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    Aspie Anxiety in the Time of COVID 19

    November 10, 2020

                                                        “…nearly half of those with ASD also have some sort of anxiety by adulthood.” Louise Bedrossian, 2015 Fear and Our Brains After our brains respond to fear there is […]

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    Aspie Anxiety in the Time of COVID 19

    November 10, 2020

                                                     

     

    “…nearly half of those with ASD also have some sort of anxiety by adulthood.” Louise Bedrossian, 2015

    Fear and Our Brains

    After our brains respond to fear there is a period of de-activation or calming down. In individuals on the Spectrum the initial response to fear results in less of an initial activation. Bedrossian states, “this suggests that people with ASD are slower to differentiate safety vs. danger.”

    Brains, Fear and Anxiety

    Put another way: Aspie’s brains develop differently. Neurotransmitters develop differently. Brains respond differently to certain cues. Because individuals on the Spectrum have some difficulty reading cues for fear and for safety this may lead to anxiety.

    Aspies react differently

    Aspie’s have difficulty perceiving social cues. Aspies experience sensory sensitivity. Aspies find change to be difficult. Enter the Pandemic! Picture yourself as an Aspie student: middle school,

    high school, college level. Anxiety for Aspies might be triggered by: crowded places., loud sounds, smells, change in routing, changes that are part of everyday in life in school and college settings.student

    And In the Time of COVID 19

    Imagine that you are a student who has had a change in a learning environment due to the Pandemic. Imagine that you are a student who has had a change in living situation as well. Both of these can be anxiety producing especially for Aspies.

    Consider the class format has changed, assignments are different, group learning has changed. Other anxiety producing triggers which include learning how to schedule one’s time that was previous  scheduled by virtue of the learning environment: getting to a class, etc.

    Additionally Aspies may or often experience anxiety around socially interacting with others: meeting with advisors, teachers/ professors, other student s and study groups.

    We are Here to Help

    Connect Therapies offers support in the form of individual therapy to learn coping strategies. We are here to help you lower anxiety during this time of change. We understand that changes in your daily routine, living and study situation and changes in interaction with others can cause anxiety.

    I recently found a new resource that offers virtual support for Aspies and their families. Take a look : https://www.aane.org/

    Contact Connect Therapies counselors at 970 286 0054

    or via email: sally@connecttherapiesllc.com.

    Or fill out the online contact form found under the Contact Us tab.

    Filed Under: adult ADD, anxiety, ASD, Autism, COVID, natural supports, Pandemic, parent support, stess relief, Stress, therapy Tagged With: #anxiety, #Aspie, #autism, #Boulder, #college, #connecttherapies, #Highland, #learncoping, #onlineschool, #pagosa Springs, #remotelearning, #social anxiety, #telluride, ASD, coping

    Make a Change Book: a together activity for families with an autistic child.

    June 16, 2020

    A together activity for families with an autistic child. Of course we prepare for change when a child on the Spectrum is part of the equation, sort of goes without saying, right? In addition to explaining the upcoming change, then wash, rinse, repeat and explain again, always using simple and clear terms, here is an […]

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    Make a Change Book: a together activity for families with an autistic child.

    June 16, 2020

    Child's painting | Montrose, CO 81401

    animal crossing art character | Montrose, CO 81401

    cartoon of a person folding laundry | Montrose, CO 81401

    creating a change book | Montrose, CO 81401A together activity for families with an autistic child.

    Of course we prepare for change when a child on the Spectrum is part of the equation, sort of goes without saying, right?
    In addition to explaining the upcoming change, then wash, rinse, repeat and explain again, always using simple and clear terms, here is an activity that may offer a fun way to prepare for change.

    You will be making a visual schedule in a book format. This is a visual support/ a form of visual schedule in a storybook format.

    Materials you will need:
    Three ring binder
    Stapler
    Copy paper to fit in the binder
    Hole punch
    Glue sticks
    Scissors
    magazines, old calendars, greeting card photos/ anything you can cut up that has images of activities
    a container to hold images

    Prepare ahead of time:
    Staple together enough pages to include most major activities of the day
    Take the same amount of page and place them in the three ring binder (hole punch ahead of time or make that repetitive activity a part of the book making)

    Cut or tear pictures from magazines or other sources of the activities during a daily schedule.
    Glue the images onto pages in the binder. If you don’t have a binder a second set of pre-stapled pages will do. But a binder might allow some flexibility during the process: allowing for frustrations and for changes in perspective during the process. Speaking of frustration. Your child may likely find some images that do not pertain to the daily visual schedule. Those can be glued into the pre-stapled pages.

    Keeping that structured daily routine is part of survival at home. Now you have a visual storybook of the daily routine. As part of getting ready for a change in routine you can add a new page with an image of the new activity.
    Get ready for changes in small steps and then wash, rinse repeat by explaining. Use the visual storybook to reinforce the explanation. It can be part of the getting ready process.

    I hope you enjoy making a visual schedule. Let me know how your activity went. Post an image of your visual journal or of the activity in progress. Have fun!

    Contact Me

    CLICK HERE FOR MORE HELP from Connect Therapies

    Filed Under: ASD, Autism, creativity, journal, parent support, parenting, Uncategorized Tagged With: #arttherapy, #autism, #autismbehavior, #autismparenting, #autismsupport, #connecttherapies, #familyrules, #schedule, #self-regulate, ASD, Aspergers, visualschedule

    Sunday Support: Some Thoughts on Parenting & Aspergers: Finding Hope

    June 1, 2020

    Brain illustration Highly functioning autistic individuals might be described as “aware and can’t do anything about it” when it comes to certain areas of living. They are highly functioning in many areas but of highly functioning socially. The job of parents becomes not to teach social graces but to teach them responsibility so as not […]

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    Sunday Support: Some Thoughts on Parenting & Aspergers: Finding Hope

    June 1, 2020

    diagram of the brain | Montrose, CO 81401
    rainbow heart with intertwined infinity sign | Montrose, CO 81401 Brain illustration
    Highly functioning autistic individuals might be described as “aware and can’t do anything about it” when it comes to certain areas of living. They are highly functioning in many areas but of highly functioning socially. The job of parents becomes not to teach social graces but to teach them responsibility so as not to put themselves in dangerous situations.

    First, a little brain science.
    The cerebellum has more neural connections than any other part of the brain. The cerebellum controls motor activity, sensory-motor activity, balance, memory, and facial expression to name a few. If your cerebellum is “overactive” you may experience involuntary movement. If your cerebellum is “under-active” your feet may forget to move. One can expand that idea of overactive and under-active to the various areas controlled by the cerebellum.

    Second, internalized rules.
    So let’s say as a family parents come with sets of rules. Parent #1 has her/ his family rules. Parent #2 has her/his family rules. I am speaking of internalized rules not formal, do this-don’t do that posted on the fridge type rules. We all com with internalized rules that are the result of our “internal mothers (primary caregiver).” These are things that we just assume to be true about how to live life in a family setting. Some have more than others. Some are well defined and “loud” while some are subtle in volume or tone and some are pretty muddy. We all have some. These are the things that we just assume to be true about how to live life in a family setting. We act out the internalized rules based on situations that come up day to day.
    As a family grows the two parents have many experiences, opportunities to forge new family rules by combining , refining , getting rid of internal rules. Some times this happens formally, sometime almost by osmosis and sometimes, well “loudly.”

    And third, new family member.
    Along comes a new family member who is high functioning on the Spectrum. The internalized rules may no longer work. You know, those auto-pilot things we say, those auto-pilot responses that just seem to just happen. The internalized rules may not fit this new situation. “What we know is what we know.” And “what we know’ in this case probably isn’t going to work. Yet, here we are. We act out rules to solve problems. Therein lies the opportunity. This is the opportunity: to rewrite the family rules. This is the opportunity to make rules appropriate to the new situation, the new family. The family deserves and will need new rules.

    Taking time to visit your internal family rules, your internal mother and to not allow her to auto-pilot how you relate to your child on the Spectrum. Take time to create new family rules together and verbalize them. Put in to action rules with flexibility that will address the social wellbeing and the safety of your child on the Spectrum.

    More about rules in a future blog. For now I hope you find this to be food for thought. If you are struggling with “parenting on the Spectrum” and would like support please check out of Resource Page here at Connect Therapies LLC or give us a call. We are here to offer hope and support.

    Contact Me

    CLICK HERE FOR MORE HELP from Connect Therapies

    Filed Under: ASD, Autism, parent support, parenting Tagged With: # parenting, #autism, #autismbehavior, #autismparenting, #autismsupport, #cerebellum, #familyrules, #parentingsupport, ASD, Aspergers

    Sunday Support: A Parent Support Blog Coping With Change: Children on the Spectrum

    May 26, 2020

    Sunday Support: A Parent Support Blog Coping with Change: Children on the Spectrum #ASD, #Autism Spectrum, #parenting #self-regulate #stayathome Changes in routine, changes in environment. In the midst of the COVID Pandemic many parents are adapting to changing routines at home including added school work, more hours to “entertain” or otherwise occupy children. Add a […]

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    Sunday Support: A Parent Support Blog Coping With Change: Children on the Spectrum

    May 26, 2020

    Sunday Support: A Parent Support Blog

    Coping with Change: Children on the Spectrum
    #ASD, #Autism Spectrum, #parenting
    #self-regulate #stayathome

    Changes in routine, changes in environment.
    In the midst of the COVID Pandemic many parents are adapting to changing routines at home including added school work, more hours to “entertain” or otherwise occupy children. Add a child with autism to the mix and the pressure gets amped up! Autistic behaviors of acting out due to change can be increased due to the many changes in routine brought about by our current lifestyle restrictions.

    I am offering some reminders of coping strategies and some art interventions to help children on the spectrum to self-regulate. We will explore timetabling and self-regulation activities. (I came upon the idea of timetabling in an article written by Rebecca Sharrock who describes a system she has worked out to help her as an adult on the autism spectrum to cope with change. I have adapted her idea to apply to children on the spectrum. You can find her article here: https://longevitymedia/enabling-autistic-people-to-cope-with-change?)
    Secondly I will suggest some self-regulating activities.

    Timetabling
    Self Regulation Activities

    Let's begin by exploring “timetabling.”

    Timetable A = Your Usual Routine
    Timetable B = Something has changed today and we are on Timetable B.
    Timetable C = We’ve had another change and we might doing Timetable C.

    Timetable A is how the day usually runs. Our new daily schedule with family members knowing what to expect

    Timetable B is (our new Pandemic timetable) the routine that has been worked out for all family members. A reminder of this might be “I know you prefer Timetable A but we are on Timetable B for now.”

    When another unexpected change comes up during the day, due to a sibling in crisis, an unexpected change in a delivery time, a household chore that needs immediate attention, whatever the case may be, we move to Timetable C. In this case we are allowing for the need for immediate and short term flexibility. When you say “We are on Timetable C” this will indicate to your child with autism that it is time to move to his/ her self soothing activity You have a pre-determined and agreed upon self-soothing activity that is understood to be the “go-to” and is readily available and easily accessible. Clearly this has to be made ready ahead of time for such an emergency change scenario.

    Here are some self-regulating activities that you might choose from:

    Self-Regulating Activities

    Glitter Jar

    Rain Stick

    Any activity that includes cross-body/ bilateral movement in a safe quiet space.

    Drawing

    Reading

    Sensory Collage

    Listne to music

    Drink of water and a snack (self serve)

    Sitting with a calming family pet

    Time in your “safe place” with stuffed animal, weighted blanket, music play list, lava lamp, etc.

    Finally make a list with your child of self soothing activities. Choose 1-or 2 to have at the ready for Timetable C emergencies. If you would like more support please contact Sally Blevins MA LPC at Connect Therapies or see our Resource Page at www. connecttherapiesllc.com. There will be more blog posts to follow with self-regulation activities and instructions.k
    glitter in a bottle | Montrose, CO 81401

    art project for coping with change | Montrose, CO 81401healthy snack for children on the autism spectrum | Montrose, CO 81401

    bowl of snacks | Montrose, CO 81401children's chair and play tent | Montrose, CO 81401rainbow heart with infinity sign looped around heart | Montrose, CO 81401

    Contact Me

    CLICK HERE FOR MORE HELP from Connect Therapies

    Filed Under: ASD, Autism, parent support, parenting, routine, Uncategorized Tagged With: #parenting #self-regulate, #stayathome, ASD, autism spectrum

    Autism, Neurons and Self Regulation, Oh My!

    May 19, 2020

    This is the first in a series of blogs related to the Autism Spectrum. I hope you will find it worthy of your time. Until recently Autism and Aspergers Disorder were defined separately and now are contained within the designation of Autism Spectrum Disorder (ASD). This blog post addresses across the spectrum. Throughout my life […]

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    Autism, Neurons and Self Regulation, Oh My!

    May 19, 2020

    This is the first in a series of blogs related to the Autism Spectrum. I hope you will find it worthy of your time. Until recently Autism and Aspergers Disorder were defined separately and now are contained within the designation of Autism Spectrum Disorder (ASD). This blog post addresses across the spectrum.

    Throughout my life I have interacted with individuals on the Spectrum. My first experiences with autism were in college as a Special Olympics volunteer, a Boys Club worker, a VISTA Volunteer in a preschool for developmental delays and in a a county "Community School" in Appalachia. In my art teaching career I continue d to interact via art in the public schools. Late in graduate school practicum and internship I connected once again with autistic clients. More recently I worked at Foothills Gateway in Fort Collins engaging with adults on the Spectrum and in my private practice on the Front Range. I have been blessed with grandson who is on the Spectrum. I have a love for working with young adult "Aspies" and their families and continue to do so in the Montrose area.

    Individuals diagnosed with ASD have one-sided social interactions. They can be intensely absorbed in circumscribed topics. They are often socially isolated. It si important to point out that they are not unaware of the presence of others. Individuals on the Spectrum are interested in making friends. Two limiting factors in this area are: social awkwardness and insensitivity to interpersonal communications.
    Individuals on the Spectrum experience difficulty reading facial expressions, in particular recognizing fear. Research shows they tend to identify/ see separate facial features but not the face as a whole. the brain science part to this is what is called damage to mirror systems. This damage creates deficits in reading biological emotions. (refer to the writings of Louis Cozolino to further your knowledge.)

    More brain science? There are speculations / theories as tot eh cause of damage to mirror systems but no definitive answer yet. ASD individuals also avoid making eye contact They are relatively 'blind" to the idea of significance of direction of eye gaze.Research shows ASD individuals have some structural irregularities in the cerebellum region of the brain. The cerebellum is responsible for coordinating motor movements, controlling muscle tone, maintaining equilibrium and balance, modulating and timing language and modulation and timing in affect regulation. Thats a lot of function! And much of this function is relevant to how ASD individuals interact and relate to others.These irregularities show up in dysregulation of how one experiences one's body in time and space. The result is avoidance of unpredictable stimuli. ASD individuals prefer sameness and predictability. Another result is rhythmic self stimulation. The internal absence of equilibrium/ balance/ modulation, or the internal regulation of sensory input is chaotic internally The ASD person's response is self stimulation via rhythmic movement to quiet the chaos. Sometimes as a family member we see an individual that is "set off", over stimulated and we are unable to understand what the source is. We look for a trigger. It may simply be internal chaos that the individual is coping with. So their "go to" is self regulation coping strategies.

    The cerebellum helps us organize sensory and motor input. It has been suggested that the cerebellum plays a role in affect regulation, attachment and positive self image. The cerebellum helps us attune to others by eye contact, shared gaze, positive share interactions. These functions are disrupted and creates some deficits as the brain is developing. The deficits in affect regulation, social judgement and empathy happen as the frontal brain circuits ads develop and they are connected to the cerebellum. We also rely on close relationships for these three qualities to take shape: affect regulation, social judgement and empathy. So the input from family interactions, therapy and social skills training are of great importance to the ASD individual giving them support and growth opportunities.

    Our brains are shaped by experience. Our brains reflect what we learn. As we connect an d grow and gain in socialization our brain neurons connect and grow and gain complexity. Relationships have a huge effect in regulating our growth of neurons. Relationships can increase the neural growth, increase our metabolic activity and increase our metabolic growth. Maybe that is another blog topic for another day?

    To summarize, ASD individuals can gain social skills including empathy, facial recognition/ emotion reading ability and can overcome to some degree the mirror system damage to the cerebellum.

    All the Best and Be Well,
    Sally
    Sally Blevins MA LPC

    If you are interested in assessment for therapy related to Autism Spectrum Disorder please contact Sally Blevins MA LPC at Connect Therapies LLC. We can coordinate care as follows:

    Sally Blevins MA LPC, www.connecttherapiesllc.com/contact Connect Therapies for psychotherapy with higher functioning individuals, family support and coaching, referral to ABA services, referral to accessible online evaluations without the typical six month waiting period and without the need to travel to the Front Range.Connect Therapies takes Rocky Mountain Health Plan Medicaid and Prime.

    Over The Rainbow Consulting, https://www.otrbehavior.com for ABA therapy, testing and evaluation, services for lower functioning individuals, family support and coordinating educational support.

    Clear Child Psychology, www.clearchildpsychology.com for assessment using the CADE online assessment tool, less wait time for assessment followed by referral to therapist including those who take Medicaid, family support, coaching, educational support including online learning.

    Contact Me

    CLICK HERE FOR MORE HELP from Connect Therapies

    Filed Under: ASD, Autism Tagged With: ABA, art therapy, ASD, Aspergers, Aspies, assessment, autism assessment, autism spectrum, autism support, brain, therapy

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