{"id":1334,"date":"2020-08-25T16:31:15","date_gmt":"2020-08-25T16:31:15","guid":{"rendered":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/?page_id=1334"},"modified":"2024-03-13T22:27:40","modified_gmt":"2024-03-13T22:27:40","slug":"emotional-and-behavioural-strategies-for-clients-with-asd","status":"publish","type":"page","link":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/?page_id=1334","title":{"rendered":"Emotional and Behavioural Strategies for Clients with ASD"},"content":{"rendered":"\n

Helping Individuals with<\/strong> ASD Deal with Anxiety<\/strong><\/p>\n\n\n\n

Children with Autism-Spectrum Disorders (ASD) are known to be more naturally \u2018anxious\u2019 than their non-ASD peers.<\/p>\n\n\n\n

Children with ASD may demonstrate their anxiety through a variety\/combination of behaviours:<\/strong>

\u25a0 Physical symptoms (stomach pains; racing heart; sweaty palms; constricted chest; tight muscles; insomnia)
\u25a0 Avoidance
\u25a0 Inattention
\u25a0 Irritability<\/p>\n\n\n\n

The child with ASD can become extremely anxious and unable to tell you why (they may not know themselves). They may be able to tell you they have a stomach ache, or don\u2019t wish to go to a birthday party, but not know why.<\/p>\n\n\n\n

The child with ASD can become extremely anxious and unable to tell you why (they may not know themselves). They may be able to tell you they have a stomach ache, or don\u2019t wish to go to a birthday party, but not know why.<\/p>\n\n\n\n

Children with ASD are known to have \u2018perfectionist\u2019 attitudes towards many areas of their lives, and this can be witnessed through their rigidity, their repetitive patterns of behaviour and their difficulty coping with change.  This self-imposed perfectionist attitude can contribute to their anxiety and pressure to perform.  In other words, children with ASD usually place extreme\/unrealistic demands on themselves.  It\u2019s important to remember this when dealing with an anxious ASD child.<\/p>\n\n\n\n

Some useful techniques for supporting an anxious child with ASD include:<\/strong>

\u25a0 Redirection\/distraction
\u25a0 Physical energy \u2018burn\u2019 (physical activity such as running, bike riding, jumping on a trampoline, swimming etc.)
\u25a0 Whole-body activities (tug-of-war; monkey-bar; rolling on floor\/ground)
\u25a0 Deep pressure activity (lying under a heavy blanket\/cushions\/mattress)
\u25a0 Body brushing\/massage
\u25a0 Chewing\/sucking something can help to relax a tense jaw
\u25a0 Listening (hearing what the Asperger child can tell you)<\/p>\n\n\n\n

Anxiety levels in children with ASD can be unpredictable, making it more difficult for parents\/teachers\/caregivers to identify anxiety triggers. What causes the ASD child mild anxiety one week, may cause extreme anxiety (and\/or avoidance) the next.<\/p>\n\n\n\n

As you support a child with ASD to cope with their anxiety, be mindful of hearing them, and remember that not all avoidance is manipulative behaviour.<\/p>\n\n\n\n

Coping Emotional Challenges in ASD<\/strong><\/p>\n\n\n\n

Children with ASD generally struggle with emotional dysregulation this is also known as a meltdown for parents.  The visible symptoms of meltdown are as varied as the children themselves, but every parent and regular caregiver is able to describe their child\u2019s meltdown behaviour in intricate detail.  Meltdowns can be short lived, or last as long as several hours. 

They can be as infrequent as once a month or occur as frequently as 4-6 times a day.  Whatever the frequency and duration, an ASD child having a meltdown is difficult for parents\/caregivers\/teachers to deal with. 

Remember that all behaviour is a form of communication, so try to work out the \u2018message\u2019 your child is trying to convey with their meltdown, rather than responding and reacting to the behaviour displayed.  Meltdown in these children is often triggered by a response to their environment.  Their responses can be caused by avoidance, anxiety or sensory overload.  Triggers need to be recognized and identified.<\/p>\n\n\n\n

So how do you deal with a meltdown?  What should you do when meltdown occurs?  An adults\u2019 (parents\/caregivers\/teachers) behaviour can influence a meltdown\u2019s duration, so always check your response first.  Here are some general guidelines<\/strong>:<\/p>\n\n\n\n

1 . Calm down:<\/strong>\u00a0 Take 3 slow, deep breaths.\u00a0 Rather than dreading the meltdown that\u2019s about to take place, assure yourself that you\u2019ve survived meltdowns 1000 times before and will do so this time too.

2 . Quiet down<\/strong>: Keep your speaking voice quiet and your tone neutral and pleasant.\u00a0 Don\u2019t speak unnecessarily: less is best.\u00a0 Don\u2019t allow yourself to be baited into an argument.\u00a0 (Often these children can \u201cpush your buttons\u201d, so don\u2019t be side-tracked from the meltdown issue).

3 . Slow down:<\/strong> Meltdowns often occur at the most inconvenient time (e.g. rushing out the door to school).\u00a0 The extra pressure of time adds to the stress of the situation.\u00a0

Asperger children respond to the mood around them and will pick up on your stress.\u00a0 This stress is then added to their own.\u00a0 Try to forget the clock and focus on the situation.\u00a0 Make sure the significant people in your life know your priorities here.\u00a0

Let your boss know that your child has special needs that sometimes contribute to meltdowns that have the capacity to bring life to a standstill, and you may be late.\u00a0 Let your child\u2019s teacher know that if your child is late due to a meltdown your child shouldn\u2019t be reprimanded for it.

4 . Prioritize safety<\/strong>: Put safety first when your child is having a meltdown.\u00a0 Understand that they can be extremely impulsive and irrational when upset.\u00a0 Don\u2019t presume that when they\u2019re melting down they will use the safety rules they know.\u00a0

Just because your child knows not to go near the street when they are calm doesn\u2019t mean they won\u2019t run straight into 4 lanes of traffic when they are having a meltdown.\u00a0 If your child starts melting down when you\u2019re driving in the car, pull over and stop.\u00a0 If your child tends to flee when melting down, watch them carefully.

5 . Re-establish self-control in the child, then deal with the issue<\/strong>.\u00a0 When your child is calm and has regained self-control, he or she will often be exhausted.\u00a0 Keep that in mind as you work through the meltdown issue.\u00a0 Reinforce with your child the appropriate way to express needs\/requests<\/p>\n\n\n\n\n\n\n\n

Managing Transition Difficulties in ASD<\/strong><\/p>\n\n\n\n

Transition is defined as \u201cpassage from one form, state, style, or place to another.\u201d  A common characteristic of children\/adults with ASD is the difficulty they experience with making transitions.  It can be challenging for parents\/caregivers\/ teachers to comprehend the impact that problems with transition create for those with High-Functioning Autism.<\/p>\n\n\n\n

Transitions occur in a child\u2019s physical environment from the moment they open their eyes each morning:<\/strong> from bed to breakfast table to living room; from pajamas to school clothes; from bare feet to socks and shoes; (keep in mind the sensory transition from comfortable PJ\u2019s to crisp, clean school clothes; bare, cool feet to enclosed, clammy feet).  <\/em>

Be aware that when you call your child away from the television to brush their teeth, the transition involves:<\/em>
\u25a0 Stopping the visual\/auditory processing of watching T.V.
\u25a0 Physically moving from living room to bathroom.
\u25a0 Visually processing the bathroom environment.
\u25a0The taste in their mouth changing from morning breath to fresh, minty breath.<\/p>\n\n\n\n

For your child, the simple act of going to school involves multiple transitions.  From home to car\/bus (processing the passing scenery of the journey) and then to school.  (Have you ever noticed that your child seems reluctant\/slow to get out of the car\/bus at school and doesn\u2019t seem to hear your last-minute instructions? 

That\u2019s because all their energy is focused on processing the transition.  A better time to give last minute instructions would be at the beginning of the car journey.)  Once your child arrives at school, transitions continue to bombard his\/her processing system. 

From the school grounds\/corridors to inside the classroom; from classroom to recess area; recess area to playground; playground to classroom and so on.  At the end of the school day your child must cope with the transition from classroom to car\/bus to home.<\/p>\n\n\n\n

So how do parents\/caregivers\/teachers help minimize the impact transition has on children with  High-Functioning Autism?<\/p>\n\n\n\n

The responsibility is on parents to be able to recognize every transition ASD children are faced with each and every day, and allow them time to process\/catch up with their environment. 

Parents also need to understand that on some days too many transitions for children can lead to overload and meltdown. We must also accept that children won\u2019t grow out of having difficulty with transition \u2013 it will likely be an ever-present challenge in their lives. 

Awareness of transition difficulties will means parents can facilitate this ASD characteristic by allowing extra time for their children to prepare for and process their transitions.  This understanding will also guide parents as to when their child is the most receptive to hearing instructions or important information they have to impart to them.  In this way parents can minimize their transition difficulty and maximize their learning outcomes.<\/p>\n\n\n\n

Helping Individuals with ASD Deal With Change<\/strong><\/p>\n\n\n\n

Children with ASD often struggle to deal with change.  Prepare your child for change.  Some children will respond best if they are given the information in advance, such as telling the day before to help them prepare. 

Others will respond better if the information is given just before the normal activity.  In all cases, it will be important to respond sensitively and to communicate well.  For example, if you normally go to the library on Tuesday and this Tuesday the Library is closed for refurbishment, inform them of the change in plans: \u201cThere\u2019s going to be a change \u2013 the library is closed today.\u201d  <\/em> 

Predict their emotions: I know that change upsets you; you feel irritated\/disappointed.\u201d  <\/em>Acknowledge how important the activity or routine is to them: \u201cWe usually go to the library on Tuesday, and you look forward to it.\u201d <\/em> Offer a positive alternative: \u201cToday, we\u2019ll go for ice-cream instead<\/em> (or some other enjoyable activity).\u201d<\/em>  Be prepared to offer extra support or ideas.<\/p>\n\n\n\n

If possible, walk past the closed library on your way for ice-cream so they can see why it was not possible to go that day.\u00a0 Make sure you\u2019re armed with a strong reinforce (favourite food, toy, activity or friend\/support worker) to act as motivation.\u00a0

Ensure you complete the alternate activity (going for ice-cream), and then recap the whole process in conversation with your child, so that you can finish positively. e.g. \u201cYou handled that change well.\u00a0 I like the way you were able to deal with your disappointment and still enjoyed yourself\u2026.It was a nice change to go for ice-cream with you!\u201d<\/em><\/p>\n\n\n\n

This process will require effort and courage on your part, and your child may even have a meltdown or tantrum in public, but with practice, \u201cchange\u201d will become smoother and even trouble-free.  Remember, the benefits of this method of teaching change will be your child\u2019s lifelong ability to deal with change.<\/p>\n\n\n\n\n\n\n\n

Dealing with Perseverating<\/strong><\/p>\n\n\n\n

Let\u2019s talk about perseverating on a topic \u2013 a characteristic common to High-Functioning Autism.  Children with ASD often have an area of interest that is all-consuming e.g. dinosaurs, sharks, horses, astrology, computers etc. and they are passionate about it.  These high-interest areas can remain constant or change (as is the case with our son). 

Individuals with ASD usually develop an in-depth knowledge of these high-interest topics, often amassing an astonishing amount of facts and data on their favorite topic.  This can make ASD children experts on their chosen topic and their expertise should be commended and respected, whilst directing them to appropriately make use of their knowledge in social situations.<\/p>\n\n\n\n

Children with ASD will need very specific direction as to when and how they may appropriately talk about their high-interest topic in the classroom or in the community.  This should be part of an on-going Social Skills program involving both the child with ASD and peers so as to learn about turn-talking and following topic-shifts in conversation. 

As the ASD child matures, teachers, friends and family can use a predetermined \u2018signal\u2019 word to let them know if they are tending to run on too long about their topic.  Also, give them some specific cues to look for signs of boredom or disinterest in the listener, and encourage them to use these cues to stop talking about their favorite topic (e.g. listener breaks eye contact or turns their shoulders\/body away).  However, keep in mind that while you may have heard it again and again, the new listener may find their knowledge interesting and engaging.  Everyone\u2019s star deserves to shine brightly sometimes!<\/p>\n\n\n\n

Astute educators will use this favorite subject or topic to actively engage ASD children in the classroom, keeping their interest and motivation levels at a premium across all curriculum areas (e.g. in a math lesson, addition may be a problem area, but to a child interested in dinosaurs, addition takes on meaning when contextualized as, \u201c12 Diplodocus are in a field, and another six came along.  How many Diplodocus are there altogether?\u201d<\/em>).<\/p>\n\n\n\n

To encourage children to focus on subjects other than the high-interest area, draw out similarities, or point out differences to their area of interest.  E.g. High-interest topic \u2013 Dinosaurs: \u201cUnlike Dinosaurs, which were reptilian, sharks are cartilaginous fish.\u201d  <\/em>As the child matures, it will be possible to evaluate preferred learning styles or methods by examining the ASD child\u2019s information-categorizing techniques.  This knowledge can then be used to help them become strategic learners.<\/p>\n\n\n\n

Within the classroom, ASD children should be acknowledged as experts on their areas of interest, and their peers can be encouraged to refer to them for assistance in that area.<\/p>\n","protected":false},"excerpt":{"rendered":"

\nHelping Individuals with ASD Deal with Anxiety Children with Autism-Spectrum Disorders (ASD) are known to be more naturally \u2018anxious\u2019 than…\n<\/div>\n
Continue reading “Emotional and Behavioural Strategies for Clients with ASD”<\/span>…<\/a><\/div>\n","protected":false},"author":9119,"featured_media":0,"parent":688,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_coblocks_attr":"","_coblocks_dimensions":"","_coblocks_responsive_height":"","_coblocks_accordion_ie_support":"","footnotes":""},"class_list":["post-1334","page","type-page","status-publish","hentry","entry"],"_links":{"self":[{"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages\/1334","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/users\/9119"}],"replies":[{"embeddable":true,"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1334"}],"version-history":[{"count":13,"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages\/1334\/revisions"}],"predecessor-version":[{"id":3135,"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages\/1334\/revisions\/3135"}],"up":[{"embeddable":true,"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages\/688"}],"wp:attachment":[{"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1334"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}