Children with autism may have fewer behavior problems when they are in an environment where they can successfully complete tasks.
A child with autism who has a good environmental fit is in an environment that is geared toward their abilities. With a good fit, they may have more success with motor (movement) and academic (e.g. reading) tasks. This study asked whether environmental fit was related to problem behaviors for 6 children with autism (4 to 13 years old). The authors said that children with autism who had good environmental fit had fewer problem behaviors. They also completed more tasks correctly, and they felt better overall. The authors said that matching activities with current skill levels may help lower problem behaviors for children with autism.
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Responding to neurofeedback
Feb 2, 2011 by Monkey's MomWe have been using neuro feedback for our 9 year old daughter for about 5 months at this point. We also use chiropractic re-adjustments twice weekly to alleviate the pain and pressure on her spine as well as allowing the nerves to communicate properly. She now after almost four years is able to recognize pain and say it is pain instead of acting out. She has a combination of problems, along with ASD, she was severley abused and neglected prior to being placed with us as a foster child. She has probably had some in utero chemical exposure, although that was denied prior to adoption and she was born to teenage parents with a familial history of mental illness. She has been out of that environment for almost four years now and is adjusting very well.
The good news is I was able to take her to an unfamiliar major urban area, we live in the country, for a two day group tour. She was able to manage the subway, museums, city noise, a large hotel, the holidays and a very busy schedule for the entire two days without any tantrums, outbursts or behavioral issues for the entire two days and on the train ride to and from. She has also not been in the "quiet room" this year at school either.
We at this point are attempting to decrease some of her meds. It has been a little hit and miss trying to get the correct frequency and locations when we are trying to correct or address specific behaviors. When the doctor places the electrode on an area that he knows on other children will treat obsessive behaviors, it activate her frontal lobe and she becomes alomst manic prior to and after her meds wear off.
It takes really knowing your child and a good relationship with the provider as well as working very closely with her school contacts and teachers. Communication is key if this is going to work at all. If we don't communicate she doesn't get the treatment she needs and it may take several weeks to get back where she was before something was changed.
So as a parent I feel it is truly worth everything it takes to get this accomplished. Just be prepared for things to happen you didn't expect, either good or bad and find a provider that is willing to re-adjust a treatment when something goes wrong. Be patient as you may initially see results for only a few days at a time. Then understand that not every child is "wired" the same and until their is a good relationship between client and provider and an understanding of what does and doesn't work it will, be experimental for a little while.
Art for Autism
Jan 19, 2011 by galeeprolThanks Healing Thresholds for providing this great information and article. It would appear that art activities are that special incidence where "exclusive" environment is key to honing important skills in a very creative and individualized way. There are social components that could be explored where creative projects are melded together in some sort of presentation or public art; where individuals at the same level might be paired to "co-create" and where others, even if limited to family and friends, could have some sort of gathering to connect and celebrate. This has given me a lot of food for thought. Plaudits from this corner!
Responding to visual schedules
Dec 28, 2010 by AnonymousOne of the most important things to remember is that our words disappear, visuals (pictures) do not.. We all use visuals in one form or another, calendars, post it notes, grocery lists, etc. We all look to visuals for information for instance on the highway for a hospital, gas stations, places to eat and restrooms, divided highway ahead, merge to the right, speed limit 35 and Stop. Visual strategies though, are created with an intended focus of giving particular person information that they are not picking up naturally. If one mentions an abstract word to a group of people, they all may have a different vision of what that word means or looks like. A picture of the correct definition puts everyone on the same page with regards to comprehending the intended meaning of the word for that purpose. For instance your child may associate “eating” with their favorite cookie so when you say “we are going to eat” they are envisioning getting their favorite cookie, when in fact you are talking about giving them an egg for breakfast. There is confusion and probably a meltdown because they have a different view of what “eat” means. Visuals can help take away that confusion for them as well as their expectation of getting the cookie, especially if they are looking at a picture of a plate of eggs, then they are prepared as well for eggs for breakfast, or for what “we are going to eat.”
Visuals can be used to teach so much more than just schedules. I am the mother of a daughter with autism, who is now 16. I began using visual strategies with her when she was 3. They were affordable, I could do this myself and I did not need expensive equipment to find success. My daughter did have speech and occupational therapy and she did have a supportive team at school. I used visuals to teach routines, behaviors, social and academic rules, academics and the list goes on and on. I used them mainly to teach comprehension of our very abstract language and to also teach preparation for change. I created transition tools for moving from one environment to the next. She had bookmarks for the rules of the library, she had another bookmark with the class rules for doing seatwork as well as a foam cutout of a lunchbox with what to do when the lunchroom gets too noisy rule. I found the visuals were the bridge or the key to her understanding. They need to be used consistently, and you must have patience and you cannot give up. When my daughter looked confused, I would ask myself what it was about the situation she did not understand and then I created a visual to show her.
My daughter is now 16, a junior in high school, and is taking honors classes and two AP college level classes. She is fully included and was on the yearbook and school newspaper for two years. She has a great interest in sports and so her articles involved interviewing coaches and players for the articles. I believe the early intervention; with the use of visuals throughout the years is a major part of her success.
I co-authored a book with Linda Hodgdon, who is well known internationally in the use of visual strategies for individuals with autism. Linda has written two great books “Visual Strategies for Improving Communication” and “Solving Behavior Problems in Autism”. These were my constant companions and you may find them helpful as well. As a result of using all these visuals with my daughter over the years, I co-authored an e-book with Linda called “Practical Communication Tools for Autism-Visual Strategies for Lifelong Success”. It is about the journey with visuals and how they worked as well as pictures of many of them with my daughter. These can be found at www.usevisualstrategies.com
No matter what resource you use, the bottom line is to get started, be patient, consistent and to not give up trying. You don’t need to be trained in using a “system”, use your gut instinct. I tore apart magazines for pictures and used cereal box tops for cereal choices. This was before the age of the digital camera and film was expensive, but I did take a lot of pictures as well. I had to teach my daughter how to point and until she could. I read her facial expressions when I placed her hand on a picture. We did a lot of detective work and we worked through many obstacles until we got it right, but it was so worth it. Visuals have no side effects and are easy to use and affordable…best of luck
Responding to sensory integration
Mar 23, 2010 by AnonymousOur comapny, Southpaw Enterprises, has been a leader in designing and manufacturing Sensory Integration equipment for 30 years. We make all of our equipment in Dayton, OH and are also creating and manufacturing our own line of Multisensory Environment products. Please refer to our website www.southpawenterprises.com