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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 […]
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 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!
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 […]
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.
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 […]
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
