FAQautism

No matter how tired everyone is in the evenings, you may discover taking some time to slow down, get organized, and make connections with your youngster with autism is an invaluable investment of time and energy. Remember that the goal is not perfection, but rather to increase contentment and decrease stress for everyone. Listen Now: or continue reading Take a few minutes to do a few routine tasks so you don’t have to deal with them in the chaos of the morning rush. Back when I was a young, harried mother, I found myself stomping around bellowing orders and empty threats as I tried to get the kids in bed. I kept thinking of all the things that needed my attention. As my stress level rose, I made everyone around me miserable. So, I’m suggesting an alternate plan. Make an effort to remain calm in spite of the loud sound of looming deadlines. You can’t control every aspect of family life, and you can’t make everything perfect, so just relax. Establish the Evening Round-Up as a regular routine to get ahead of the flood, thinking of it as an “investment in contentment” rather than a “time thief.” Here’s a sample Evening Round-Up checklist to get you started. Without nagging, spend some time calmly help your youngsters get their checklists completed. 1. CLOTHES. Does each person have a set of clean clothes? Do they need gym clothes or after school clothes or basketball league clothes? What about shoes, socks, underwear, coats, hats, etc.? 2. BODY. Clean head to toe in the evenings to prevent a morning rush. That means shower or bathe, wash hair, brush teeth, and even shave if needed. 3. BACK PACK. Put all work supplies and/or books, permission slips, lunch money, and other necessary items in back pack before going to bed. 4. CONNECTION. Take a few minutes for quiet interaction with your youngster with autism. This is important even if your youngster is non-verbal or does not seem to participate in the conversation. Read a story or talk about their day to help them make an emotional connection with you and wind down. Take time to review the schedule for the upcoming day, to discuss concerns, and to review rules and/or expectations – whether they seem to understand or not. And don’t forget to remind your youngsters of your love and support. TIP FOR THE DAY: Remember, perfection is not the goal here. You just want to make an investment of 30 minutes every night to increase contentment. Believe me, your efforts will pay off big time for all involved. And take a bit of time to learn new ways to systematically address challenging issues that can arise in the lives of our friends with autism. Click on the Toolkit tab on our webiste for great resources; http://FAQautism.com NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com The following posts may also be helpful: Bedtime Round-Up Today is the first day of school for many youngsters... School Nights School starts this week for many youngsters with autism, so... Bedtime Routine A dad and grandmother of a four-year-old non-verbal boy diagnosed... The following posts may also be helpful: Bedtime Round-Up Today is the first day of school for many youngsters... School Nights School starts this week for many youngsters with autism, so... Bedtime Routine A dad and grandmother of a four-year-old non-verbal boy diagnosed...

Many individuals with autism have problems with change, whether unexpected changes in their daily routine or a significant shift in their life such as a family split or moving to a new school. Autism can also cause a person to be intolerant of wearing new shoes, sleeping on a new pillow, using a different type of soap or toothpaste, or eating a different brand of soup. Let us look at one strategy that can gradually help our friends with autism become more tolerant of change in their lives. Listen Now: or continue reading Because of individual differences, it is impossible to develop one fool-proof strategy for increasing tolerance for change and for decreasing agitation or explosive outbursts in the face of change. But it is helpful to look at strategies that have worked for others people with autism. One such option to consider is that of making change common. I noticed years ago that youngsters with autism in larger families seemed to be more flexible and more tolerant of change. Keep in mind that this observation was not based on scientific data, and that I certainly knew some children with large families who were, indeed, extraordinarily obsessed with routine and quite intolerant of even minor changes in the details of their daily lives. But, in general terms, growing up in a busy household seemed to make some individuals with autism more able to cope with unexpected events and sudden changes in schedule. Over the years, some families and teachers have successfully instituted the “big family” strategy of intentionally making change a part of the daily routine for children, teens, and adults with autism. Every day, teachers and parents purposefully insert one or more unexpected change in schedule or a change in one or more aspects of daily life, e.g. a new snack or menu item at a meal, a new pair of socks or t-shirt, a new music CD while riding in the car, or a different type of shampoo. TIP FOR THE DAY: We certainly want to respect the fact that autism causes intolerance for change for many individuals with autism, but we can sometimes help them gradually learn to cope if we make change part of their daily routine. NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com The following posts may also be helpful: Making Change Routine “My brother gets very upset when there are any changes... Change the Changeable Change the Changeable FAQautism.com Toolkit © 2010 Cathy Knoll, MA,... Change the Changeable Toolkit What options do we have when a student with autism... The following posts may also be helpful: Making Change Routine “My brother gets very upset when there are any changes... Change the Changeable Change the Changeable FAQautism.com Toolkit © 2010 Cathy Knoll, MA,... Change the Changeable Toolkit What options do we have when a student with autism...

The modern traditions of family dinners can drive a person with autism right through the roof. Take a look at three simple tips to calm things down and make meals more enjoyable for your friend(s) with autism and everyone else in the house. Listen Now: or continue reading I could actually write a whole book about this topic, but we try to make our FAQautism podcasts and e-mail posts short and sweet, so let us look at three key issues. (1) ROUTINE. These days everyone in the family sort of grabs some food before basketball or in the middle of homework or when their favorite television show is over. This improvisational style may seem the best route until you find yourself dealing with behavior issues daily around meal time. Most individuals with autism thrive on routine, so consider picking a certain time for dinner each night and for breakfast each morning. This regular suppertime routine and breakfast will probably help everyone in the long run, but it will make a world of difference for your friend with autism. (2) NO INTERRUPTIONS. Again, the new lifestyle involves constant pings, rings, bells, vibrating phones, and at least one television blaring. For just 15-minutes, turn it all off. You will be amazed how much that one act of courtesy will calm your friend with autism. And you will be amazed at the fun conversations that will erupt around the table. (3) PITCH IN. One of the best gifts you can give your child, teen, or adult family member with autism is that of increased self-reliance. So everyone pitch in at the end of the meal to help with clean-up. Give your friend a different job each day, so he can enjoy the routine of clearing table on Mondays, emptying dishwasher on Tuesdays, taking out trash on Wednesdays, and so on. TIP FOR THE DAY: All of these strategies may seem like a burden to the rest of the family, but just introduce the new routines quietly and cheerfully, accepting no grumbling, arguments, or drama. Most families and group homes that follow these three tips have commented on the increased calmness, decreased tantrums, and general contentment for their friend with autism. So, give it a try. NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com The following posts may also be helpful: Food-Part 3 The term “picky eater” can be quite an understatement when... Holiday Meals Holiday gatherings, large and small, are filled with challenges for... Food-Part 2 What factors contribute to various food-related problems common in autism?... The following posts may also be helpful: Food-Part 3 The term “picky eater” can be quite an understatement when... Holiday Meals Holiday gatherings, large and small, are filled with challenges for... Food-Part 2 What factors contribute to various food-related problems common in autism?...

A high school teacher of typical students asked about a new student who is diagnosed with autism. “I was under the impression that people with autism preferred not to interact with other people,” he said. “But my new student is almost too friendly.” The teacher went on to say the student tended to stand too close to people, to ask personal questions, and, unless told specifically to be quiet, talked almost constantly. Listen Now: or continue reading: While it is true that some individuals diagnosed with autism seem disconnected from society in general or tend to avoid contact with people, the range of social interaction in autism is very broad. Some people with autism may not interact or talk, and others seem to prefer to be alone but tolerate the presence of other people. Some individuals with autism are easily over-stimulated and become very excited in the presence of other people, kicking their legs, flapping their hands, or rocking vigorously. Some people might laugh or talk uncontrollably, or they may bite their own hand in their excitement. Their response to other people is certainly a contrast to the stereotypical person with autism who shuns social contact. I have some friends with autism who are very aggressive – they pull hair, bite, or hit anyone who comes within reaching distance. Some display explosive behavior – screaming loudly, throwing or tearing items, or running around the room when an unfamiliar person comes into the room. Some aggressive behavior may, of course, just be a result of excitement or the lack of ability to communicate to people in more appropriate ways. In the case of the high school student described at the beginning of our podcast, he appears to have another trait commonly found in autism. He has a rather obsessive interest in people, resulting in what is perceived as overly-friendly behavior. It would probably be helpful for someone to coach him, helping the teen learn how far to stand away from a person, which personal questions are “off-limits,” and how to be a friendly without being overbearing. Many of my talkative friends with autism also need to learn the fine art of conversation, i.e. appropriate conversation topics, how to give-and-take rather than hogging the conversation, how to avoid interrupting, and how to end a conversation before the other person becomes irritated. So, the high school teacher brought up a point that is true of all aspects of autism – we simply cannot make assumptions about what to expect with a diagnosis of autism. There are vast differences in each person’s strengths and areas of need. NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com The following posts may also be helpful: Uneven Social Skills One notable aspect of autism is some degree of difficulty... Interacting with Others The general public tends to assume people with autism do... Range of Interaction We tend to think of individuals with autism as being... The following posts may also be helpful: Uneven Social Skills One notable aspect of autism is some degree of difficulty... Interacting with Others The general public tends to assume people with autism do... Range of Interaction We tend to think of individuals with autism as being...

Parents of a teen with autism are concerned about their son’s love for his childhood blankie. They said he won’t go to sleep without it, but that it is wearing down to shreds. They are wondering if it is appropriate to allow him to keep the blankie. And, if so, how can they help him preserve it so he can continue to keep it close at bedtime? Listen Now: or continue reading Although not everyone agrees with me, I feel as if obsessive interest in an object like a blanket, a pair of shoes, a family photo, a book, or a favorite t-shirt is an inherent part of autism. Unless some serious health issues are concerned, it seems to me that we can allow our friends to hang on to things that bring them comfort and connections with pleasant memories in the past. Here are a few ideas that have worked for families over the years to help preserve those items that wear away. TAKE PICTURES. Before the final pillow, teddy bear, or pair of shoes is wearing down to nothing, take pictures of your friend holding or wearing the favorite object. Sometimes the photos help smooth the transition to “life without my favorite pillow.” Also take photos of favorite pets, favorite cars, or favorite teachers to help smooth the transition to new pets, cars, or teachers. SAVE THE SHREDS. When the t-shirt, blanket, or pillowslip is thread-bare and falling apart, rescue the shreds by sewing them in quilt fashion on a throw pillow. Teens, college kids, and even adults have favorite throw pillows, so it is certainly age-appropriate to integrate his favorite baby blankie into a pillow to keep on his bed or in a favorite recliner. These are just a few ideas that help preserve favorite items and allow them to stay connected to old favorites via the remnants. This may appear a bit fanatical to some people, but it makes perfect sense to a person with autism who deals with exceptional obsessions every day. TIP OF THE DAY: Our friends with autism probably appreciate our recognizing their extraordinary obsessions and our efforts to help preserve their favorites. NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com The following posts may also be helpful: Double Duty Individuals with autism tend to get firmly attached to things... Matching Socks Self-sufficiency can be an elusive goal for individuals with autism.... Favorite Clothes At what point do favorite clothes become an obsession rather... The following posts may also be helpful: Double Duty Individuals with autism tend to get firmly attached to things... Matching Socks Self-sufficiency can be an elusive goal for individuals with autism.... Favorite Clothes At what point do favorite clothes become an obsession rather...

In the midst of the hustle and bustle of daily life, it is certainly easier to just take care of every detail of the lives of our friends with autism. In reality, all children and teens, whether they have autism or not, benefit from having the responsibility of daily chores. Listen Now: or continue reading BUILD ON STRENGTHS. Some of my friends with autism really thrive on daily routines and rituals. Unlike most of us, they actually enjoy mundane, routine tasks. One of my friends rather obsessively picks up lint or other small objects off the floor. Others file away books or put music instruments in their rightful places when waiting for their music therapy session. One young lady is thrilled when I give her permission to put away the clean dishes in my kitchen, and another loves swiffing my wood floors. I’ve encouraged their families, teachers, and job coaches to find daily chores that allow these individuals to lend a helping hand. START EARLY. Nearly every person I know with autism clings to interests and habits from their early childhood. It is important that we teach all children to help themselves as much as possible and to pitch in around the house, but autism adds urgency. Even toddlers can pitch in with daily chores around the house to some extent. Approach chores with a positive attitude, and include kids in the process. ENCOURAGE SELF-SUFFICIENCY. Busy schedules and looming deadlines can keep us from taking the time necessary to teach our youngster with autism to be self-sufficient. It is certainly quicker and easier to simply pick out clothes, tie shoes, gather up schoolbooks, or set the table for supper. If your life is like a pressure-cooker, relax and take just five minutes a day to focus on teaching your child just one task a week or so. Be patient, allow them time, and do not expect perfection. It is the effort that counts. TIP FOR THE DAY. Granted, it is certainly easier for us to do things ourselves. But we can make a real difference in the long run if we make a pledge to take time each day to allow our child to participate in daily chores. NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com Nov 18, 2009 The following posts may also be helpful: Daily Chores So, should children with limited skills be required to help... Pitching In Around the House Several parents of my music therapy students were discussing the... Pitching In Sometimes families and teachers inadvertently fall into the trap of... The following posts may also be helpful: Daily Chores So, should children with limited skills be required to help... Pitching In Around the House Several parents of my music therapy students were discussing the... Pitching In Sometimes families and teachers inadvertently fall into the trap of...

Some people with autism need the detailed descriptions and social stories well in advance to give them time to prepare emotionally for transition or for an upcoming event. Others tend to focus on the reality of the moment, making extraneous explanations and detailed advance preparation rather irritating. In some cases, it is better if we just state the facts. Listen Now: or continue reading + Matter-of-fact reports. Anticipation of upcoming events can actually add stress and increase agitation for some individuals. If our friends tend to take life as it comes along, we might want to adopt a matter-of-fact reporting style, just announcing the schedule for the day without adding extra detail. + Minimize fanfare. Although some individuals with autism need the extra preparation, others deal with upcoming events and changes better if we minimize the fanfare. For example, in the case of moving to a new house or school, we can simply announce the new event by saying something like this, “In May we are moving to this white house with a grey roof.” Then, the next week, we might say, “Your bed and books and toys will move to a new room in May.” The straight forward, no-frills style of announcing new events or happenings can be much more acceptable than a long, detailed explanation like, “Honey, Dad needs to move closer to Granny so he can take care of her, and mom has a new job in Adamsville. So, Son, I am sorry that we will have to move away from our home. I know you love our home. And I know it will be hard for you to move away from a place you love and into a new house. But, don’t worry, Son. We’ll let you help us pick out a new home in Adamsville, one that has a big bedroom just like your bedroom. And we will find one that has a big backyard with trees just like our house here. I promise you will learn to love your new house. The important things is that we will all be together, Son, so, don’t you worry, we will help you make this change and will help you feel comfortable in your new home.” TIP FOR THE DAY: Some people, whether they are diagnosed with autism or not, would not have dreamed of worrying about the move if it weren’t brought up. The long explanations and effusive apologies can be a red flag that increases anxiety and builds stress. So, in some cases, it is better to simply announce the facts and move forward. NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com The following posts may also be helpful: Quick Fixes Sometimes we can find quick fixes to challenging situations encountered... Anticipating Change Transition is difficult for everyone, but many individuals with autism... School Nights School starts this week for many youngsters with autism, so... The following posts may also be helpful: Quick Fixes Sometimes we can find quick fixes to challenging situations encountered... Anticipating Change Transition is difficult for everyone, but many individuals with autism... School Nights School starts this week for many youngsters with autism, so...

Some individuals with autism have full-time or part-time jobs, independently or with support. Some people pursue successful and thriving careers. But, for a variety of reasons, others are unable to hold a “regular” job. One option in this case is to pursue a career as a volunteer. Listen Now: or continue reading Volunteer work has a number of advantages, not the least of which is life satisfaction. Volunteering also gives some structure to daily schedules, purpose to life, and opportunities to meet and interact with new people. Working as a volunteer gives a person opportunities to make connections with their extended community and to build on their repertoire of job-related skills. Over time, a person may be able to move from being a volunteer into a paying job as they develop new skills and make connections with potential employers through their volunteer efforts. Sometimes we need to think creatively to find an appropriate volunteer “job,” but the benefits are worth the effort. A volunteer can lend a helping hand for as little as twenty minutes a week or as much as five hours s a day. Some of my friends help fold bulletins at church, file medical records at the clinic, run the vacuum cleaner at the day care, help deliver Meals on Wheels, or helping an elderly neighbor put clothes in and out of a washer and dryer. Volunteer opportunities can range from helping feed animals at a shelter to playing piano during lunchtime at a nursing home. Attention to detail helps some of our friends with autism excel at tasks such as inputting data, sorting papers or mail, putting library books on shelves, or filing records. Even individuals with very limited skills can help water plants, push a grocery basket, or put newspapers on the porch for their neighbors. TIP FOR THE DAY. Keep a sharp eye for volunteer opportunities that match the skills and interests of your friends with autism. All of our lives are enriched when people are given a chance to lend a helping hand. NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com The following posts may also be helpful: Volunteer Career Some individuals with autism have full-time or part-time jobs, independently... Grown Up Life certainly changes after a person graduates from high school.... Job Coach Every teenager needs some help learning the skills necessary for... The following posts may also be helpful: Volunteer Career Some individuals with autism have full-time or part-time jobs, independently... Grown Up Life certainly changes after a person graduates from high school.... Job Coach Every teenager needs some help learning the skills necessary for...

Some of my friends diagnosed with autism seem to be engrossed in their own internal world and rather oblivious to people and events around them, only initiating contact when they want something. But occasionally even the most detached person looks up and reaches out for no apparent reason. A music therapy colleague, Roia Rafieyan, describes that unexpected personal connection as “a glorious moment when we see the shift from ‘Aaaugh! Who ARE you and why are you in my space?’ to ‘Hey, where have you been all my life?” Listen Now: or continue reading A pre-schooler – struggling with transition from home to school – spent most of the morning screaming, crying, throwing anything within reach, and running from anyone who approached him. Through the patient and consistent work of his teachers, family, and therapists, he gradually began calming down for a few minutes at a time when he played with no adults near. After 8 months, the youngster still spent most of the day in a very agitated state and particularly resisted structured activities and the presence of adults. One day recently I walked in the room for music therapy with three other students. Out of the blue, the 4-year-old stood and took my hand, “pulled” me over to the music therapy circle time area, sat in a chair, and reached out for the guitar. He looked up as if to say, “Come on! Start singing.” So, of course, I did, but in a rather shaky voice with tears in my eyes because I certainly was not expecting this youngster to reach out and make personal connection. This is not a story of a miraculous cure or a complete transformation. The youngster still spends most of each day at home and school in an agitated state and resists contact with any adult. But his reaching out that day is one of many examples I see in my work of unexpected personal connections initiated by individuals who seem to be engrossed in their own worlds or resistant to interpersonal relationships. The attempts to connect can be very subtle. Some of my friends with autism resistant to personal interaction may start occasionally glancing toward other people. Others may move a bit closer to a group gathering or allow someone to sit a bit closer to them. Still others become quieter or more calm for a few minutes when they notice another person close by. So, stay alert so you can take note of and respond to any unexpected personal connections. NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com The following posts may also be helpful: Grandparent Connections Because of distance or schedules or other issues, extended family... That’s MY Arm I have the good fortune of spending time every week... Sketch Artist I was talking to an experienced therapist about alternative methods... The following posts may also be helpful: Grandparent Connections Because of distance or schedules or other issues, extended family... That’s MY Arm I have the good fortune of spending time every week... Sketch Artist I was talking to an experienced therapist about alternative methods...

Most school-aged kids love the field trips, splash days, assemblies, and other fun activities that fill the last few weeks of a school year. But the changes in routine and the rowdy atmosphere can be very frustrating for students from pre-school through high school who are diagnosed with autism, sometimes pushing them toward withdrawal or into a loud, emotional meltdown. Listen Now: or continue reading Teachers, family members, and others might want to consider taking some action to help make things run smoother if they see frustration and agitation levels rising as the school year draws to a close. Here are a few strategies that have helped some of my friends with autism over the years. (1) FOLLOW REGULAR ROUTINE. Most individuals with autism thrive on routine, so consider keeping the regular classroom routine intact, following the same schedule and teaching in the same manner as earlier in the year. Familiarity and a regular daily regimen help decrease agitation and increase calmness. Several years ago one of my pre-teen friends with autism suddenly started having multiple severe behavior outbursts at school. She was obviously extremely frustrated, and, although she had good language skills, she was not able to express the source of her anger and discomfort. After several days of trying to figure out the catalyst for her angry outbursts, we solved the mystery. Her intermediate school was celebrating the end of the year creatively by allowing students to wear flip-flops on Mondays, shorts on Tuesdays, pajamas on Wednesdays, colorful knee socks on Thursdays, and hats with sunglasses on Fridays. That change in routine and “breaking the rules” was too much for this young lady, and, because she did not know how to express her concern, she melted down. (2) MINIMIZE INTERRUPTIONS. I spend time in dozens of schools every week, and notice that the frequency of announcements and other interruptions in the classroom increases dramatically during the last few weeks of school. In order to minimize those anxiety producing interruptions for some of their students with autism, some teachers request that the office turn their room off the PA system and send them notices and announcements via email. Because some classrooms for kids with special needs have kitchens or refrigerators and microwaves, the frequency of teachers or others using those facilities in preparation for class parties or special projects can increase dramatically during the last few weeks of school. Some teachers request that people only enter during breaks in classes to minimize the interruptions. (3) AVOID SURPRISES. In most cases, it is wise to sit down regularly with students diagnosed with autism to review the calendar for the upcoming month, then again on Friday afternoon so they know what to expect for the following week. By starting each day with a review of the happenings for that day and reminding our friends of changes in schedule and routine, we can help them approach special end-of-school events with a sense of adventure rather than anxiety. NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com The following posts may also be helpful: Summertime Blues “After years of agitation, our son finally seems to be... Back to School Transition “Every year our son struggles with the transition from the... Back to School Blues Some folks just don’t like change. Some folks with autism... The following posts may also be helpful: Summertime Blues “After years of agitation, our son finally seems to be... Back [...]

What are our options if our friend with autism becomes so attached to a certain cup, plate, spoon, or chair that they literally refuse to eat or drink without it? What can we do if they do not respond to our attempts to coerce, bribe, threaten to take away a privilege, or otherwise encourage them to eat or drink? When this situation arises, it can threaten the health and well-being of the person with autism, sometimes in rather dramatic ways. Listen Now: or continue reading A therapist sent a message asking for ideas after one pre-teen landed in the hospital with dehydration after refusing to eat or drink after her favorite “sippy” cup broke. The situation is becoming so serious there is consideration of inserting a g-button. This is a last resort, of course, but, if it becomes necessary, there is some concern that the youngster will yank it out. Below are some ideas I shared with the family, therapist, and medical team. 1. I’m assuming the parents have purchased a new cup. In most cases, the transition to a new object can only work if the new cup or utensil is the same brand, same shape, and same color. Change – even in small details – can be very frustrating for some of our friends with autism. 2. Sometimes my friends who have these issues are tied to the smell of the object. I’m guessing just the bottom part of the cup broke, so, if the parents still have access to the top of the old cup, they might be able to put the old lid on the new cup to bring back the familiar smell. 3. They can also wash a new cup a number of times using the same type of washing they used with the old cup – dishwasher or hand washing or whatever using the same type of soap – to bring back that familiar feel and smell. I would also encourage them to fill it with the liquid the youngster usually drinks, then pour it out before washing then filling and washing over and over. (Think of breaking in a new blanket or pillow or seasoning a new cast iron skillet.) 4. Sometimes we tend to “make a big deal” over these types of transitions. It may work better to be matter-of-fact, saying nothing about the new cup and following the same routine for meals as usual – same time of day, same chair & table, same food, same atmosphere and conversation, etc. 5. Even if it doesn’t seem as if the youngster understands the conversations, it is absolutely critical that no one discuss her stubbornness, her refusal to eat or drink, or any other aspect of this situation in front of her, when she is asleep, or at any time or place with a remote chance of her overhearing the conversation/debate. Because this situation is seriously threatening the health and well being of this youngster, it is critical to come up with a solution to get her back in the habit of eating and drinking. Then it would be good to start a specific program to slowly help her tolerate transition and change. For example, if the family is, indeed, able to acclimate the youngster to a new cup, they will want to purchase and “season” 5 or 6 cups to rotate in and out every day. NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com The following posts may also be helpful: Sensory Slime Making Slime – smooth, gooey substance – is a fun,... Be Good What exactly do we mean when we tell a youngster... Stealth Health: Frosty Fruits Fresh fruits are like super foods, impacting the health of... The following posts may also be helpful: Sensory Slime Making Slime – smooth, gooey substanc[...]

Autism spectrum disorder is a “range of complex neurodevelopment disorders, characterized by social impairments, communication difficulties, and restricted, repetitive, and stereotyped patterns of behavior” (Autism Fact Sheet, 2009).The key words here are “range” and “complex.” Because each person is such a mixed bag of strengths and deficits, no single strategy is effective across the board. Listen Now: or continue reading Autism is complex, and requires on-going assessment and monitoring of individual strengths and deficits. We cannot assume, for example, a non-verbal high school student with autism is unable to read or to understand physics. We cannot assume a college graduate and successful professional with autism is toilet-trained. The Autism Society of America describes the uneven and unpredictable nature of autism by stating “although autism is defined by a certain set of behaviors, children and adults with autism can exhibit any combination of these behaviors in any degree of severity. Two children, both with the same diagnosis, can act completely different from one another and have varying capabilities” (Characteristics of Autism, 2008). Teachers, parents, therapists, and others interested in the well-being of a person with autism might want to look at a wide variety of options for addressing the unique needs of that individual. We should take into consideration the unique combination of characteristics of each person when developing personalized strategies and interventions, thereby maximizing each person’s potential and impacting their quality of life. Sometimes that involves combining features of various approaches to autism rather than following just one specific program. Autism Fact Sheet. Washington, DC: National Institute of Neurological Disorders and Stroke. Retrieved October 15, 2010, from http://www.ninds.nih.gov/disorders/autism/detail_autism.htm#155613082 American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed.-text rev.). Washington, DC: Author. Characteristics of autism. Autism Society of America. Retreived October 15, 2010, from http://www.autism-society.org/site/PageServer?pagename=about_whatis_char NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com The following posts may also be helpful: Complexities of Autism Several friends have recently received the news that their children... Murmuring, Part 2 This podcast comes with a warning. Except in a few... Vast Spectrum “Our son has just been diagnosed with autism,” commented parents... The following posts may also be helpful: Complexities of Autism Several friends have recently received the news that their children... Murmuring, Part 2 This podcast comes with a warning. Except in a few... Vast Spectrum “Our son has just been diagnosed with autism,” commented parents...

Individuals with autism who need some assistance in an emergency situation will usually have someone close by to help in the event of an unexpected disaster such as a fire, storm, car wreck, or earthquake. But the possibility of separation always exists, so we should consider the options for a safety ID in the event of an emergency. Listen Now: or continue reading Picture ID cards are essential. In addition to a photo of the individual and their name, you might consider including some of the following information. 1. CONTACT. Include the name of contact person, relationship, phone numberd. and e.mail address. You might even have a small photo of that contact person. Even if your youngster knows his contact information, you might consider including names and phone numbers since anyone can get flustered in an emergency and forget important facts. 2. AUTISM: You might want to include a brief explanation of your youngster’s situation on the back of the card. For example, the statement could say something like this: “Because Diane is autistic, she is not able to answer questions and she gets very agitated in unfamiliar situations. If she screams and hits, just calmly and quietly tell her that you know she is upset and call us so she can hear a familiar voice.” Although photo ID cards are important, they are not always accessible if the person is not close to their backpack or wallet. So we need to find a way to keep identifying information on the person. Some folks with autism can tolerate an ID bracelet or “dog-tag” type necklace, especially if they start wearing it at an early age. I don’t know about methods for applying permanent identifying information such as microchips or tattoos, but I do know that some individuals with autism are escape artists and others have sensory issues that prevent their wearing jewelry ID. If a person tends to run or to hide away from other people – especially when faced with an emergency situation or unexpected separation from their friends or family – caregivers may want to explore some sort of permanent ID. I hope folks will share their ideas for ID’s. Just click on the comments button or send us a message to talk@FAQautism.com. NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com Published on: Apr 7, 2008 No related posts. No related posts.

Teachers, therapists, and families are always looking for creative ways to help individuals with autism learn and practice new skills such as composing and writing sentences and paragraphs. Some students with autism find it difficult to focus on repetitive drills under the best of circumstances, so traditional teaching methods simply do not capture and hold their attention. Let us look at some creative ways to motivate reluctant youngsters to practice writing sentences and paragraphs. Listen Now: or continue reading PICTURE FOR THE DAY. Although he had very good reading and writing skills for his grade level, one of my students just sat staring into space during class writing assignments. He virtually ignored the written sentence on the board, designed to prompt students to write a sentence, paragraph, or story. But when the teacher cut a picture of a hawk out of a magazine, glued it to an index card, and put it on the student’s desk, the words started flowing. Thinking he was just focusing because the prompt was close, the teacher put a picture on the board rather than on the student’s desk the next day. Once again, the student looked at the picture and wrote an entire paragraph. The young man seemed intrigued with the “picture for the day” and began making great progress in his writing skills. INTERNET INTERACTION. In another classroom, teachers were looking for ways to help motivate a teen with autism practice his written communication skills. A group brainstorm resulted in the idea of having the youngster send an e-mail message summarizing events of each day to his grandparents, his speech therapist, and his favorite teacher from elementary school. Not only did his writing and typing skills improve, but also he was thrilled to receive return messages from other people occasionally. REAL-LIFE. Another teacher discovered the wisdom of encouraging her students to write about real-life happenings. Many of her students with autism did not connect with writing prompts about their feelings or opinions. When she asked, “What is your favorite season?” the papers remained blank. When she asked, “What did you eat for supper last night?” the students were inspired to write sentences. TIP FOR THE DAY. Sometimes we blame students for not trying hard, when, actually we need to make some changes. NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com The following posts may also be helpful: Writing Practice Teachers, therapists, and families are always looking for creative ways... Beyond ABC and 123 “For several years, my son’s IEP has reflected the goals... Beyond ABC and 123 “For several years, my son’s IEP has reflected the goals... The following posts may also be helpful: Writing Practice Teachers, therapists, and families are always looking for creative ways... Beyond ABC and 123 “For several years, my son’s IEP has reflected the goals... Beyond ABC and 123 “For several years, my son’s IEP has reflected the goals...

Several of my friends with autism are obsessed with snacks. Families and teachers report their efforts to limit snacks lead to explosive behavior. One youngster began sneaking out into the kitchen to steal bags of chips or cartons of ice cream, hiding them in his room. Let us look at some ideas to help successfully tame the snack monster. Listen Now: or continue reading Off-limit snacks. Some individuals with autism have dietary restrictions that make some foods off-limits.The only way to effectively stop our friends from eating off-limits foods it to simply remove them from the house. Without any comments, announcements, or fanfare, simply quit purchasing those foods. So, for example, if a teen has dietary restrictions related to sugar, then cookies, ice cream, chips, sugared pop, candy, and other sugar snacks must not be in the house. Limited portions. The other critical step in decreasing the volume of snack consumption is to decrease the size of portions. Rather than having a big box of snack crackers, nuts, or seasoned pretzels on the shelf, break the package into small portions. The smaller snack-sized zip-lock bags work well for this. Nagging. Whether your youngster has autism or not, nagging is not an effective behavior management tool. We tend to say things like, “You don’t get any more Oreos because they aren’t on your diet,” or “No more snacks for you, young man. They are bad for your health and ruining your dinner,” or “Starting tomorrow, you are going on a diet. No more ice cream or cookies for you.” Choices. Instead, have a box with a variety of allowable in snack-sized ziplocks. Let the youngster pick his choice periodically, and avoid limiting snacks too harshly. Stealing. There is only one fool-proof way to stop stealing – any foods that are off-limits must be totally unavailable. If a youngster cannot eat sugared foods, for example, it is not appropriate to have a half-gallon of ice cream or a package of Oreo cookies reserved in the kitchen for other family members. TIP FOR THE DAY: The only effective way to decrease stealing and unhealthy eating is to completely remove the temptation by making off-limits snacks inaccessible. And remember to have a choice of healthy snacks readily available for your friend to enjoy. NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com The following posts may also be helpful: Snack Battles Parents and teachers often comment on the on-going battle about... Compulsive Snacking Parents and teachers often comment on the challenge of preventing... Snack Factory You can jazz up snack time by encouraging individuals of... The following posts may also be helpful: Snack Battles Parents and teachers often comment on the on-going battle about... Compulsive Snacking Parents and teachers often comment on the challenge of preventing... Snack Factory You can jazz up snack time by encouraging individuals of...