therapy and nutritional therapy may be necessary. This will help adjust symptoms that may otherwise become maladaptive behaviors, as well as ensure you are working towards a well-balanced diet.

Ruling out medical issues

Common gastrointestinal issues associated with food rejection include acid reflux, constipation, diarrhea, and eosinophilic esophagitis. Autistic children are just as likely to suffer the same GI disorders as other children, but the difference is that they may not be able to localize or verbalize their discomfort. If a child senses or fears that a specific food may trigger pain, they are likely to refuse it, become suspicious of it, or throw tantrums. 

This makes it important for parents to be proactive in discovering the source of their child’s discomfort. A pediatric gastroenterologist can help rule out medical issues.

Techniques for expanding your child’s diet

1. Start small

Your child most likely has a select few favorite foods. When introducing new foods, or previously rejected foods, you can create a positive association by introducing minuscule amounts of these foods alongside their pre-established favorites. The first time, they may not necessarily eat the food, but they can still get used to its presence and appearance. Even if they don’t want to try it, you can encourage them to touch, smell, and explore the food. The next time, you might ask them to try a single bite and praise them for being willing to try.

2. Try desensitization practices

If your child has strongly rejected a certain food, but you feel it is necessary as part of a healthy diet, or it’s a staple in your household, you’ll need to reintroduce the food even more slowly, using a desensitizing technique. For example, if your child hates apples, start by placing apples in the house. Next, bring an apple into the room during playtime. This way, they can get used to the food without having to eat it. After a while, you might place some apples on the table during meals without requiring them to touch or eat them. Next, put a slice of apple on their plate. When they are okay with the apple slice on their plate, and their original feelings of aversion have been resolved, invite them to try a bite.

3. Offer choices and control

No one likes to be told what to eat, and sometimes, your child will simply not like a food – this is completely natural. To accommodate this and give your child the opportunity to exercise healthy control, offer a wide variety of choices (within the necessary categories that form a well-balanced meal), and allow them to decide. For instance, when choosing dinner, allow your child to choose one ingredient from a variety of vegetables, starches, and proteins. If you’re making a curry, stew, or pasta dish, ask them to add one “mystery” ingredient to the dish for the other family members to discover. They might choose chicken, broccoli, or beans, for instance.

4. Adjust textures

Hypersensitivity to textures is a common occurrence in people on the spectrum and can show up during mealtimes. Often, it’s the way a food feels in the mouth, not its flavor, that produces a strong aversion to certain foods. The crunchy texture of an apple or the squishy texture of a freshly sliced tomato is a classic example. Luckily, there are a multitude of ways to prepare foods and also a variety of healthy substitutes. Pears, for example, are much softer than apples, and apples could also be served stewed. Tomatoes can be blended or chopped finely into salsa or cooked into a sauce and served over pasta or as a dip for potato wedges.

One of the best ways to get picky eaters to eat veggies is to prepare them in a new and exciting way or work them into other dishes where they are not as easily distinguishable. For example, you could grate zucchini into oatmeal, add broccoli to homemade chicken nuggets, or blend leafy greens into smoothies without anyone noticing.

5. Set realistic goals

Mealtimes shouldn’t be a battleground, so be sure to manage your emotions, adjust your expectations, and set realistic goals. Many children need to taste a food more than a dozen times before they’re willing to eat it without any fuss. Autistic children with food aversions may take longer, so be sure to practice patience and create a safe environment for your child to explore new foods. 

There are likely a number of behaviors that require some practice when it comes to mealtimes, so rather than trying to correct them all within a single meal, break them into individual goals. Then prioritize those goals and address them one at a time. Are you trying to increase the variety of foods your child consumes? The amount they eat? Correct disruptive behavior at the table? Identify your primary target, make the target known to both your child and other caretakers, and focus meals on progressing in that area. 

If, for instance, your child barely eats two or three bites at a meal, it’s unreasonable to expect them to clear their plate, and it’s probably not the best time to start introducing new or previously rejected foods. Instead, try increasing their intake by one bite per meal, and be sure to praise their success rather than piling more expectations on them because you think the meal is going well.

Lastly, expect a certain amount of resistance. This might include crying or whining, verbal aggression, and/or disruptive behaviors. The presence of these things doesn’t mean you’re not making progress, so adjust your expectations accordingly and don’t give up or give in.

Other things that can help reduce anxiety around mealtimes include:

• Role modeling healthy eating behaviors
• Consistent and enjoyable mealtime routines
• Making changes to how you prepare and/or present previously rejected foods
• Playing with and exploring new and/or previously rejected foods
• Praising every sign of progress, no matter how small

Take a multifaceted approach

Like many things, it may take a multifaceted approach to see a significant difference when it comes to picky eating and autism. With time, consistency, and patience, however, you and your little one are sure to experience incredible progress.

Autism and Disability Camps and Summer Programs

Below is a compiled list of camps and summer programs all over Indiana that cater to children with autism, as well as children and adults with other disabilities. Click on the links below to visit the website of a camp in your area.

Camp Red Cedar

Close to Leo, Camp Red Cedar is  place that features everything camp has to offer – games, horseback riding, swimming, canoeing, arts and crafts, nature hikes and singing around the campfire. In addition to summer camps, enjoy year-around therapeutic and conventional horseback riding or rent our facilities.  Of course, the entire camp is completely accessible and autism friendly. Discover a whole new world of possibilities within Camp Red Cedar’s 57 acres of meadows, woods, lake and trails.

Camp Millhouse

Inspiring self-discovery in individuals with special needs through a safe, traditional camp experience. Camp Millhouse envisions a world where individuals with special needs are encouraged to realize their full potential and value to make a difference in their communities. 

Noble of Indiana

At our Summer Day Camps, we can tap into the specific interests of each camper by targeting their individual skills and interests. Because we welcome youth with and without disabilities, our inclusive environment encourages everyone to learn, grow and have fun.

Life Compass Camp

Life Compass Camp is 5 day, day camp that offers youth with special needs the chance to experience a more traditional summer camp setting that caters to their individual needs and uses games and activities to teach important life skills.

Jameson Camp

Jameson Camp began in 1928 when the leaders at Marion County Tuberculosis Association came together with the community to meet the need for a summer program that bridged a gap in health and nutrition for children. Since then, Jameson Camp has offered numerous camps especially for children impacted by physical and mental health diagnoses. Today, Jameson Camp is proud to offer a space where any child can feel welcome, safe, and accepted while they discover their strengths, build friendships, and experience nature on over 130 acres of forest, meadow, and streams.

Anderson Woods Camp

Nestled along its namesake, the Anderson River in rural Southern Indiana, Anderson Woods was founded in 1978, and is a private, not-for-profit corporation chartered to provide summer camp experiences, as well as other services, for children and adults with intellectual disabilities.

Bradford Woods

Bradford Woods is Indiana University’s Outdoor Center. We provide experiential and therapeutic outdoor programs to people of all backgrounds and abilities on our 2,500-acre campus, located between Bloomington and Indianapolis.

Our vision is to be global leaders in delivering inclusive and experiential outdoor programming.

Embracing Abilities Summer Camp

Our annual Summer Camp will consist of fun daily field trips in and around our communities for exploration, vocational skills, physical activities, life skills, creative experiences and more. A monthly calendar will be provided with daily field trips for information, planning and any cost associated.

Autism Community Connection

My Summer Journey is a summer program for teens on the autism spectrum, ages 13-19. Our fun-filled days help keep kids in a routine that can make the transition back to school much easier. The focus of the program is to make new friends along with working on life and social skills.

Camp Crosley YMCA

For over 100 years Camp Crosley YMCA, located in North Webster, Indiana, has been making people feel like they belong through programs like Summer Camp (boys and girls ages 6-15), Group Retreats, School Groups, and Family Events. Located on the shores of Lake Tippecanoe in Northern Indiana, we serve the communities of Muncie, Chicago, Carmel, Fishers, Indianapolis, Fort Wayne, Valparaiso, and more. Our caring staff want to invite you to experience all that we have to offer.

Grant’s House

In line with optimizing the quality of life for individuals with disabilities or special needs, Youth Services fosters a safe space to promote learning, growth, and acceptance among peers while encouraging compassion and friendship.

When facing the challenges of parenting a child with autism, it is important to know the resources that are available to you. Not only are there many local services available for parents, but there are also several national conferences that seek to teach parents to navigate the challenges of raising a child with autism. Check out these five conferences to learn more about how they can help you help your child with autism.

Profectum

Profectum is an “organization committed to gathering the most cutting-edge practices in autism,” helping to teach families how best to use them with each unique child, and building a community of families affected by autism. They hold various conferences throughout the year all over the country. Check out their website to see when a conference may be happening near you.

To learn more, visit https://profectum.org/conferences/#upcoming-past

 

Autism Speaks

Autism Speaks is a national foundation dedicated to raising money and awareness for the treatment and prevention of autism. It also seeks to bring together friends, families, and concerned community members to build a supportive network.

To learn more, visit https://www.autismspeaks.org

Love & Autism

While Love & Autism is an organization dedicated to autism awareness and community like the others, its main focus is the annual conference. One unique aspect of Love & Autism is many of the events that take place, including musical and art presentations, are performed by individuals with autism.

To learn more, visit https://loveandautism.com

 

The Autism Project

The Autism Project is an organization dedicated to connecting researches and practitioners with families affected by autism. They seek to help the entire family unit by teaching the latest practices regarding autism and by providing a supportive and collaborative community.

To learn more, visit https://www.theautismproject.org

 

World Autism Organisation

The World Autism Organisation was founded to create a global autism community. The group seeks to gather research and practices from around the world and create a common space where professionals and families can collaborate at an international level to share best practices, research, etc…

To learn more, visit https://worldautismorganisation.com

National Autism Conference

This conference is made possible by the Pennsylvania Training and Technical Assistance Network (PaTTAN), Lancaster-Lebanon Intermediate Unit 13, and the Pennsylvania Department of Education in partnership with Penn State Outreach and the Penn State College of Education.

Penn State offers online programs in behavior analysis through Penn State World Campus, including a Postbaccalaureate Certificate in Educating Individuals with Autism, a Graduate Certificate in Applied Behavior Analysis, and a Master of Education in Special Education with emphases in autism or applied behavior analysis.

To learn more, visit https://autism.outreach.psu.edu/

Verbal Behavior Therapy is a vital tool used to help those with autism improve their communication skills. Learn more about this approach to teaching communication and the benefits it offers to those with autism.

What is Verbal Behavior Therapy

Lighthouse Autism Center uses the Verbal Behavioral (VB) branch of Applied Behavior Analysis (ABA). Verbal Behavior Therapy (VBT) is used to teach communication and language skills by focusing on why we use language, the purpose of words and how they can be used by the speaker with characteristics of autism to get their needs met or to communicate ideas. 

VB is derived from the same philosophy of behaviorism, employs basic scientific methodology and is concerned with the development of an individual’s socially and educationally significant behaviors. Its examination stresses the use of language in the environmental context within a verbal community.

How Verbal Behavior Therapy works

VBT uses verbal operants, or types of verbal behavior, to teach autistic children how to better communicate, and can be very effective as a part of early intervention. A few of these operants are:

• Mand: When a person or child uses language to make a request. For example, the child is thirsty, says “water”, and receives a glass of water to drink.
• Tact: When a person or child labels something in the environment. For example, the child sees a glass filled with water and says “water”. 
• Intraverbal: When a person or child is able to respond to a question. For example, a teacher asks “Would you like a glass of water to drink?” and the child responds “Yes”.
• Echoic: When a person or child repeats what another person said. For example, a teacher says “water” and the child repeats the word “water”.

The History of Verbal Behavior Therapy

The research and practices of VBT are based on the book Verbal Behavior, published in 1957 by a very influential behaviorist, B.F. Skinner. Skinner discovered operant conditioning, which is the fundamental idea that behaviors that are reinforced will tend to continue, while behaviors that are punished will eventually end. 

While the analysis of VB is extended from lab experiments of operant conditioning, it involves not only the environmental variables but also the behavior of other people who also use the same language. In other words, VB operates at the level that both the listener and the speaker are taken into consideration along with any and all other factors in the environment.

VB is different from other language theories that emphasize the cognitive or physiological process inside the living organism. B.F. Skinner’s analysis of verbal behavior turns the focus to controlling variables in the environment that impact the cause or function of language. 

This means that VB is not only for vocal verbal language but also non-vocal use of language such as gestures, eye contact, pointing and the use of other nonverbal cues. VBT is not too concerned with the forms or structures of language, but these are important in the analysis of linguistics.

The Pros of VBT

There are a number of benefits to the Verbal Behavior approach to ABA.

1. Enhances analysis of the way we learn to speak in a natural environment. (Language acquisition can be natural but should not be confused with being innate.)
2. Allows language to be broken down into small sections for in-depth analysis.
3. With the analysis, specific instructional sequences can be systematically developed for an autistic individual.
4. When learning issues occur, the analysis allows us to pinpoint possible sources.
5. Allows for individualized instructional strategies based on what the individual needs.
6. Helps create intensive and systematic intervention plans for individuals who have difficulties with communication and/or intellectual disabilities.
7. Intervention plans for individuals with difficulties with language and/or disabilities can be incorporated into natural and artificial settings.
8. Advances empirical research due to operational definitions that can be precisely defined, and each small component can be isolated to pinpoint the primary controlling variables.

Early intervention is vital to assisting a child with autism, but this doesn’t only include professional help. Parents play a key role in helping their children in a variety of ways. Join us as we take a look at how.

The Importance of Parental Involvement

At Lighthouse Autism Center we believe in a team approach to helping your child reach their fullest potential. While every member of the team (parents, caregivers, therapists, educators, doctors, advocates) play a part in your child’s success, parental support is arguably the most important.

How Increased Parental Involvement Helps Children with Autism

As a parent, it’s important to understand the key benefits your involvement will have for your child. Research has shown that increased parental involvement will often help a child with autism manage their symptoms or improve any skills they are struggling with. 

A study titled “Parent-mediated social communication therapy for young children with autism (PACT): long-term follow-up of a randomized controlled trial,” which was completed by the University of Manchester in 2016, has more good news for parents. 

This study has also shown that early intervention from parents offers general improvements in a child with autism’s symptoms and that this reduction is long-lasting, highlighting how beneficial parental intervention is for the child.

How Parents Can Assist Their Children

Here are some ways parents can help their autistic children.

Support Starts from the Beginning

While the causes of autism are still unknown, it is important to start looking for the signs of autism early. Studies have shown that catching the signs of autism early in a child’s life can lead to better outcomes. Some of these early signs include missing various developmental milestones, no babbling, no eye contact, no response to name, and lack of expression (happiness, smiling). If you suspect that your child may be exhibiting these signs, it is important you contact your healthcare provider to determine if your child has autism.

Support Through Therapy

Once a child receives an autism diagnosis, the next question a parent will ask is how to support a child with autism. It is crucial that parents and caregivers seek appropriate therapy services for their child, which may include ABA therapy, speech therapy, occupational therapy, or a combination of these and other therapies.

Specifically, ABA therapy is the only therapy recommended by the U.S. Surgeon General for the treatment of autism. With individualized treatment plans designed by Board Certified Behavior Analysts and the work of a trained Registered Behavior Technician, we see children achieve great outcomes through this type of therapy. 

Therapy At Home

It is equally important that parents work to provide a child with the autism support they need outside of therapy sessions. This can be achieved by implementing the same skills their child is working on in therapy at home. For example, if a child works on using utensils as part of a therapy program, but parents do not work with the child to use utensils at home, that child may learn they only have to use utensils when they go to therapy but not at home. Consistency and follow-through are key to a child’s success, and that requires the commitment and work of parents and caregivers to follow through at home.

Lighthouse Autism Center

For parents and children at Lighthouse Autism Center, our Board Certified Behavior Analysts provide parent training and often go into a child’s home to assist parents. We want to make sure that parents have the tools and knowledge to follow through at home and help their child achieve their highest potential. We also have various tools for parents to help their children with autism.

To learn more about Lighthouse Autism Center, call 574-387-4313.