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Autism Spectrum Disorder Archives - EAS

Feb 20
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How Effective are Evidence-Based Practices for Autism Spectrum Disorder?

How Effective are Evidence-Based Practices for Autism Spectrum Disorder?

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Children with autism spectrum disorder – or even a suspected diagnosis – can significantly benefit from early intervention by virtue of evidence-based practices (EBPs). According to The National Professional Development Center on Autism Spectrum Disorder, ‘An evidence-based practice is an instructional/intervention procedure or set of procedures for which researchers have provided an acceptable level of research that shows the practice produces positive outcomes for children, youth, and/or adults with ASD.’

Moreover, recent research by the Frank Porter Graham Child Development Institute, in association with the National Professional Development Center on ASD, identified 27 evidence-based practices. These interventions were found to be effective for children, supported via exhaustive scientific research and analysis. In our previous blog, we discussed the top seven evidence-based treatments effective for ASD as well as the integral role of ABA in autism treatment.

And now, let’s take a closer look at the next 20 evidence-based practices with demonstrated efficacy in the field of ASD therapy and treatment –

Visual Supports – Visual supports target numerous adaptive behavior skills, such as task engagement, transitions across activities, independent performance, and enhanced response chain length. Visual supports have also proven effective in augmenting skills across areas, like social initiation, the demonstration of play skills, and social interaction skills.

Time Delay – Time delay, effective for pre-schoolers to young adults (19-22 years) with ASD, can be used effectively to address communication, behavior, social, joint attention, play, school-readiness, cognitive, academic, adaptive, and motor skills.

Task Analysis – Task analysis (TA) entails breaking a chained or complex behavioral ability into smaller components to inculcate a skill. As per evidence-based studies, this intervention can be used to address social, joint attention, self-help, motor, communication, and academic skills.

Structured Play Groups – Structured play groups (SPG) are interventions that include small groups to teach a broad range of outcomes. This intervention is effective for elementary school-age learners between 6-11 years with autism.

Social Narratives – Social narratives are aimed at helping learners adjust to routine changes and adapt based on social as well as physical cues. Moreover, this EBP can also be used to teach specific social behaviors and skill sets.

Picture Exchange Communication System (PECS) – Primarily used to teach learners to communicate in a social context, during PECS, learners are initially taught to give a picture of a desired item to a communicative partner in exchange for the item.

Video Modeling – Video modeling (VM) is a method of instruction that utilizes display equipment and video recording in order to offer a visual model of the targeted skill or behavior.

Self-Management – As an intervention package that teaches children to independently regulate their behavior, self-management helps teach children to discriminate between inappropriate as well as appropriate behaviors. It also helps learners accurately record and monitor their own behaviors and reinforce themselves for behaving in a suitable manner.

Reinforcement – Mainly utilized to teach new skills while enhancing behavior, reinforcement helps establish the relationship between the learner’s behavior or use of skill as well as the consequence of the same.

Social Skills Training – The majority of social skills training intervention meetings include role-playing or practice, instruction on basic concepts, and feedback. This approach helps learners acquire as well as practice communication and social skills, thereby encouraging positive interactions with peers

Prompting – Prompting procedures include verbal, physical, or gestural assistance provided to children in order to help them acquire or engage in a targeted behavior or skill.

 Scripting – Scripting (SC) involves the presentation of a written and/or verbal description of a particular situation, serving as a model for the child. The primary basis of SC is to help learners on the autism spectrum anticipate what may occur during a given activity, thus improving their ability to participate in the same.

 Parent-Implemented Intervention – Parent-implemented intervention (PII) involves programs in which parents are tasked with carrying out some (or all) of the interventions with their child. In this approach, parents are trained by professionals to teach new skills in group formats or one-on-one in a community or home setting.

 Differential Reinforcement – Differential reinforcement of alternative, incompatible, or other behavior (DRA/I/O) aims to teach new skills. This approach helps lessen the incidence of undesirable behavior, such as tantrums, self-injury, stereotypic behavior, and aggression. 

 Naturalistic Intervention – Naturalistic intervention (NI) is a collection of practices based on applied behavior analysis (ABA) principles. These practices are designed to encourage specific target behaviors based on the child’s core interests by establishing more complex skills that are not only appropriate to the interaction but also naturally reinforcing.

 Modeling – Often combined with other strategies like reinforcement and prompting, modeling includes the demonstration of a desired target behavior, resulting in imitation and subsequent acquisition of the imitated behavior.

 Extinction – Extinction (EXT), a strategy based on applied behavior analysis (ABA), is used to reduce or eliminate challenging behavior. This intervention has been effective for pre-schoolers (3-5 years) to high school-age learners (15-18 years) on the autism spectrum.

 Exercise – Exercise (ECE) is a strategy that includes a rise in physical exertion as a means of increasing appropriate behavior or minimizing problem behaviors. This approach also helps improve physical fitness as well as motor skills.

 Discrete Trial Teaching – Discrete trial teaching (DTT) is characterized as a one-to-one instructional approach used to teach skills in a controlled, planned, as well as systematic manner.

 Functional Communication Training – Functional communication training (FCT) is a systematic practice that aims to replace subtle communicative acts or inappropriate behavior with more appropriate as well as effective communication skills and behaviors.

With the autism spectrum being so incredibly diverse, there is an ever-growing need for efficient treatment methods. And in this regard, intervention science continues to play a pivotal role in offering evidence that ascertains whether therapies and practices are effective in providing the best possible results.

And at Early Autism Services (EAS), our board-certified behavior analysts are thoroughly trained in applying evidence-based treatments for autism, evaluating treatment strategies, and effectively conducting behavioral assessments. So, if you’re ready to provide your little one with the best autism care in Bengaluru, contact us right away by requesting a free consultation.

 

Feb 03
0
Evidence-Based Practices & Treatments for Autism Spectrum Disorder (ASD)

Evidence-Based Practices & Treatments for Autism Spectrum Disorder (ASD)

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Over the years, extensive research has indicated that individuals, as well as children diagnosed with ASD, benefit from early and appropriate interventions throughout the course of their lives. In this regard, children on the autism spectrum reap significant advantages through treatments that incorporate evidence-based approaches predominantly for targeting developmental skills. As parents and caregivers consider treatment methods for autism spectrum disorder, it is essential to recognize approaches that have proven or demonstrated efficacy.

So, what exactly are evidence-based practices and treatments for autism?

What is evidence bases practices in treating autism

Evidence-based practices (EBPs) are well-researched interventions that are shown to be safe as well as effective via scientific investigation. According to the National Professional Development Center on ASD, efficacy must be established through peer-reviewed research in scientific journals by virtue of accepted high-standard methodologies. Evidence-based practices or treatments for ASD are established on objective scientific evidence, including the demonstration of measurable results and thorough investigative studies. Here, research plays an integral role in terms of determining whether a treatment is actually effective and, in turn, enabling applied behavioral analysts to design and implement suitable strategies for treatment based on scientific research.

In contrast, non-evidence-based therapies or treatments have not been subjected to former scientific research and inquiry, and have no proof or solid foundation for their effectiveness.

For many parents of children on the autism spectrum, evidence-based therapies’ scientific validation can also grant an added sense of assurance and peace of mind regarding the high likelihood of favorable or positive outcomes.

Evidence-Based Practices for Children with Autism

27 evidence-based practices were identified by the Frank Porter Graham Child Development Institute in association with the National Professional Development Center on ASD.

Given below is an incredibly useful list for those willing to know more about scientifically-researched interventions with the highest rates of effectiveness. And for your reference, we have highlighted some of the most commonly used evidence-based autism therapies in order to help you make the right choice –

Cognitive Behavioral Intervention (CBI)

This evidenced-based practice is grounded on the belief that behavior is facilitated by cognitive processes. These interventions are mainly used with children displaying problematic behavior related to specific emotions or feelings, such as anger or anxiety. CBI helps address social, communication, behavior, and cognitive health outcomes, predominantly for elementary school-age learners (6-11 years) to high school-age learners (15-18 years) with autism.

Technology-Aided Instruction and Intervention

Technology, as the central feature of this intervention approach, is used intentionally to increase/maintain and improve daily living, work, productivity, recreation, and leisure capabilities of children with autism spectrum disorder. According to evidence-based studies, this intervention has been effective for pre-schoolers (3-5 years) to young adults (19-22 years) diagnosed with autism.

Antecedent-Based Interventions (ABI)

Antecedent-based interventions (ABI) entail various modifications made to the environment in an attempt to shape or change a child’s behavior. Some of the most common ABI procedures include enriching the environment in order to offer additional cues or access to more materials and incorporating the child’s choice in educational activities or materials. As per evidence-based studies, this intervention method has been effective for toddlers (0-2 years) to young adults (19-22 years) on the autism spectrum.

Functional Behavior Assessment (FBA)

This evidence-based practice is generally used to identify the causes of interfering behaviors: aggression towards others, self-injury, or destructive behaviors. It is typically followed by the creation as well as the implementation of a behavior package in order to address the interfering conduct described.

Peer-Mediated Instruction and Intervention

Peer-mediated instruction and intervention (PMII) is used to teach typically developing peers methods to interact with as well as help learners on the autism spectrum acquire new behavior and communication skills by increasing social opportunities within natural environments. With PMII, peers are methodically taught ways of engaging children with autism in social interactions in both learner-initiated as well as teacher-directed activities.

Response Interruption/Redirection

Response interruption/redirection includes the introduction of a comment, prompt, or other distractors when an interfering behavior occurs. These prompts are designed to divert the attention of the child away from the intrusive behavior and subsequently, lead to its reduction.

Pivotal Response Training

Pivotal response training (PRT) is a naturalistic intervention based on the principles of applied behavior analysis (ABA). Building on learner initiative as well as interests, PRT is particularly effective for the development of communication, play, language, and social behaviors for toddlers (0-2 years) to middle school-age learners (12-14 years) on the autism spectrum.

To summarise, some of the most commonly used evidence-based autism therapies 

  • Cognitive Behavioral Intervention (CBI)
  • Technology-Aided Instruction and Intervention
  • Antecedent-Based Interventions (ABI)
  • Functional Behavior Assessment (FBA)
  • Peer-Mediated Instruction and Intervention
  • Response Interruption/Redirection
  • Pivotal Response Training

The Integral Role of ABA in Autism Treatment 

As other potential and developing practices continue to be analyzed in empirical studies, some of them will undoubtedly be identified as evidence-based. In this regard, several EBPs draw directly from the science of Applied Behavior Analysis (ABA), which at its core, is used to enhance an individual’s quality of life.

According to Autism Speaks, more than 20 studies have demonstrated that long-term and intensive therapy using ABA principles plays a significant role in improving outcomes for several children with autism. The research finds key improvements in areas such as language development, social and intellectual functioning, as well as other skill sets integral to daily life.

High quality ABA programs, such as those offered by Early Autism Services (EAS), prioritize the values and individual goals of the child. Moreover, it also focuses on meaningful skill development and close collaborations with the little ones as well as their families. At Early Autism Services (EAS), our board-certified behavior analysts are proficient in implementing evidence-based treatments for autism, evaluating treatment strategies, and effectively conducting behavioral assessments. So, if you’re ready to provide your little one with the best autism care in Bengaluru, contact us right away by requesting a free consultation. 

Feb 02
0
Learning styles of children suffering from Autism Spectrum Disorder

Learning Styles of Children with Autism Spectrum Disorder (ASD)

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Learning styles is characterized as a concept that describes the method through which individuals acquire information about their surroundings and environment. The main types of learning styles include auditory learning – listening to a live or pre-recorded lecture; visual learning – reading a textbook or picture book; and kinesthetic or ‘hands-on’ learning – pressing buttons on a remote to understand how the device operates.  

While every person has a unique style of learning, this factor plays an important role in influencing how they perform in an educational setting. However, since children diagnosed with autism spectrum disorder (ASD) have non-conforming educational and intellectual profiles, it is challenging for teachers, as well as parents or caregivers, to curate a curriculum that aligns with their abilities and to develop successful academic opportunities. As a result, the increasing incidence of autism diagnosis calls for building an improved understanding of students’ unique profiles and planning syllabi that are mindfully created by thoughtful consideration of learning styles and preferences.

Which Learning Style Does My Child Prefer?

As children on the autism spectrum primarily rely on one style of learning, it is important that you closely observe your little one’s predominant learning preference. For example, if your child mostly prefers to play with building blocks, push buttons and shapes to produce sounds or lights, open and close closets or drawers, and is constantly taking toys apart and placing them back together, these factors may indicate that he or she is a ‘hands-on’ or kinesthetic learner. On the other hand, if your child mainly learns by looking at picture books, watching TV (without or with sound), and carefully observing their surroundings, your little one is most likely a visual learner. Likewise, your child is mostly an auditory learner if he or she prefers listening to music and engaging in auditory stimulus more than consuming visually-interactive content and absorbing information by actively talking and interacting with those around them.

Let’s learn more about identifying the common learning styles of children with autism –

Visual

Visuals are appealing to children as it presents a complete picture in just a glance. Moreover, visual aids such as diagrams, flashcards, picture books, etc., can also be utilized as the beginning point for introducing the child to more challenging concepts in subjects like mathematics and science. This method of learning can help students better grasp abstract concepts, including complex feelings and emotions, as well.

Kinesthetic

Kinesthetic children learn best by touching and acquiring a tactile, hands-on experience. These learners tend to enjoy activities such as crafts, painting, playing with building blocks, and even taking toys apart so they can ultimately figure out how to put them back together again. Since hands-on learners learn best by practically engaging in an activity, they may often be observed going around the house or classroom to discover and explore things and objects with their hands.

Auditory

For students who mainly rely on their auditory abilities to grasp information, parents and teachers may observe that while these children may not always make a lot of eye contact, they are actively paying attention to what’s being said and will answer when asked a question or spoken to. Auditory learners are more inclined towards hearing information elucidated verbally and, in fact, learn better via listening and participating in conversations. Furthermore, they may also display an ardent interest in reading aloud, learning new languages, and listening to music.

Keeping these styles of learning in mind, it is also essential to note that students with ASD feel increasingly more comfortable in their general learning environment when their unique physiological, sociological, psychological, and environmental needs are adequately met. Accordingly, parents and teachers alike must develop an aptitude for carefully analyzing different ability profiles to create learning spaces that are more enriching, encouraging, and welcoming for children on the autism spectrum. These steps would not only help generate more successful academic experiences but also boost the child’s enthusiasm toward learning and intellectual development.  

Effectively Supporting Your Child’s Learning Style

Support your child's learning style if they have autism spectrum disorder

When parents, as well as teachers, recognize that every student possesses a unique set of needs and preferred learning styles, they are more equipped to develop a learning environment that is conducive to success. Researchers focused on exploring different learning styles have also found that high-risk students benefit most from instruction tailored and personalized according to their preferred learning style.

Therefore, it is important that teachers and parents identify the child’s preferred mode of learning as soon as they enter the school system or a home-based learning environment and establish efforts to adapt their methods based on the student’s strengths and abilities. This will certainly ensure that the child has the greatest chance for academic success!

You can also explore real-world experiences that augment your child’s learning and understanding. For example, if your child is highly interested in and passionate about wildlife, or animals in general, a great idea is to visit a petting zoo or an animal shelter. Through this, the child will gain a more holistic view and will also be able to develop a wider understanding of the world. In addition to helping your child retain more information, such experiences present your little one with meaningful insights in a way that sufficiently meets their individual learning style.

Remember that parents and teachers have a significant influence on children. And in this regard, early childhood therapies and programs, such as those offered by Early Autism Services (EAS), are uniquely optimized in a manner that supports and caters to your child’s strengths and requirements. For more information on this, feel free to get in touch with us by requesting a free consultation or speaking with our expert clinician (+91 8929153820) today!­­­­

Jan 20
0
Child with Autism Spectrum Disorder (ASD)

Common Challenges of Parenting a Child with Autism Spectrum Disorder (ASD)

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Parents of children diagnosed with autism spectrum disorder (ASD) are nothing short of superheroes!

In addition to being the child’s support system, they also maneuver through the challenges that come with ensuring that their little one receives all the opportunities and prospects that a typically growing child would.

Apart from the difficulties associated with social communication, children with autism tend to have restricted interests and display repetitive mannerisms. However, it can be problematic or even embarrassing for parents when their child demonstrates unusual behaviors, especially in a public setting. These may include spinning around, showing extreme displays of affection (or the opposite), flapping of hands, invading others’ personal space, and inappropriate touching.

Children with Autism

In this case, frustration and anger are some of the most common emotions experienced by parents. These feelings may also emerge when others fail to understand how or to what degree ASD impacts a child – leading to outsiders judging both the parent and the child unfairly. Guilty feelings can also arise when parents wrongly blame themselves for their child’s condition or when they feel that they are not doing enough for their little one.

How Can Parents Overcome These Challenges?

During such times, patiently teaching your child about inappropriate behaviors while showing them what a better, much healthier reaction looks like can help a great deal. Here, discovering the medium of communication that appeals to your child the most, including videos, photos, or even taping and viewing step-by-step instructions to reinforce the message consistently until new behavior patterns are formed, is also a great solution.

You can also carry a bunch of stress relievers or your kid’s favorite toys whenever in a public setting. This can help distract them and divert their attention from a stressful, overwhelming stimulus or major sensory overload. It is also advisable that parents, as well as caregivers, ignore the stares of onlookers and calmly focus only on the child and his or her needs. Although disregarding strangers’ constant eyes on you and choosing to remain calm sounds rather difficult, this approach can greatly help reduce the stress experienced by the child and the parent.

Raising Children with Autism Bangalore

Some families also experience the strain of long-term expenses when it comes to raising a child on the autism spectrum. For example, parents may have to use personal vehicles instead of public transportation for commuting with their child or even hire a full- or part-time caregiver, which increases the overall financial burden. On the other hand, nuclear families and single parents may feel the added stress of taking care of their child on their own without any assistance or support from their extended family members. Consequently, without the support of caregivers or relatives, parents may also find it highly challenging to juggle responsibilities at home, the workplace, and taking care of the child. While this leaves parents with little to no time for their own needs, it could also lead to limited opportunities for socializing with others, indulging in interests and hobbies, or even receiving adequate rest.

Moreover, bringing up a child with autism can be challenging, especially when others do not understand the problems and instead resort to stigmatizing the condition altogether. Here, an effective way to break the stigma surrounding autism spectrum disorder is to raise awareness about the condition. In order to achieve this, open discussions and conversations associated with ASD must always be encouraged. When relatives and friends begin talking about autism and acknowledging its impact on parents and families alike, the chances of misunderstanding and unwarranted judgments are significantly reduced. Besides, your loved ones would also have the opportunity to understand how to support you on a deeper and more practical level!

What’s My Next Best Step?

Parenting a child with autism spectrum disorder (ASD) can indeed be stressful, and taking care of a child with special needs requires a unique set of skills built over time. However, it is important to remember that a surge of negative emotions when overwhelmed is absolutely normal, and in case the stress of parenting becomes a bit too much to deal with, speaking to a professional can prove to be highly advantageous.

If parents feel that they are unable to cope with their child’s special needs, they even risk putting their own health in danger. Hence, it is essential that parents address their own needs, while also catering to their child’s needs – in this way, you will definitely be able to help and be there for your kid a lot more. Moreover, talking openly with relatives, as well as friends, can play an integral role in helping others empathize and understand your child’s condition better. It may also encourage them to provide added support and appreciate what your child can do instead of focusing on their shortcomings.

According to experts, parent-mediated intervention, especially during preschool years, can significantly enhance the life skills of children with ASD and also heighten their chances of leading an improved quality of life. And for the best results, make sure you choose India’s finest autism service provider for your child by partnering with Early Autism Services (EAS)!

Contact us now and request a free consultation here.

Dec 09
1
Effective Strategies to Deal with Your child meltdowns

Effective Strategies to Manage Your Child During Meltdowns

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Children diagnosed with autism spectrum disorder may get overstimulated or overwhelmed by situations that are beyond their control. Since parents, teachers, or caregivers, may not always know the underlying cause of their distress, it is important to have a set of strategies at hand in order to help children relax, calm down, and refocus.

But before diving deeper into some of the most effective strategies to reorient the child during meltdowns, it is important to understand what a ‘meltdown’ actually is. According to the National Autistic Society, meltdowns occur when an individual becomes overwhelmed by their present situation while temporarily losing control of their behavior. This loss of control may be expressed physically (biting, kicking), vocally (crying and screaming), or both.

Meltdowns are considered similar to the body’s fight response. When a child with autism suffers from a meltdown, they often experience higher levels of discomfort and anxiety, often construed as an aggressive panic attack, a ‘tantrum,’ or frustration. Tantrums can happen in any given situation, especially if a child is hungry, irritable, and tired. However, a meltdown of a child on the spectrum is caused by the inability of the child to handle a situation due to extreme overload.

As per Myles and Southwick (1999), tantrums, meltdowns, and rage usually occur in three stages of variable lengths. These are –

Rumbling Stage

Rumbling Stage of Autism Spectrum Disorder

The rumbling stage is regarded as the first stage of a meltdown, during which children may exhibit particular behavior changes not distinctly related to a full-blown meltdown. These include tensed muscles, nail-biting, or even repetitive movements, such as shaking a leg or rocking back and forth. Although these apparently minor behaviors are often ignored or remain unnoticed, they can play a crucial role in pointing to an imminent meltdown. These may also be called ‘precursor behaviors’ Additionally, in a more serious situation, the child may also engage in verbal or physical threats.

Rage Stage

Autistic Child Yelling - Tips to manage autistic childrenIf indicative behaviors are not diffused during the initial phase, the child may progress to the rage stage. At this point, he or she is not inhibited and may act aggressively, emotionally, or impulsively. These behaviors can either be internalized (withdrawal) or externalized (yelling, hitting, biting, self-harm, destroying objects or property, and kicking). During the rage stage, it is important to prioritize the child’s safety, while paying close attention to the protection of the people and objects around them.

Recovery Stage

Recovery Stage of a child with Autism

After the meltdown has run its course, the child may not completely recall what actually happened during the rage stage. While some children may get exhausted to the point that they need to sleep, others may become withdrawn, morose, or deny the occurrence of inappropriate conduct. During the recovery stage, children may not always be ready to learn or willing to accept correction. As a result, it is important that parents and caregivers intervene and help at a time and manner in which the child can accept them. If not, the intervention may lead to resuming the meltdown cycle in an even more hostile and accelerated pattern.

It is highly unlikely that your child actively wants to engage in tantrums and meltdowns; the rage cycle might be the only way they express distress and cope with problems amid a plethora of overwhelming emotions. Hence, it is essential to encourage children with autism to gradually deal with their feelings in a healthier way and work on approaches that increase their social understanding and problem-solving skills.

And on that note, here are the top five strategies you can use to prevent tantrums, while effectively calming your child during meltdowns –

  1. Establish a Home Base – A home base can be defined as a quiet, isolated area (at home or school) with minimal visual activity or distractions where the child can go to escape from a stressful setting or event. The designated home base can also have access to activities that are carefully selected to be calming and soothing. Irrespective of the location, it is important that the child views the home base as a positive environment that he or she can turn to, before or during a meltdown.
  2. Build External Coping Skills – Tantrums and meltdowns can be caused by a lack of skills such as communication, problem-solving, and impulse control. Accordingly, it is essential to help your child develop coping skills such as negotiation, in addition to frequently practicing breathing exercises, having a calming routine, and scheduling ‘quiet’ times.
  3. Sensory Toolkit – Sensory tools can be of great help, especially in keeping your child occupied when they feel overwhelmed in a public setting. Your child’s sensory toolkit can include fidgety toys, chewy or crunchy snack items, hand wipes, scented hand lotion, sunglasses, and weighted blankets. However, remember not to force these things on your child when they are experiencing a meltdown.
  4. Empathize – Empathizing, instead of punishing or yelling, can do wonders. It is really important that your child knows that you’re listening and you understand their situation. Reassure your child that expressing their emotions is absolutely okay, and although the process can get overwhelming sometimes, their feelings are completely valid. 
  5. Reinforce Positive Behavior – Acknowledging your child’s emotions and praising them for good behavior is of utmost importance. For instance, you can verbally express how happy you are that your child kept the toys back in place after playtime or even give them a hug. These actions will help curb meltdowns and tantrums as your child gradually understands that you recognize his or her efforts and appreciate them.

Since every child with autism is different and has a distinct processing profile, it is challenging to design a one-size-fits-all solution to managing meltdowns. Ideally, parents find that reducing the amount of stress and anxiety in the child’s immediate environment can significantly help reduce the intensity and frequency of meltdowns. Typically termed as a ‘sensory diet,’ these everyday steps can be advantageous in managing as well as preventing autism meltdowns!

While these tips and strategies are helpful, your child may have unique needs that can be adequately addressed by contacting a reliable and professional autism care center, such as Early Autism Services (EAS).

So, go ahead and schedule a free consultation call with us right here.

Nov 11
0
Autism Spectrum Disorder ASD FAQs

Autism Spectrum Disorder and Early Literacy: Frequently Asked Questions (FAQs)

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Children diagnosed with autism spectrum disorder (ASD) possess a unique collection of strengths as well as weaknesses that may influence their academic development. Studies suggest that while children and adolescents with autism are at a higher risk for literacy difficulties, some kids may also be proficient at alphabet knowledge, including reading words and phonetics. But, it is important to note that the ability to read words does not always equal sufficient reading comprehension. Similarly, children may find writing-related tasks relatively more challenging owing to wider complications associated with social communication and linguistic development.

Children with autism don’t necessarily develop early literacy skill sets at par with other typically developing kids. Although some kids learn to recognize alphabets and letters at a significantly young age, they may lack other facets of early literacy, like understanding why people write and read or figuring out the intentions and actions of various characters in a story.

However, with combined efforts from you and your child’s therapist, and with a little extra time and patience, your child can indeed make significant progress in their academics and early learning! So, in order to make your literacy journey with your little one smoother, we have compiled a list of the most common questions that parents often have, with in-depth answers by our experts – 

What are some of the most important literacy skills I should teach my child?

important literacy skills I should teach my child

A:  While learning the alphabet and numbers is essential, your child must be familiar with fundamental, basic literacy skills in order to effectively develop reading and writing abilities to the best of their potential. These include knowing how to hold a book properly and turning pages without tearing them, speaking and understanding words and sentences using the right pronunciation, story comprehension, holding a crayon and a pencil, and writing his/her own name, in addition to the names of immediate family members. It’s also important for the child to be able to hold his attention for a brief period of time to be able to focus on the act of writing. Do not force kids to sit. You can allow them to scribble while standing. Gradually help them sit and write. Feel free to use pencil grippers to make it easier for the child. Sound awareness, such as perceiving that words can be broken down into simpler syllables and knowing that every letter has a unique and distinct sound, is an important literary element, as well. 

How can I make reading time more interesting for my kid?

How to make reading interesting for my child with autism

A: Here are some ways you can make reading or study time more interesting for your child – 

  • Use visual aids and structured activities
  • Don’t be afraid of using props, figurines, puppets, and other objects to make those stories come alive!
  • Keep instructions simple and clear to understand
  • Use your voice and facial expressions to add meaning and interest
  • Ask questions when reading together – for instance, ‘what do you think the bird is feeling?’ ‘what do you think happens next?’ or even ‘what is the color of the little boy’s shirt?’ are definitely some good places to start.

My child has minimal vocal skills. Is there any way I could help them read?

A: The answer is yes! Some parents presume that children on the autism spectrum who can’t speak or have minimal vocal capacities cannot possibly learn to read. However, that’s far from the truth! In fact, many children also seem to understand how to read on their own – despite not receiving direct literacy instruction. They do so in several ways, including matching sentences and words to pictures or even following written text with their finger as an adult reads to them. You can also establish pre-reading skills at an earlier stage in their life by asking your kid to point to different characters, turning the pages of books, or giving them the opportunity to pick the reading material of their choice. 

Should I discourage my child from reading ‘non-conventional’ reading materials and only focus on story books?

Early Autsim Spectrum FAQsA: Children with autism enjoy reading magazines and books related to their interests. These can include non-fiction books about animals, space, and dinosaurs, in addition to magazines about automobiles or pamphlets and periodicals with simple images. They should certainly not be discouraged from reading such books since it encourages them to interact and engage with words and pictures printed on the pages. Moreover, you can also have conversations with your child about what they’ve been reading in order to keep up with their interests and provide them with additional material when required. 

My child refuses to write or even look at the paper. What can I do to assist her?

A: While this is a common problem experienced by parents, being patient, empathetic, and encouraging is one of the best keys to use here. Ensure that you’re not frustrated because of their refusal to interact with stationery and books. Instead, make use of visual or digital cues to help your kid better understand lines, words, and shapes. This approach not only helps them grasp the essence of making movements with a writing tool, such as a pen, stylus, or pencil but provides them with an actual purpose and end result of using those lines – such as transitioning from scribbling random lines/shapes to writing actual words. Remember, at times it really helps when the adult engages in tasks that they would want the child to do. Colour their favourite cartoon character, paint/sketch while talking about preferred themes (cars, locations, animals, zoo trips etc).

What are some everyday reading and writing strategies to use with my child on the autism spectrum?

A: Reading and writing don’t necessarily have to happen only in school or during study time at home. So, here’s how you can incorporate reading and writing into your child’s daily schedule – 

  • Label items present in your child’s immediate environment. For example, you can place a label that says ‘keys’ next to the keyholder or a sticker that reads ‘remote’ on the TV remote. 
  • Give your child easy access to paper, crayons, and pencils, so they can write or draw whenever they wish to. 
  • Encourage them to recognize and read words in their surroundings, such as hoardings and billboards, menu cards at restaurants, packaging labels, birthday or wedding cards, and even road signs. 
  • You can also ask your child to help you note down grocery shopping items, write to-do lists, and label their belongings. 

Remember that you certainly do not need to wait until your child begins schooling in order to inculcate early literacy skills and interest; because the earlier you start, the better results you achieve. By pointing out printed words in your child’s daily life or by providing your child with colorful and simple reading material, you can surely take the first step towards fostering a life-long love and interest for books!

And if you require additional assistance with your child’s special academic and literacy needs, make sure you get in touch with our behavior analysts & clinicians and schedule a free consultation right here.

Oct 29
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Earliest Signs of Autism Spectrum Disorder bangalore

Earliest Signs of Autism Spectrum Disorder (ASD)

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Several children with autism spectrum disorder (ASD) show developmental differences, especially in their communication and social abilities when they are toddlers. However, since they tend to crawl and walk on time, similar to peers of their age, less evident inconsistencies in behaviors, gestures, expressions, as well as language delays, often remain unnoticed. In addition to speech and interactive differences, parents may also notice abnormalities in the way their child interacts with other kids and family members.

While the signs and symptoms of autism spectrum disorder differ, their effects also vary from one child to another. For instance, some children diagnosed with autism may only suffer from mild or minor impairments, whereas the others are likely to face significantly more challenges, especially in terms of developmental milestones. However, every child on the autism spectrum may experience problems to a certain degree, primarily in areas such as verbal and non-verbal communication, relating and interacting with their surroundings, as well as behavioral and emotional complications.

How to distinguish a child with ASD from other typically developing kids?

As a parent or caretaker, you are in one of the best positions to identify the earliest and even the most unnoticed warning signs of autism spectrum disorder. Children with typical patterns of development eagerly respond to social bids, such as waving ‘bye-bye’ while leaving or looking at where you are pointing. But, children with autism tend to look at your hand instead of where you’re pointing and rarely respond to social interaction bids.

Since you understand your child and their behavioral patterns better, you are more likely to spot discrepancies others may fail to see. As a result, it is imperative that you pay close attention to if or when your child accomplishes important emotional, social, and cognitive markers to effectively identify the problem at the earliest. However, it is also important to note that developmental delays might not only point to autism spectrum disorder but also specify a heightened risk. And here, the key is to inform and educate yourself to understand what’s typical and what’s unusual when it comes to your little one –

Social & Communication Differences:

  • Lack of interest in communicating or continuing a conversation
  • Less likely to point to objects or people
  • Unresponsive to their name being called
  • Little to no eye contact
  • Not talking as much as their peers
  • Difficulty in making friends
  • Unusual gaze or vision — might view objects from atypical angles
  • Highly sensitive or insensitive to sounds, odors, lights, and touch
  • Prefers repetitive routines and rituals (stimming) – apprehensive toward change
  • Anxious about social situations

How to distinguish if a child has autism

The earliest signs of autism may unfold between 9 to 16 months and can be fairly easy to miss. However, if not caught early, these symptoms can have an adverse impact on cognitive development, resulting in language, social, and behavioral deficits. Moreover, in certain cases, the earliest symptoms of autism can even be misread as signs of a ‘good child’ since the baby may appear undemanding, silent, and independent.

So, when you know what exactly to look for, you can effectively catch the warning signs early on – since they don’t involve the presence of atypical behaviors, but instead, the absence of typical ones –

  1. 6 – 9 Months – Children with autism spectrum disorder may not smile or show other joyful emotions that others babies their age tend to express. On the other hand, some children may show minimal facial expressions and smile very rarely, which could be an early sign of autism.
  2. 9 – 12 Months – A typically developing baby will turn when its name is called. Children with ASD, however, may not turn to respond even when their name is repeated multiple times. Babies are generally motivated to look at faces, but if it’s difficult to get your child to look at you, this is likely an early indication of autism.
  3. 12 – 18 Months – By this age, a typically developing child begins to ‘baby talk’ or babble in order to communicate, but this milestone will likely be hampered in children with autism. Moreover, there can also be an absence of back-and-forth gestures, including waving or pointing. They may also be unable to make up for the delay in talking or confine their speech to repeating words heard within their immediate surroundings.
  4. 18 – 24 Months – Babies learn to use words, sounds and gestures to let parents know what they want or don’t want. Children are also eager to interact with objects and people as a way to communicate or even garner attention. Since they are now capable of shifting their attention from one setting to another, this creates numerous opportunities for learning from social interactions. However, if your child insists on particular things being the same and tends to become really upset and agitated over unexpected changes or if it is difficult for him or her to use gestures as well as sounds while looking at you at the same time, these aspects could be a strong indication of autism spectrum disorder.

As concerned parents, you may have been asked not to worry or to even wait it out. However, waiting could by far be the most unhelpful thing to do, given the risk of losing crucial time at a tender age when your little one may have the best possible chances of improvement. Besides, it is highly unlikely that your kid might ‘grow out’ of the problems and challenges they face, whether caused by autism or other developmental concerns. And in this case, your child might require additional assistance as well as targeted treatments and therapies for autism, such as applied behavior analysis (ABA), cognitive behavior therapy (CBT), and early intervention.

Although every child develops at a pace different from the others, take a breather before you panic or worry if your kid is delayed to some extent in walking, talking, or reaching other developmental milestones. Nevertheless, if you do suspect a problem, make sure you share your concerns and apprehensions with your child’s pediatrician immediately – do not try out the ‘wait-and-watch’ approach. Sometimes, even doctors who mean well can misread red flags or under-evaluate the problem. So, make sure you listen to your instincts when you feel something is wrong, and continue to be persistent in seeking a second opinion or scheduling an appointment with a developmental specialist.

For more information, get in touch with our behavior analysts and trained professionals right here. We’re happy to assist you regarding any concerns you have about your child’s development needs and provide you with the best possible treatment options!

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