visual schedule autism

Navigating Daily Routines with Autism

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If you think about everyday living, we all have some daily routine: wake up, go to work or school, come home, eat dinner, and sleep. Like neurotypical individuals, autistic people thrive on routine, schedules, and consistency. We all rely on knowing what our day will look like to an extent, and we get a sense of comfort knowing that it won’t change much. 

Individuals with autism often engage in some form of repetition during their day or exhibit rigidity in their routines (such as stimming, lining up toys, repeatedly turning lights on and off, etc.), so it makes sense that a routine would be beneficial. 

visual schedule for kids with autism

Finding a routine that works for your child with autism

Here are some tips and tricks for creating a unique schedule for your child: 

  • Write out the specific activities that make up your family’s day (work, school, therapy)
  • Make a fun reminder for your child, such as a calendar or visual schedule, to aid in providing a visual reminder and help to identify each task (“on Mondays we go to school, therapy, grocery store (list store), then home”)

Even in the home, having a routine to help your child move through specific tasks and activities is helpful. Visual reminders can still be provided within the home to reference when it’s time to move on to the next task. 

You can create daily routines for your child with autism for any number of tasks, including:

  • Waking up
  • Mealtimes
  • Bathtime
  • Bedtime 

A morning routine example may look something like this: 

  • Wake up your child with a fun morning song
  • Remind your child it’s a school day and what activities are planned
  • Get dressed in clothes that were laid out the night before 
  • Sit at the kitchen table and eat breakfast
  • Brush teeth and hair
  • Put on shoes and get your backpack
  • Look over the daily calendar and discuss the various activities occurring during the day

Navigating changes in routines with autism

Change isn’t easy for anyone, and while none of us enjoy change, it may be harder to grasp when you rely on those set schedules and preplanned activities. Talk about any change happening in the day with your child; communication is vital. If you have advanced notice of schedule changes, such as a doctor’s appointment or family trip, plan the specific days with the new activities in place. “Not all changes are equal, and not all ASD patients react the same way.” (AppliedBehaviorAnalysisEdu), so ensure you’re prepared to assist your child in working through their emotions in an empathic and supportive manner.

ABA can be a helpful tool when setting a person with ASD up for success when changes occur. If significant changes to the routine are coming, discuss those with a BCBA and collaborate to find ways to help them navigate and accept those changes to ease any challenging behaviors that could arise.

Reaching out to a primary care physician about obtaining ABA services for a person with autism is another way to improve undesirable behaviors that may result from routine changes. As previously said, a common trait of autism is rigidity and repetitive behaviors; ABA therapy can use a play-based teaching method to teach and help children understand a routine and that routines change within a clinical setting. Examples of using ABA to teach tolerance to changes in routines include following a schedule to transition to different rooms within the clinic setting with different schedules occurring on different days. An example of this may look like:

  • Monday’s schedule: Sensory gym, breakfast, bathroom, group game, gross motor play
  • Tuesday’s schedule: Breakfast, group game, bathroom, gross motor play, sensory gym 

Within the clinic setting, there are many activities to engage in, with other children around who might play with items differently than what is preferred by your child. Exposure to other children and differences in their environment provides the ABA therapist opportunities to teach strategies to help with rigidity and to tolerate when someone is doing something differently than how they would play. For example, working with the child to allow a difference in play for short durations of time and increasing the duration of different play as they’re able to tolerate it or teaching the child that variations in play can be fun by making silly sounds or incorporating play the child enjoys (such as tickles or singing). 

A variety of strategies can be implemented during ABA therapy to aid in both teaching your child daily routines as well as how to tolerate changes to their routine.

What questions and comments do you have about your autistic child’s daily routine, and what has helped them deal with schedule changes?

We’d love to hear from you in the comments below. If you found this post helpful, please like, share, and follow us for more insightful content on autism and ABA therapy.

If a positive, play-based approach to ABA appeals to you, we invite you to reach out to BrightPath Behavior. The friendly team at BrightPath is always ready to help answer your questions.

 

References 

 

Applied Behavior Analysis Edu – https://www.appliedbehavioranalysisedu.org/why-is-routine-so-important-to-people-with-asd/

Autism Specialty Group – https://www.autismspecialtygroup.com/blog/importance-of-consistency-in-autism

Applied Behavior Analysis as Treatment for Autism Spectrum Disorder – https://www.researchgate.net/profile/Wayne-Fisher/publication/285517351_Applied_behavior_analysis/links/5ddc2e4c458515dc2f4db9e1/Applied-behavior-analysis.pdf

 

Tatum Kaiser always knew she wanted to work with kids. However, it wasn’t until her daughter began showing early signs of autism that she developed an interest in ABA. The experience of working closely with children with autism, coupled with the support and positivity from supervisors and coworkers, solidified her passion for the field. She finds joy in practicing play-based teaching and positive reinforcement strategies, which benefit her clients and kids. 

Currently pursuing a Bachelor’s degree in Applied Behavior Analysis at Capella University, Tatum balances her studies with motherhood. She uses her real-life experience to enhance her academic assignments and practical applications in the clinic. Her involvement with her daughter’s autism journey has provided her with unique insights that she shares with other parents, helping them navigate behavioral challenges with empathy and compassion.

Creating a Positive Haircut Experience for Kids with Autism

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A Parent’s Perspective: Tips for Sensory-Friendly Haircuts

I used to cut my son’s hair. I knew if I took him somewhere for a haircut, he would freak out from the overwhelming sensory experience. But if I cut it, I could set the stage for success — cut it dry (no spritzing him with water), give him toys to stim with, and provide access to an iPad for entertainment. It worked for years until I realized my skills were sorely lacking. And I want my son to look his very best.

So we decided to venture out for a haircut in the wild. 

Many kids with autism have a hard time getting a haircut. It is a highly stimulating experience. The noise of clippers near their ears, the vibrations on their skin, and the discomfort caused by falling hair can lead to overwhelming sensations, potentially triggering meltdowns. 

Since taking my son elsewhere to have a haircut, I’ve learned some proactive steps that may help prepare your child and accommodate their sensory needs. If you aren’t the type of parent who’s up for a DIY challenge, and even if you are, here are some tips on making the haircut experience positive for your child. 

As it turns out, all of the ways I was helping my son through the experience at home can be done at a salon or barber shop, too. 

haircuts for kids with autism

Plan for your child’s haircut.

First, decide where you will get your child’s haircut. Some salons specialize in kids’ cuts and even care for children with special needs. But if they don’t, most barbers and stylists are still willing to make accommodations. Remember, if the stylist or barber has experience cutting hair, your child will probably not be the most wiggly, uncooperative person whose hair they’ve ever cut. (I hope this makes you feel better going in.)

Call ahead.

You may want to call ahead to ask the stylist some questions and see what experience they have working with kids with autism. Ask if they are willing to accommodate a child with special needs. Many stylists are eager to make adjustments even if they don’t specialize in it. 

Schedule a pre-appointment visit.

You may be able to schedule a time to come into the salon before the appointment; that way, the environment isn’t foreign to your child when they arrive for their haircut. A pre-visit lets your child get comfortable with the setting, people, and process. They’ll better know what to expect.

Book an appointment.

Book your child’s appointment during a slow time so the shop has less activity, noise, and overall stimulation. Also, plan for a time of day when your child is well-rested and well-fed. The timing of the haircut may seem like a small thing, but it has the potential to make a big difference. 

Note: You may want to schedule extra time on the day of the appointment. Arrive early so your child can transition and make their way into the chair on their own terms. 

Decide on the style.

Think ahead about what type of haircut is best for your child. For example, if they don’t like their ears touched, think of a style where the hair comes down over the ears so the clippers don’t need to come too close. If you want to avoid repeating the experience frequently, ask for a shorter haircut so it takes longer to grow out. Your child may want to be involved in selecting their haircut, and if they can, that’s great! Have them look at pictures so they decide and have some ownership over the experience. 

Questions to ask the stylist.

  • Are you comfortable with lots of movement, taking breaks, and even willing to sit in a different chair on the ground?
  • Can I schedule an appointment during a slow time? 
  • May I bring my child into the salon before the actual haircut to get them used to the environment? 
  • Will you make accommodations as necessary, such as cutting dry hair or using scissors instead of clippers due to the sound and vibrations? 

Key things to tell the stylist.

You may want to give the stylist an information sheet on autism so they can understand some of the fundamental challenges of autistic kids. Autism Speaks has a Haircutting Guide you can download. 

If you don’t want to print something out, that’s understandable. It can feel kinda awkward. Instead, explain some things about your child so to help the process go smoothly:

  • My child doesn’t like loud noises, so it’s best to speak in a calm, low voice.
  • My child is easily scared, so it’s best not to come up from behind. 
  • My child takes a little longer to process questions, so keep your directions simple and give them a minute to respond. 

Prepare your child for the haircut.

As you plan for your child’s haircut, there are many sensory elements to remember — from the overhead lighting to the itchy feel of cut hair touching their skin. There are many things you can discuss with your child in advance of the visit. 

Prepare your child in the way that’s best for them to know what to expect. Whether that is simply talking through the process, creating a visual schedule, watching a social story, or role-playing at home.

  • Talk through the unexpected parts: For example, scissors go swish, swish, clippers make a buzzing sound, spray bottle will get me a little bit wet when the hair is cut, it will fall and may make me feel itchy, but we can brush it off so that it doesn’t keep itching.
  • Create a visual schedule: Icons for a visual schedule include a barber shop, salon chair, cape, spray bottle, clippers, scissors, blow dryer, and a picture of the hair cut short. 
  • Social story: Watch a video created for kids with autism on how someone gets their haircut. This is a great social story.
  • Role Play: Set up a pretend salon in your home and talk through every step of the process.

Distractions and comfort creatures for during the haircut.

Ensuring a positive haircut experience for your child with autism involves thoughtful preparation. Here are some ideas for distractions and comforting tools that may be used during the process: 

  • Bring a tablet or iPad for them to watch as a distraction.
  • Bring a favorite toy or fidget to stim with if that will help get their attention off the haircut.
  • Bring a weighted blanket or other compression tool to help calm your child.
  • Bring earplugs if your child is sensitive to sound and will tolerate wearing them.
  • Offer a reward for completing the task; give them something to work for, bubbles, a favorite snack, or candy.

Process and praise your child after the experience.

Praise them for things that went well, no matter how your child did during the haircut. Even if it wasn’t successful in your mind, praise them for trying. This allows you to pave the way for them to successfully experience a haircut so that they can feel good about how their hair looks and feels. Reward them after the experience with something especially reinforcing for them so they have a positive association with the experience. 

For fun!

Take before and after pictures so your child can see the difference the haircut made and be reminded of it the next time they need to go in for a trim. 

For your child’s next haircut.

Consider making haircuts routine events. Don’t wait too long between haircuts so your child can expect the experience as part of their overall grooming care.

Remember, every child is unique; what works best for one may not work for yours. It’s important to stay flexible and patient and to keep your child’s comfort at the forefront. Through trial and feedback, you will find the approach that best suits your child. 

With some preparation — and a patient, understanding stylist — you can make getting a haircut a positive experience for your child with autism. The key is finding a good fit and setting your child up for success.

Which haircut tip resonated with you? What will you plan to implement for your child’s next haircut? 

If you found this post helpful, please like, share, and follow for more content on autism or ABA therapy.

If you are interested in a positive, play-based approach to ABA, contact ABA Connect. The team at ABA Connect is happy to help answer your questions. 

Please note that while I am a consultant writing on behalf of ABA Connect, my child is not a current client. The views and experiences shared in this blog post are entirely from a parent’s perspective. I aim to provide informative content and insights based on my personal experiences as well as interviews conducted with the staff at ABA Connect.

 

How to Increase Your Child’s Skill in Following Directions

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Whether your child ignores your directions completely, or dawdles for what seems like endless amounts of time before eventually complying, parents are often frustrated when children don’t follow instructions. You may wind up nagging or yelling in attempts to move forward with what may feel like simple requests. Many parents resort to doing the task themselves to save time and aggravation.

If you are having troubling getting your child to follow your instructions the first time, you may not be providing clear and effective directions. The following tips can increase the chances that your child will listen:

Reduce the number of commands.

Children hear many commands throughout the day. It is critical to try to provide commands only for things that are important or necessary. Moreover, children who are challenging, likely receive many more commands than other children. Children who struggle with compliance may do better with a reduced number of commands that increase over successful follow through over time.

Offer more choices.

Although many things may feel important, parents often instruct children on their preferences (e.g., wearing certain clothing, coloring inside the lines, building Legos in a certain way). Greater autonomy and fewer commands will increase the likelihood that your child will comply when it is important to do so. You can even “hide” your command in a choice (e.g., “Do you want to eat your broccoli on the red or blue plate?”)

Provide clear, simple instructions.

Providing clear and effective commands is essential when trying to increase compliance. Many parents provide commands in the form of questions (e.g., “Will you come brush your teeth?”). Other times, parents don’t make it clear that the child is expected to comply (e.g., “Let’s clean up the toys.”) In both scenarios, compliance seems optional. Providing clear, polite commands can increase compliance (e.g., “Please clean up your toys now.”).

Give an explanation.

For children with more verbal skills, give explanations first. Many times parents get caught in negotiations or answering why their child must follow the given directions. Explanations can increase compliance, and “Because I said so,” doesn’t always fly. The trick is to provide the explanation before placing the effective command. (e.g., “You need to be well rested for school tomorrow, so please go brush your teeth now.”). Providing explanations after the command can imply that your instructions are open to negotiation. Be fair in your explanations, but clear in your expectations.

Provide commands once.

Repeating instructions or nagging only supports the idea that your child does not have to follow your instructions the first time. Moreover, if nagging leads to frustration and yelling, children can learn to only comply when mom or dad “really means it.” Rather than repeating commands, setting up a system of consequences and rewards for compliance can reduce stress and provide a clear structure for children to be successful.

Follow through with consequences.

Loss of privileges or other consequences can be very effective in increasing compliance, as long as consequences are consistently implemented. Fair, and related consequences are also helpful. For example, when a child does not listen to turn off the television or video games after the first instruction, losing access to this preferred activity the following day can be very effective. For earlier learners, an effective consequence to not listening to an instruction could be as simple as helping them do the task after a few seconds of avoidance without providing extra attention.

Reward Success.

Most importantly, reward when an instruction is quickly and correctly followed. It is important to remember to praise your child when he or she follows directions. Positive reinforcement and praise are shown to increase behaviors. Want to provide effective praise? Make it specific! We often provide praise that is vague or unclear. For example, telling your child, “Good job!” does not effectively communicate what was done well. Rather, telling your child, “Great job brushing your teeth the first time I asked you!” explains which behavior made you happy, and emphasizes your child’s quick compliance. Spend most of your energy providing praise, and less of your energy repeating yourself!

Alternatives to Time-Out

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Originally posted December 3, 2014 by Dr. Lindsay Evans, additions made December 18, 2020 by Amanda Dixon

Time-out can be an effective discipline technique for many children. However, some parents may want to approach challenging behavior without the use of a consequence that can evoke many strong, negative emotions. There are many other discipline strategies that you can use in combination with or as alternatives to time-out. These strategies are best for times when your child is misbehaving in a minor way (if a child is engaging in dangerous or aggressive behavior, immediate parent intervention and removal from the situation is best).

And, just a reminder, the most important tool of all is consistent and specific praise for appropriate behavior. Often times, challenging behavior can be reduced by providing attention and praise for behaviors you want to see immediately after they occur. If you do decide to incorporate time-out, be sure to check out this post to learn how to do an effective time-out with your child.

1) Try a “Do–Over”

Sometimes your child may behave impulsively in a moment of excitement or frustration, even when they know the rules. For such minor misbehavior, try letting your child know that their behavior was not acceptable, but they can try again. You might try saying something like, “You didn’t use nice words when you asked your Grandmother for another slice of pizza. Can you try that again saying please?” This serves two purposes: It gives your child a warning that their behavior was not acceptable and it also helps your child practice the appropriate behavior.

This strategy is best used for rare occasions. If you find yourself giving your child “do-overs” repeatedly, you might need to consider another method.

2) Re-Direct

This is often the simplest way to intervene when your child is misbehaving and it is a particularly helpful strategy for younger children who may have difficulty remembering rules and using self-control. This involves moving the child to a different area or removing a toy or object until the child’s behavior has improved. You can also substitute a new toy or activity to distract your child from the source of frustration, and say, “It looks like this toy is making your frustrated; let’s play with this instead.” Then, make sure to praise any behavior that is appropriate.

3) Make Amends

Often, children are forced to “say sorry” after a wrongdoing. An apology can be a very meaningful thing and help to repair disruptions in relationships. However, apologies become less effective if they are forced on a child as a consequence for misbehavior. When we do this, we run the risk of teaching our children that an apology is meaningless. Here is a great article, “A Better Way to Say Sorry,” about how to guide a child through an apology using a four-step format, 1) “I’m sorry because….”, 2) “This is wrong because…..”, 3) “Next time I will….” and 4) “Will you forgive me?”. Try role-playing these steps with your child and encourage them to apologize using this format.

4) Give Your Child Two Choices

If your child is misbehaving but not breaking a family rule (which would require immediate consequences), a warning with alternative choices is often enough to change the misbehavior. Approach your child and say, “You are not allowed to keep all of the toys to yourself. You have two choices: You can take turns with your brother, or you can go play in another room.”

5) Take a Break

This strategy is similar to a time-out except that you take the break with your child while they calm down and you use this time to have a discussion about how your child is feeling and his/her choices. If your child is losing control or getting upset, a cool down period can help them work through strong emotions and decide on the next step to take to right the wrong. This step might then be followed by a “do-over” or an apology. This strategy is not for children are misbehaving to get your attention.

Overall, evidence is clear that corporal punishment has limited effectiveness and has potentially dangerous side-effects. Time-out as well as many of the options listed above are positive strategies that can be integrated into your parenting approach based upon your personal parenting style and your child’s individual needs. Whichever parenting method you choose, it’s critical to provide enough quality, one-on-one time with your child to reduce the likelihood of misbehaving for your attention.

Survive the Holidays

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Written by: Ashley Flanders

The holiday season is a time to welcome a break from our day-to-day lives, to get together with families, enjoy gift exchanges, decorate with bright lights, break out those annoying Christmas songs, and partake in rich food…all ways of celebrating that we have come to eagerly await. However, for individuals with autism, especially children, this comes with new expectations and a disruption in routines. The holiday traditions we hold dear may be a source of stress, frustration, or sensory overload for individuals with autism. Provided below is a list of general tips that may help your child feel more comfortable and get through the holidays unscathed (which the holidays are also known for!)

Care to Prepare

Knowing what to look forward for the season and/or on a certain day can help avoid stressors for you and your child, and how much preparation you engage in will depend on your child’s needs. Keep in mind what events have been a source of anxiety for them in the past and what could have helped in that situation. You could find or create a social story to read with your child that discusses what is going to happen during the holidays and what behavior is expected from all parties. You can also review a calendar with them a few days or weeks ahead of time, so they have a physical countdown of when these events are going to happen. Make it exciting and really emphasize the fun parts!

Practice for Success

Whatever your traditions are, roleplaying or using social scripts ahead of time may help the holidays run smoother. Whether opening presents, meeting Santa, or performing religious rituals, practicing can avoid catching your child unprepared and help them have a good time!

Getting to Know You

If you plan on visiting family or friends that your child has not spent a lot of time with, you may want to start easing your child into meeting them ahead of time. You can create a picture book with notes about each person to give to your child. On the other side, speaking to visitors about your child’s potential triggers, what they enjoy, and how they communicate can help visitors get to know your child better. For all parties, it may be helpful to discuss consent before touching others, to let your child know it’s okay to say “no” if they feel uncomfortable with new people and avoid embarrassing visitors if your child does not want to engage with them at first.

Plan B

Have a back-up plan for when you go out on the town, visit loved one’s homes, or are traveling. Carry a bag full of their favorite toys/activities or soothing items. Make sure you bring food that your child will eat. Before heading out, locate a safe area you and your child can go to take a break. Let people that are with you aware that you may take these breaks, and ensure them that  it is so everyone can have a positive experience.

Baby Steps

Ease your child into the season by taking gradual steps for events that may be overwhelming to them. For instance, when you begin decorating (and also taking down decorations) put only a few up every day until you build up to a perfectly merry home!

Sensory Relief

If your child has a history of being hypersensitive to certain stimuli, prepare for this as well by avoiding areas/events that may be agitating to them—for instance, holiday light shows or caroling. You can also use your “baby steps” to get them used to these experiences for the season or bring along appropriate sensory adaptive aids such as noise-reducing earphones or sunglasses.

Communication

This is for you and your kiddo! Encourage your child to communicate their needs through the holiday. Don’t feel afraid to voice to others what kind of supports and your child may require to get through the holidays.

Be safe, have fun, and happy holidays from ABA Connect!

Behavioral Treatment for Specific Fears and Phobias

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Fears and phobias are increasingly common in children. A fear of needles is a particularly common fear that usually starts in early childhood and can result in significant avoidance of  medical procedures in general.

What Research Says

A recent NPR story describes a research study published in 2012. The researchers surveyed over 800 parents and 1000 children. In the study, 24% of the parents and 63% of the children reported a fear of needles! This is concerning because specific fears and phobias can lead to avoidance of health-related procedures.

Cognitive Behavior Treatment

Luckily, there is behavioral treatment for specific fears and phobias. Behavior therapy or cognitive behavior therapy (CBT) can help children overcome their fears. The most effective behavioral treatment for specific fears and phobias is called graded exposure therapy. In graded exposure therapy the child is introduced to the feared situation or object in small steps until they are able to participate in the situation on their own.

For example, if a child has a fear of going to the dentist, the treatment can start out with the child reading a book about the dentist, looking at a picture of a dentist’s office, and observing a parent participate in a dental visit. Then the situations are gradually increased until the eventual goal of participating in a dental procedure is achieved. Kids with specific phobias and fears benefit from parent participation in the treatment process.

Practice at home will provide faster progress. Depending on the age and learning history with the feared object or situation, treatment can progress quickly or may take more time to break down the situation into smaller steps. Either way, behavior therapy or cognitive behavior therapy can help a child overcome their fears and phobias.

Enjoying the Holidays with a Child on the Spectrum: Visiting Santa

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By: Caroline Roesel, MEd, BCBA

Parents want their children to experience the “magic” of the holiday seasons and partake in as many activities as they choose. This can be challenging with a child on the spectrum who may want to partake in holiday activities, but have behaviors that may preclude them from doing so.

Parents who want their child to visit Santa Claus may worry about their child feeling anxious in large crowds, having a hard time waiting in line, and sitting still in Santa’s lap (without crying!). This is overwhelming enough to make caregivers give up before even trying. By using a few principles of behavior and planning ahead, your child could master the skills needed to have a great experience visiting Santa.

Managing Crowds

If your child is overwhelmed by large groups of people, contact Santa’s place of work and ask when there are typically less people. Smaller crowds are more common when Santa events first open; if you can arrive a bit before the event opens, you will likely encounter shorter lines.

Most children have toys or treats that help them cope when they are overwhelmed. Bring these items with you to the event. Watch your child; they will likely demonstrate “warning signals” that let you know when they’re growing uncomfortable. When you see these warning signals, give them their toys or treats. Do no wait until they are having a tantrum to try and calm them, this may inadvertently teach them “When I have a tantrum, I get cool stuff.” Not the message you want to send!

Contact Santa’s Helpers

Many Santa events often have a contact number. You can call to let the event workers know that you’re coming and you have a child with special needs. Tell them if your child would be more comfortable with certain changes, such as a speedier Santa visit, standing next to Santa instead of sitting on his lap, or giving Santa a list of desired presents instead of telling him verbally. People are happy to accommodate when they can, so don’t hesitate to ask for help.

Practice at Home

If you want your child to take a picture with Santa, but are worried they will not tolerate sitting with him, practice taking pictures with different family members and family friends before you go to the event. Have your child go through the motions of sitting on someone’s lap and smiling at a camera. Try and practice this as much as you can 3 to 4 days prior to seeing Santa. The more comfortable your child is in front of the camera, the more likely they will be to say “Cheese!” on the big day!

Children with ASD can be a part of holiday fun and festivities. With a little planning and practice, caregivers can help their children with special needs to partake in the fun!

Supplemental and Alternative ADHD Interventions

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Popular supplemental and alternative ADHD interventions include removing certain foods from an individual’s diet or adding vitamins/supplements and other foods. Some of these methods may be minimally effective. It is important to consider the risk, cost, and scientific evidence behind these interventions, particularly when they are not overseen by health providers.

Weighing Options

Researchers from Ohio State University developed a catchy guideline, the SECS vs. RUDE test, for those considering supplemental and alternative ADHD interventions. The SECS versus RUDE  guideline reminds individuals to consider whether  alternative ADHD interventions are: Safe, Easy, Cheap, and Sensible vs. Risky, Unrealistic, Difficult, or Expensive.

ADHD interventions that fall under the SECS side of the guideline can include elimination diets. Eliminating processed foods, artificial food dyes, high fructose corn syrup, or refined sugars from one’s diet may be beneficial for everyone. A subset of children with ADHD in research studies (about 10-30%) showed improvement with a strict elimination of certain artificial food additives.

Eliminating wheat and milk products from your diet is not considered a SECS ADHD intervention because it may be difficult or unrealistic for some individuals. A gluten and casein-free diet has not been shown to add much benefit for individuals with ADHD unless there are other health-related issues such as celiac disease, lactose intolerance, or gluten intolerance.

Adding supplements such as Omega-3 fatty acids can be considered a SECS intervention. There is preliminary evidence that a supplement with fatty acids produces noticeable differences for some children with ADHD. In fact, a non-drug medical treatment for ADHD called Vayarin was patented a couple years ago. Vayarin consists of lipids and fatty acids that promote improved attention for those with lipid imbalances. Vayarin is only available through prescription.

Yoga, aerobic exercise, and mindfulness can be considered supplemental and alternative ADHD interventions that fall under the SECS category. These interventions are associated with positive well-being and increase mental sharpness.

Neurofeedback/EEG Biofeedback has recently been identified as an effective intervention for ADHD. However, neurofeedback may be expensive and not easily accessible in the community.

Comprehensive ADHD Treatment Is the Best Approach

Supplemental and alternative ADHD treatments can provide that extra boost to help you or your child fully accomplish your goals. It is also important not to delay obtaining a comprehensive assessment to rule out other potential causes of attention or hyperactivity. Lastly, decades of research tells us that there are well-researched interventions that work for ADHD:

  • Behavior therapy/parent management training for parents of children with ADHD
  • Cognitive behavioral therapy (CBT) for adolescents and adults who may need additional skills to enhance executive functioning, as well as social, emotional, and relational functioning
  • School supports such as accommodations and positive behavioral interventions
  • Stimulant or other psychotropic medications when indicated in consultation with a health provider.

5 very simple tips for getting the kiddos to school on time

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Getting to school on time and consistently on time can be a constant struggle for some families.  Running around the house, searching for lost articles of clothing and trying to mix something up real quick for breakfast and lunch can turn into absolute mayhem.  So, how can we all prepare for a more relaxing morning while also preparing for school?  Here are some very simple tips that can help alleviate a stressful morning so we can get our children off to school…on time!

Be Prepared

Prepare for the expected!  Sometimes unexpected situations happen that are out of our reach, which is ok.  However, we can prepare for what’s expected to happen that day, right?  Do what you can the night before.  Have in mind what you might want to do for breakfast and lunch.  Make sure clothes are picked out and ready to go.  Also, try to wake up before the kids do to give you some extra time to prepare for… well whatever.  Is the car filled with gas?  Do you have everything you need to make lunch?  What’s the weather prediction for the day? Be prepared!

Get Organized

Organization is an important characteristic to have in everyday life, especially when trying to get the family ready for their day.  School items and any other items that will be needed for the day should have a designated area somewhere throughout the home to promote easy access to necessary items.  Having backpacks packed and ready the night before, clothes laid out the night before, and everything needed to make a solid breakfast and lunch will only make the morning less stressful for everybody! So first, prepare, then organize!

Get into a Routine

A consistent schedule should be set for weekday nights and mornings.  Try to have a set bedtime and a set time to wake-up, for everybody in the family!  This will help designate an everyday routine for everyone.  Will you pack lunches that night or in the morning before the kids wake?  It’s up to us to set our routines, so do what works best for you and your family!  Prepare, organize, and get into a routine!

Set up an Environment for Success

Incorporate specific items in the home that might improve on-time behavior.  For example, the addition of more clocks throughout the home could possibly help with school tardiness.  Also, being prepared, getting organized, and setting a routine will help improve an environment for success!

Reinforce On-Time Behavior

Reinforce behaviors you expect from your children that will promote on-time behavior.  For instance, if the family makes it to school on time for a week, maybe cook a special breakfast one morning for everybody.  Or, just letting children know they are doing a “great job” sometimes helps!  Again, do what works best for you and your family, but try to reinforce positive on-time behavior in some form or fashion!

So to wrap up, this is really about planning and preparation, which we are all capable of doing, right?  Don’t forget to discover a schedule that will establish a consistent routine.  Last, remember to set up an environment for success and reward behaviors you wish to see.  These 5 tips should help us improve our mornings, which hopefully moving forward, should improve the rest of our day!

Decrease Autism-Related Shopping Meltdowns

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Meltdowns happen. But, there are ways to decrease the likelihood your child will have a shopping meltdown. In my previous blog I discuss tips to understand shopping meltdowns. In this blog, I outline simple ways to decrease autism-related shopping meltdowns.

Tend to basic needs first

Before a shopping trip, tend to your child’s basic needs. Make sure they are not hungry, they are rested, and they have received positive interactions with others such as play time with parents, peers, or siblings. Hunger and fatigue make children (and adults) more irritable. Before shopping, you could have a snack with your child and ensure you are attending to and delighting in their positive behaviors. From your child’s point of view, shopping likely means a lot of difficult to manage sensory experiences (sights, sounds, and smells) and adult correction. Therefore, it is important to ensure positive interactions (even for 5 minutes) before a potentially stressful shopping trip.

Use a visual schedule and list

As much as possible, let your child know about the shopping trip before it happens. Visual schedules are incredibly useful for children with autism. Add shopping trips to your child’s schedule, and better yet, try to have a routine grocery shopping or errand day each week. This will help increase predictability for your child. A visual shopping list with smart phone apps, pictures, or clip art can also help your child actively participate in shopping.

Identify meltdown triggers

Identifying meltdown triggers can help caregivers stay one step ahead of potential meltdowns. Some caregivers find that headphones, sunglasses, a soft object to hold, or the child’s favorite foods can help reduce meltdowns. If you observe your child is becoming upset, take a moment to help them calm down before the frustration builds. This may require a pause in shopping so a full meltdown does not occur.

Teach calm shopping behaviors

Children need to learn what behaviors are expected. Some children need explicit teaching and modeling. Social stories and video modeling can help children learn appropriate social behaviors. Video modeling can include having your child watch a video of another child successfully shopping with an adult or a short clip of themselves engaging in calm behavior while shopping. Children may need specific reminders and prompts at different points of the video to ensure understanding. Parents can also attend to calm behaviors during the shopping trip with praise (“Nice inside voice!”) and positive gestures such as a high five, or introducing small portions of food for the child’s “calm” behaviors.

Plan

Planning can help prevent meltdowns. Make a shopping list, decide what shopping items are most important so you can get those items first, and try to reduce the total shopping time. If you ensure you have plenty of planned strategies to help your child stay calm, your child can learn how to manage the stresses of shopping.