Many kids love the break summer brings – a relaxed schedule, sleeping in, a variety of activities like the pool, summer camps, and vacation. But for a child with autism (and their parents) the lack of the regulated school or therapy schedule can cause major struggles over summer break.
Having a predictable schedule helps kids on the autism spectrum make sense of their world. Knowing what to expect from day to day and even hour to hour helps reduce anxiety. So as a parent, how do you facilitate a summer break that provides the structure your child with autism needs, while also incorporating fun summer activities we love? We have compiled 5 tips to help your child with autism adjust to summer break. These tips are not only helpful for children on the autism spectrum, but also for kids with Down syndrome and neurotypical kids.
5 Tips for Summer Break
Create a Summer Schedule
Use a visual calendar to show what your child’s “typical” weekdays, weekends, vacations and holidays will be. Another great tool is to make a “typical day” schedule to show when they should get up, get dressed and eat meals. Also include activities and outings for the day. So if they are going to therapy, day camp or the pool on certain days – put them in the schedule to show them what to expect.
Review the schedule each day, or the night before, so they know what is coming. Doing so will help to reduce the anxiety involved with the unknown. Here is one example from This Reading Mama that’s available for download and offers a variety of schedule activity options, including options for at-home days. A quick Google or Pinterest search will offer a variety of schedule varieties, as well.
Create a Back Up Plan
Work on teaching your child about a back up plan or “Option A” and “Option B”. If your schedule is to go to the pool tomorrow but thunderstorms are in the forecast, talk with them about a back up plan. Reviewing with them what you will do if they can’t do what’s on the schedule will help reduce behaviors associated with a “change in plans”.
Be Disciplined
If you stay home with your child in the summer it’s easy to get too relaxed and let go of any set schedule. But the more you can stick to a routine for meals, bed time and wake up time, and limiting screen time (see the next tip for more on this), the more well-regulated your child will hopefully be.
Create a Summer Vacation Rules Chart
The never-ending requests for the iPad, video games and TV are exhausting. Manage these requests – to a degree – with a Summer Vacation Rules list. The chart spells out a list of things they need to do BEFORE they get to use any technology. Some “rule” options include tasks like getting dressed and brushing teeth. Or include chores like making their bed, cleaning their room, and more advanced chores for older kids. You can also have a rule for playing – inside and outside for specific amounts of time. Additionally, include some academic work that is age appropriate – reading for 30 minutes, math work, or coloring for 20 minutes. Here’s one example from Thirty Handmade Days.
Celebrate the end of the school year and the start of summer. Plan an activity or treat that you can repeat every year. Make their favorite dinner (or go to their favorite restaurant if that is an option for your family), or go out for ice cream. Or plan a fun activity like a trip to the zoo, visiting their favorite playground or making a picnic lunch to have at a special park or beach. Do something that you can repeat each year on the last day of school/first day of summer break. This creates a positive rhythm to the start of summer.
We hope these ideas help you create some structure AND fun for you and your family this summer. For additional ideas as you prepare for summer break, check out The Transition to Summer for Kids with Autism.
Applied Behavioral Analysis therapy (ABA) is considered the “gold standard” for autism treatment. So why are there myths of ABA therapy and online opinions that contradict this?
Though ABA is backed by scientific research, misinformation or misunderstandings still surround the practice. You may be considering ABA therapy for your child but have concerns. You might also simply want to know more about it before choosing it as a treatment option. Here we debunk common ABA myths to ease any lingering worries and to give accurate information so parents like you can make informed decisions.
1. ABA is only for children with profound impairments
ABA therapy treats individuals with autism across the spectrum, not just those who have an intellectual disability, or those without functional language. Likewise, therapy will be different depending on the person.
For example, a verbal person may work on conversing with peers while a non-verbal person may focus on basic communication through a Picture Exchange Communication System (PECS) book or an Augmentative and Alternative Communication (AAC) device. ABA providers assess the child and discuss working toward goals that are mostsocially significant to the child, like communication, socialization, play and daily living skills.
2. ABA doesn’t work for older kids
Though many parents begin ABA early when their children with autism are young, ABA helps individuals of all ages. We know learning doesn’t stop in young childhood. Many older kids and teens on the spectrum struggle with socialization and communication. Therefore, ABA has much to offer kids in its wide variety of approaches. Whatever the age of the individual, progress and success are achievable and are worthy of celebration.
3. ABA can create robotic responses
This is a common ABA myth. ABA is the most efficacious intervention for children on the autism spectrum when implemented properly. When careful consideration is given to ensure the skills that are taught are useful and meaningful, “robotic” responses are avoided. Children engaged in highly repetitive teaching programs with little opportunities to carry over skills to the real world, are at a higher risk of exhibiting this behavior.
Parents should look for ABA programming that targets skills and behaviors that are relevant to the child’s life. They should also provide opportunities for their child to practice the skills in a natural setting. When done properly, children receiving ABA therapy acquire skills that are functional for their everyday activities.
4. ABA uses punishment
The misunderstanding regarding punishment in ABA therapy is caused by the terminology used in everyday language versus how it is used in the field of ABA.
In ABA terms, a “punishment” is defined as anything that decreases the chances of a behavior occurring again because of an event that directly followed the behavior. In contrast, in everyday use, many people equate the term “punishment” with something angry or mean, which is never the case in our ABA therapy in our clinics.
For example, if a child throws their toy against a glass window, a caregiver may decrease the likelihood that this would happen again in the future by taking the toy away after they throw it. Taking the toy away is considered a “punishment” if it decreased the behavior in the future. ABA therapy recognizes the world is made up of natural punishment and reinforcement.
5. ABA is all the same
ABA is tailored to the child’s needs and goals. What may work for one individual might hinder another. Board Certified Behavior Analysts (BCBAs) utilize a vast array of approaches including positive reinforcement, prompting and shaping to help a child learn and thrive. Research demonstrates that ABA helps more than just one type of child. If ABA used the same approach for all, it would not hold the effectiveness it has garnered over the past 50 years.
6. ABA therapy is only used to address problematic behaviors
It is true that ABA therapy is effective for eliminating problematic or dangerous behaviors. However, it is also just great teaching. As such, it is extremely helpful to build up skills such as communication, socialization and play. ABA works to improve these various areas to collectively better the individual’s life experience.
7. ABA is a cure for autism
Autism spectrum disorder is not a curable condition. Of the many existing approaches there are to help children navigate life with autism, ABA therapy is the only scientifically backed method of treatment. ABA is not meant to take away the autistic experience, but to make the hard parts manageable with the main goal of improving quality of life for the individual.
We hope this helped clarify some common ABA therapy myths or misconceptions you may have had. Head over to What is ABA Therapy: Your Questions Answered for more information on what ABA therapy looks like here at Healing Haven. And our ABA Therapy Programs page has details on all the various ABA therapy services we provide.
We originally created this post during the pandemic shutdown of 2020 when stress was particularly high world-and-nationwide. But, as humans, we often go through times of uncertainty and stress, so the principles and tips highlighted in this blog post can help us at any time. We hope that you can utilize some of the information provided to manage your own stress!
Learning how to manage your stress is an important skill to master for many reasons, ranging from showing up for yourself and others to maintaining good health. Let’s first start with understanding how stress impacts our bodies and what it can look like so you can identify it. Then we’ll look at our perspective in stressful situations and how we can direct it. And finally, we’ll provide a variety of tools and techniques to help you manage your stress.
Stress and Our Bodies
Our bodies were designed to engage in the stress response for life-threatening situations – fight, flight or freeze response. Think lions in the brush. So, even when the stressor is not life-threatening, our bodies react inside like it is. Hormones in our bodies lead us to the fight, flight or freeze response. When our stress response kicks in, our behaviors and thinking patterns become less flexible. Also, chronic stress breaks down the body, leading to a weakened immune system and an increased likelihood of disease.
What Stress Might Look Like
Mental
Trouble thinking clearly
Memory problems
Can’t concentrate
Short attention span
Poor judgement
Anxious or racing throughs
Constant worrying
Physical
Tightness in muscles
Aches and pains
Headaches, trembling, sweating
Nausea, dizziness
Chest pain, rapid heartbeat
Loss of appetite
Lack of sleep, nightmares
Emotional
Moodiness
Easily upset or hurt
Irritability or short temper
Agitation, unable to relax or keep still
Feeling overwhelmed
Sense of loneliness and isolation
Depression or general unhappiness
Behavioral
Eating more or less
Sleeping too much or too little
Isolating yourself from others
Procrastinating or neglecting responsibilities
Using alcohol, cigarettes or drugs to relax
Nervous habits like nail biting, pacing, etc.
5 Myths About Stress
The following are some common misconceptions regarding stress:
Myth: In an ideal world, there would be no stress. Truth: A little stress is natural and healthy and can help motivate us.
Myth: What is stressful to me is stressful to you. Truth: Perspective, culture & personal history play a role.
Myth: Only unpleasant situations are stressful. Truth: New job, new home & a new love can all be positive AND stressful.
Myth: No symptoms, no stress. Truth: Symptoms are a warning sign but might not be present or you might not be tuned into symptoms.
Myth: Stress is inevitable, so you can’t do anything about it. Truth: Techniques can be learned to prevent some stress & be less impacted by stress that you can’t control.
Perspective Is Key
Our perspective of the situation we are in is KEY. Worrying about things we cannot control is not only fruitless, but can be self-destructive. There are certain behavioral patterns associated with interpreting events less stressfully:
Viewing potentially stressful events as interesting and meaningful.
Considering change as normal and an opportunity for growth.
Believing oneself as capable of having influence on some events.
You Have a Choice in How You Respond to Stressful Situations
In most situations, stress begins with a thought. We may not be able to control the event, but we can control our response to the event. Our choice is to respond with curiosity, interest, and an open mind (solution-orientated) or to respond with a closed mind, negativity, dismissiveness & hopelessness.
More effective ways to respond to a stressful situation include:
Gratitude: “I appreciate….”, “I am thankful for…”
Acceptance: “It’s ok….”, “I can go with the flow…”
Discovery: “I wonder…”, “What can I learn from this?”
Observation: “I am noticing….”
Identifying and Understanding Your Values
80th Birthday Party Exercise
A great way to identify and understand what your values are is to think about what you would want people to say about you at your 80th birthday party. Write down the qualities and characteristics you want people to know you for. Assess what is most important in your life. When your choices are guided by the values and goals that are most important to you, your life can be full and active, yet not stressful.
The Choice Point
Your choices either take you toward who you want to be, or away from who you want to be. The Choice Point is being in a difficult moment and experiencing difficult sensations and making a choice to either move towards your values, or away from your values. Taking action at a point in time that leads you towards your values, leads you to a more fulfilling life. Take a look at this video – The Choice Point: A Map for a Meaningful Life.
Psychological Flexibility
As mentioned earlier, as our stress response kicks in, our behaviors and thinking patterns becomes less flexible. So here are some thoughts we can use to train ourselves to have psychological flexibility:
“Being here now means being in the present moment (as opposed to thinking of the past or the future).”
“Accepting the way I feel means not avoiding unpleasant thoughts or feelings. Instead, I can sit with them and experience them with compassion, curiosity and acceptance until they pass.”
“Noticing my thoughts means seeing thoughts as just thoughts. They come, they go. They are just what the brain does. I don’t have to buy into my thoughts. They do not define me.”
“Doing what I care about means taking action to live life in accordance with my values.”
Are Your Thoughts Helpful?
Check-in with your actions or ‘away moves’ that take you away from your path – sometimes they are “good”, but not for long periods of times. If you are buying into the story your mind is telling you, first take a moment to check out its WORKABILITY. Workability is when we see if our story helps us follow the path toward our meaningful life or if it moves us away.
Thank your mind for your thoughts. This means you don’t have to buy into your thoughts. You can see them for what they are: thoughts. It also means you are not trying to replace your thoughts with more desirable thoughts, nor are you trying to stop or reduce your thoughts.
Avoidance
Avoiding our negative feelings and thoughts will not lead us to our values, but to more suffering.
Avoidance of thoughts actually increases those thoughts in both frequency and strength, and therefore their burden upon us.
Mindfulness
Instead of avoiding our thoughts and feelings, embracing the present moment and sitting with those thoughts and feelings, in a non-judgmental way, with curiosity and acceptance, helps us move toward our values. Mindfulness is the intentional, accepting and non-judgmental focus of one’s attention on the emotions, thoughts and sensations occurring in the present moment.
A few mindfulness resources to check out:
5 Myths of Mindfulness – Dr. Russ Harris (3:25 min)
It’s important to find some relaxation methods that you can incorporate into your life for better management of your stress, which leads to better health!
Taking care of yourself
Some of these seem like a no-brainer, but it’s a good reminder that during stressful times, these basic elements can help tremendously in managing your stress:
Exercise – even minimal exercise leaves you feeling better!
Good Food – fuel your body with healthy foods: whole grains, fresh fruits and veggies.
Sleep – find ways to get that 8 hours of sleep. Get creative if needed.
Be realistic with your expectations for yourself and others.
Have patience and grace with yourself and others.
Use perspective-taking to help understand other people – how you express your emotions might not be the same as others.
Take a moment away for yourself when you need it.
Guided Imagery & Meditation
Guided Imagery & Meditation are essentially methods of focus. Focus on the breath, on a light, on a mantra. Benefits include decreased stress, increased focus, better sleep, improved heart health and immunity. Many exercises can be found online. Find one that resonates with you and find a quiet place to focus on yourself.
Yoga
Yoga has many variations. Find the one that fits your needs and a quiet place to practice. Yoga increases strength, flexibility and mindfulness and improves balance, focus and posture. It has been demonstrated to decrease stress, anxiety, improve health factors such as heart and immune health, improve sleep and focus. Many apps and YouTube resources are available for you to browse through.
How to Manage Your Stress Recap
Check in with your stress levels during unprecedented times. Look to see how your perspective is influencing your thoughts. Look at your choices to respond. Remember your values and what actions lead you toward them and which ones lead you away from them. Be psychologically flexible: “I am here now, accepting the way I feel, and noticing my thoughts, while doing what I care about.” Avoidance of negative thoughts just gives them more power – acceptance is more adaptive. Utilize stress management techniques like intentional focus on taking care of yourself, mindfulness, yoga, guided imagery and more! We hope these recommendations and resources are helpful as you seek to manage your stress during challenging days.
Seek out professional support. We and many others have counseling services that may be able to help. And our counselors understand the complexities of being a parent to a child with autism. Contact us today for more details.
This content is from a webinar Dr. Jennifer Thomas, PhD, BCBA-D, LBA, Vice President of Clinical Operations at Healing Haven, and Danielle Harrison, MA, LPC, Counselor at Healing Haven presented to parents.
When people think about ABA Therapy, they typically envision an environment rich in opportunities to promote communication, social skills and play skills. But what many people may not consider is that ABA Therapy can also help develop an individual’s vocational interests and jumpstart hobbies, which is especially important for individuals with autism. This post shares the story of one client who turned an interest into a new skill.
The client, who will not be named for privacy purposes, found himself paired up with Healing Haven Registered Behavior Technician, Alex Levy, in fall of 2022. During their daily therapy sessions, the duo uncovered that they had a shared interest in music. With this, they both gravitated toward playing the piano in our music room.
Many clients, employees, and parents alike have heard the floating, peaceful melodies of the piano filling the air in our clinic throughout the past year. Alex can often be heard practicing outside of his ABA Therapy hours. If heard during therapy hours, however, it is likely Alex playing piano with his client or his client playing solo.
The power of music
Alex said his interest in learning to play the piano began when he saw a coworker playing it. “It just sounded very serene and peaceful,” said Alex. He has been taking advantage of the in-clinic piano, practicing on it for nearly a year.
When Alex began working with his client, neither of them knew much about playing the piano. But once Alex started experimenting with tunes and sounds, his client began to gravitate toward it, too.
The client’s Board Certified Behavior Analyst (BCBA), Amanda, said that Alex and his client’s bond is an amazing and beautiful one to see. “Alex has been able to connect with him and engage with him on a whole new level,” she said. “I am still in shock whenever I do a supervision session and hear [the client] play a new song or show me a new skill he has learned on the piano. They both make me want to learn to play too!”
Recognizing your child’s interests
The mother of Alex’s client reports that her son has had a noticeable interest in music since he was a toddler. “We have pictures of him trying to play different instruments,” she said. “We also have pictures of him from a few years ago also trying to play the piano at Costco.”
She said that, considering her son’s past interest in music and the piano, she wasn’t surprised to hear he was toying around with the piano at Healing Haven. What was surprising was the level to which her son was learning and developing musically.
The magnitude of his talent became apparent one day when she took her son to get a haircut. She explained that the establishment she takes him to has a bounce house and a piano in the back to be enjoyed by the clients afterwards as a reward.
“He just sat down at the piano and started to play something and I was so surprised and excited to hear him,” exclaimed the client’s mom. “I recorded him and showed my husband and family. I mentioned it to Alex later and he said, ‘yeah, he’s actually really good and is picking it up.’ We were so happy to hear that!”
A flourishing talent
A tune Alex began learning early on in his piano journey is Viva La Vida by Coldplay. The catchy, repetitive, and uplifting chords captured his client’s attention immediately. This became a song heard regularly around the clinic. After a short amount of time, it was indistinguishable if it was Alex or his young client playing.
Aside from Viva La Vida, Alex said his client likes to practice Beethoven tunes as well as various other classic melodies. “Usually when we play the piano together, my client likes to mimic whatever I play. However, he does add a lot of different variations to the things that I play or have shown him,” Alex said.
The client’s mom is unsure if her son can read music notes or if he relies on sounds and visuals he receives from Alex’s playing. Alex believes it is the latter, which isn’t an unusual special ability for individuals on the autism spectrum.
Alex can relate to this skill, as he is also on the spectrum. “Being on the spectrum definitely has helped me increase pattern recognition when it comes to learning to play instruments, but I do like to think I have a little bit of talent,” Alex joked.
The benefits of music
There are many benefits of playing music for those on the autism spectrum. The client’s mom thinks her son’s newfound hobby and passion has made a positive impact on his behavior. “I think he goes to play when he needs to relax and sort of unwind from the day,” she said. “I would also say it has given him some extra confidence. He loves when we clap and cheer him on while he plays. He gets a big smile on his face and seems to stand taller when he gets up.”
Amanda can attest to this. She said she has noticed that her client loves having others listen to and watch him play the piano and that he has even allowed peers to play alongside him. “Usually, he only wants his therapists and familiar people around him, but this has allowed him to let other people into his world,” Amanda said.
Alex has noticed a difference in his client’s behavior in the clinic as he’s gotten more involved in playing the piano as well. “It’s kind of given him more of a sense of entertainment and joy,” Alex said.
Last November, another Healing Haven parent gifted a piano to the client’s family after hearing him play in the clinic and learning that the family was seeking an in-home piano for him. The family is hoping to start piano lessons at home soon. Alex’s plans for playing the piano include getting an in-home piano and making more time to practice.
Helping your child with autism find their passion
“The interest in music has always been there for him [her son], but ABA and his therapist provided the opportunity for him to learn and explore playing the piano,” said the client’s mom. “We wouldn’t have known that he has the passion and talent for piano if not for his exposure and opportunity during his therapy sessions.”
Toilet training is a fundamental skill to teach all kids. But it can be a tricky skill for children with autism to master. Some parents may find toilet training a smooth process, while others find it a huge battle. Many parents try to start the process and feel discouraged, then decide to take a break. Wherever you are in your child’s journey to using the toilet independently, know that success is definitely possible.
Is Your Child Ready for Toilet Training?
The first step in helping your child with autism use the toilet? Determine if they’re ready. Our Director of Clinical Standards, Dr. Jennifer Thomas, Ph.D., BCBA-D, LBA, suggests a list of pre-requisites to consider before starting the toilet training process.
Can your child…
sit on the toilet or potty chair for a few minutes?
pull pants up or down?
hold urine for at least 30 minutes?
imitate skills such as sitting and wiping?
find the bathroom or potty chair in the house?
Your child doesn’t need to be proficient in each of these steps all at once to start toilet training. However, keep in mind that the process will be easier and more successful if your child can complete most steps first. If your child struggles with fine motor strength and control, consider occupational therapy (OT). OT can help with skills such as pulling pants up and down, wiping, etc. Additionally, there should be minimal behaviors occurring with bathroom use. If behaviors arise often, be sure to address them prior to starting the toilet training process.
Reinforcement and Encouragement
It’s important to utilize reinforcement and encouragement when working on toilet training your child with autism. You can reinforce their success in using the toilet in a variety of ways, including:
Food, such as candy or a small treat
A sticker chart
A highly preferred activity such as tablet time, a game or favorite toy
Along with reinforcers, use lots of verbal encouragement. Make sure it’s specific and descriptive: “I love how you asked to go to the potty.” Or “You did an amazing job sitting on the toilet for x amount of time!” etc.
Barriers to Toilet Training
Toilet training kids with autism can definitely have its setbacks. You might encounter challenging behaviors from your child, such as fear of using the toilet, refusing to use it, misusing toilet paper or other materials, or tantrums when encouraged to use the toilet.
Some children with autism might be hesitant to use the toilet due to sensory issues. If this is the case for your child, identify the sensory issue. It could be that the toilet seat is uncomfortable, they may feel cold, or feel afraid of the loud flushing sound. Perhaps utilize a toilet seat and let your child hold a stuffed animal or toy while sitting to help them feel safe and comforted.
Another barrier to toilet training is constipation. Kids with autism can be prone to constipation due to selective eating. If you notice your child struggling to void with bowel movements, consult your pediatrician.
General Tips for Toilet Training Kids with Autism
Take toilet training one step at a time! While many parents are eager for their child to gain independence in the bathroom, try not to rush through the process.
Have your child use pull ups or underwear as they transition from diapers.
Use visuals in the bathroom such as a step-by-step laminated sheet with photos to help your child remember the toilet use process.
When starting toilet training, plan a time to be at home with your child (Ideally, a week).
Take data. You could create a chart, take notes in a notebook, or find a data sheet that works for you through an online search. For each toilet session, list the date, time, accident, success, location, and any independent requests.
Make the experience fun and rewarding! Ensure your child is comfortable on the toilet by having them pick out a preferred toilet seat. Keep toys and books in the bathroom and even play music. The more enjoyable the experience is for your child, the more likely they will pick up skills and move towards independence.
If your child receives ABA therapy, check in with your child’s BCBA. They can give suggestions specific to your child as well as general support throughout toilet training.
Toilet training, though necessary, is a huge task to undertake as a parent. While it can be discouraging at times, remember to celebrate the successes. And with encouragement and consistent reinforcement, your child will learn in his or her own time.
We can all probably agree—winter is often hard to get through. Cold, icy days nix the option for frequent outdoor play. If your child needs some cabin fever relief, we’ve compiled some DIY winter activities for kids with autism. These projects are ridiculously easy to assemble and extremely cost-effective—it really doesn’t take much for kids to have fun! Many of these activities require similar materials that you can buy in bulk and have on hand. Additionally, these winter activities for kids with autism promote sensory input, social interaction, and fine and gross motor skills.
Indoor Winter Activities
Create fake snow
This is a sensory activity that incorporates textures. It’s great for kids who seek tactile sensory experiences. All you need is some shaving cream and baking soda for some fun with fake snow. Squirt some shaken shaving cream into a bowl or plastic bin. Add baking soda until the mixture reaches a moldable consistency. Kids will love squishing their hands in the “snow,” building mini snow people, and creating little winter wonderland worlds.
Our expert team of Occupational Therapists (OT’s) share the importance of sensory activities like this one. “The combination of soft, squishy textures with the coarseness of the baking soda provides a variety of input to the tactile system that is both alerting and regulating,” said one of our OT’s. They also suggest having your child create the snow with you, which increases processing and executive functioning skills. “For example, have your child measure and/or pour out the ingredients with you and stir them together to combine. This is a great naturalistic opportunity to incorporate fine motor skills, tool use, and bilateral integration as your child stirs while stabilizing the bowl.”
Materials Required:
Plastic bowl or bin
Shaving cream
Baking soda
Frozen treasure hunt
This winter activity only requires a little bit of prep! If your child loves “heavy work,” or activities that involve applying and/or receiving pressure, be sure to have them try this. According to our OT Team, “heavy work is organizing for the proprioceptive system, helps your child integrate new information about their body’s position in space to develop body awareness, and incorporates pressure regulation skills.”
To create, fill a plastic tub with water and place items in it such as toys, plastic snowflakes, pinecones, or other winter-themed objects. Place the bin in the freezer overnight until it’s frozen solid. The next day, remove the ice block from the bin by running warm water over the bottom. Place the block in a larger container and have kids “dig” around for the items. Digging tools can be silverware, toy hammers, or any other child-safe item. Picking at ice keeps kids engaged and motivated to find the treasures! For safer tool options, we suggest having your child use basters or eyedroppers to dispense warm water across the ice to melt it.
Our OT’s like activities like this, as they provide excellent natural opportunities to develop fine motor skills, pincher grasp and finger strengthening as well as visual motor skills. Using motivating characters, figures or toys will be more likely to hold your child’s attention.
There’s no better way to utilize fresh snow than making it into a tasty treat. Collect 8 to 12 cups of clean snow. Add vanilla extract and condensed milk and stir into snow. Add more snow if needed to reach an ice cream-like consistency. Scoop into bowls or cones and add toppings!
Materials Required:
8-12 cups clean snow
Vanilla extract (or other flavorings, like chocolate syrup)
Condensed milk
Toppings such as candy, sprinkles, crushed cookies, etc.
Build an Indoor Fort
Gather some comfy pillows and blankets to help your child build a relaxing space of their own. You can even create a special bin/area full of your child’s favorite comforting items for this specific purpose. Incorporate reading, pajamas, a movie or even a nap into this- everything is better in a fort!
Sensory Winter Activities
Squish bags
Sensory squish bags are a hit for children who love squishy things. And fortunately, they’re super easy and cheap to make—a perfect winter activity idea for kids with autism. Fill a sealable plastic bag with hair gel and add snowflake glitter, beads, confetti, water beads, buttons, beans, or anything else that would entertain your child. You can also seal the edges of the bag with patterned packing tape to ensure the bag won’t open. Check out this snowman sensory bag to stick with the winter theme.
Materials needed:
Sealable plastic bag, any size desired
Glitter, beads, confetti, water beads, buttons, beans
Sensory bins are great for fine motor skill practice. Fill a bin with cotton balls, foam snowflakes and snow people. Give your child fine motor tools such as plastic tweezers and ball scoopers and let them practice picking up items. Or they can just use their hands!
Materials needed:
Plastic bin
Cotton balls
Foam snowflakes, snow people, other winter themed shapes
Plastic tweezers, ball scoopers, anything that promotes fine motor skills (such as this tool kit)
Sensory bottle
Many kids with autism are entertained by just watching sensory-pleasing items with color, texture, and shine. Sensory bottles are yet another winter activity for kids with autism with very simple assemblage required. Find a clear water bottle with a screw-on cap. Next, put wintery glitter and snowflake confetti in the bottle. Use a drop or two of blue food coloring if desired, fill with water, screw the cap on, and shake it up. (Sealing the cap with glue is a good idea for children who might be tempted to open it.)
Materials needed:
Clear water bottle
Glitter, snowflake confetti, etc.
Food coloring
Glue
Outdoor Winter Activities
Snow maze
After a big snow, there’s often lots of sledding or the building of snow people. But have you ever tried making a snow maze? Create a twisty path in the snow with your feet (or use a shovel) and pack the snow down. You can make one big maze or multiple small ones to keep kids entertained and active for a while.
Tic Tac Toe in snow
Use rocks, leaves, sticks, paint, or pinecones to create a Tic Tac Toe board in the snow. Maybe organize a family tournament!
Paint snow
In the midst of a white wonderland, color is pleasing to the eye. Have kids create their own colorful outdoor artwork by creating a frame with sticks and painting within it. Be sure to use non-toxic, water-based paint to avoid clothing stains. Using jars to hold the paint works well, as you can sturdily plant them in the snow.
Materials needed:
Non-toxic, water-based paint
Jars
Sticks or rocks
Paintbrushes
Kindness rocks
Based off The Kindness Rocks movement, this activity is a fantastic way for kids to create messages of kindness. And with all the negativity in the world, we need all the kindness we can get. On winter days with less or no snow, have kids collect smooth rocks. Clean the rocks. On the back of the rock, write or paint #TheKindnessRocks project. Then decorate and help kids write kind messages on the front. Seal with an outdoor sealant spray to prevent fading.
Encouraging your child to give or share a toy with a playmate can be an effective play technique, if appropriate. If this is not something easily attainable for your child, even inviting a peer over and having them sit next to your child in the same room while engaging in a separate activity can benefit your child’s social skill development.
Games
Any type of game, whether it be a simple game of Simon Says or a board game that promotes imitation, turn-taking and cooperation can be a great way to get social with your child. Remember, it doesn’t matter so much if the game is played correctly- it’s all about participation and fun!
Be Mindful of Screen Time
While it may be challenging to reduce your child’s electronics use, it is important to monitor and be aware of how much time they are spending “plugged in”, especially during the winter when it is easy for them (and you!) to lose track of time while being indoors. Instead, encourage other activities like reading a book or putting together a puzzle. For more ideas on managing screen time, check out this post.
We hope these winter activities for kids with autism provide some fun during these long cold days, while also providing sensory and fine motor input. We’d love to hear about your experiences as well. Please comment below!
‘Tis the season, which means winter break is upon us! For many, this equates to extra down time to relax and play. But for children on the autism spectrum, this “down time” is out of their routine. A change in routine can cause anxiety or trigger behaviors. That’s why, for parents and caretakers of children with autism, it is helpful to have some autism-friendly activities in mind. Doing so helps to ensure an active and enjoyable holiday break for everyone.
An amazing BCBA on our team, Megan Tucci, MA, BCBA, LBA, compiled a list of autism-friendly activities and events in Metro Detroit to share with her clients. And we thought it would be awesome to share it with all of you, as well!
Sensory-Friendly Events and Activities Around Metro Detroit:
AMC Sensory Friendly Film Showing : These sensory film-showings feature lowered sound and dim lighting. Patrons are able to bring their own dietary-friendly snacks and kids are free to “dance, walk, shout or sing” or move about the aisles. There are no previews or advertisements before the movies. The movies are geared toward children ages 5 & up and showings begin at 10 am on Saturdays. Wednesday evening movie showings, which may be geared toward an older audience, begin at 7 pm. The participating locations in southeast Michigan are Sterling Heights, Clinton Township, and Livonia. If you do this, we suggest calling the location to get information about available showtimes.
The Henry Ford : Many areas of The Henry Ford in Dearborn offer sensory-friendly kits that include noise-cancelling headphones, quiet spaces, and sensory-friendly maps. Staff members have also received special training from the Autism Alliance of Michigan.
Michigan Science Center : This fun and uniquely cool educational space offers “sensory backpacks”. They contain headphones, sunglasses, laminated maps, and fidget toys. The backpacks also have various sensory-friendly interactives.
Detroit Zoo: At all times, the Detroit Zoo offers sensory bags equipped with noise-cancelling headphones, fidget toys, verbal cue cards and weighted lap pads to guests who are prone to feeling overwhelmed by new environments. Additionally, staff receive training through the Michigan Autism Safety Training to recognize and handle sensory needs. For children who love lights, check out Wild Lights at the Detroit Zoo this holiday season. They have dates available through early January!
Other Autism-Friendly Events and Activities
Urban Air : This large trampoline park offers the chance for kids of all ages to jump, fly, climb, and participate in a variety of attractions and activities!
Legoland Discovery Center: This center, located inside Great Lakes Crossing Mall, contains several attractions inspired by – you guessed it – Legos! Experience a 4D Theater, have fun on rides, and of course, build some legos!
Outdoor Adventure Center: This unique interactive “outdoor” museum is indoors yet has all of the exciting features the great outdoors brings. The Center includes some awesome exhibits to enjoy. Sensory-friendly options have ended for the year, but keep your eyes peeled for the center’s 2024 schedule of specialized sensory-friendly days!
iFly Detroit: This fun, indoor skydiving experience is well suited for older, braver kids who are ready for an adventure! iFly Detroit is located in Novi and offers an “All Abilities” program specifically designed for those with physical or cognitive special needs.
MetroParks Holiday Lights/Events: It’s too late for this year but take note for next December. Each MetroPark hosts a different seasonal event. Events include Lights on the Trails, crafts, Holiday Lights at the Farm, Snacks with Santa, and much more!
NOTE: We are not making specific recommendations for readers to participate in these autism-friendly activities. That is up to the discretion of parents in choosing activities they and their children participate in.
There are many means of communication used in our world. The most common ones used today are spoken words, gestures, eye gaze, facial expressions, print, sign language, and even GIFs. When it comes to individuals with speech and language delays, it is possible to augment and provide alternative options for them to efficiently communicate with others. Children with autism, Down syndrome, and other speech and language struggles benefit from access to additional communication tools. In this post we will explain what AAC is and why it’s important for children with autism.
AAC stands for Augmented Alternative Communication. What does augmentative mean, you might be wondering? Augmentative simply means to make something greater by adding to it, and alternative, as we know, is to have multiple options or possibilities available in a situation. So, when thought about it in literal terms, AAC is something every person uses to communicate.
Types of AAC
There are two different types of AAC. The first type is what most people use in addition to or instead of verbal communication, which includes some of the examples we listed above. However, many children (and adults) with an autism diagnosis utilize aided AAC, which can be “high tech” or “low tech”. Low tech AAC can be anything that involves using pictures or icons to communicate. High tech describes communication apps on an iPad or tablet, such as TouchChat or LAMP Words for Life. Any type of computer with a voice, or even large buttons that talk, would also be considered high-tech AAC.
Myths Surrounding AAC
When it comes to AAC, many people, including parents and professionals, are misled by the myths that have historically surrounded it. The most common myth is that AAC will hinder speech development. While this may seem easily believable, we have seen many examples in our clinic and elsewhere of children who build more speech due to having another opportunity as a bridge to spoken language.
Another popular myth regarding AAC is that it’s not necessary so long as the child or person can communicate their basic wants and needs. At Healing Haven, we support not just the very basics of communication, but each individual’s growth and independence. This means making friends, expressing ideas, showing interest in hobbies and activities, showing love, and much more. Everyone deserves the opportunity to do these things.
Effective Use of AAC
While AAC, whether high tech or low tech, is a bountiful means of communication, there are reasons it may not be effective, which can be discouraging to families.
AAC is most successful when parents, caregivers, and school staff have been educated to personalize the device and present models appropriately. Presenting models “appropriately” may look different for different children based on their language level, processing time and interests. When these factors are not taken into account, ineffectiveness and inefficiency can result.
It is important that families who are adjusting to a new form of AAC have the resources and support they need to effectively integrate the form of communication into their child’s life. At Healing Haven, this is a large part of the parent training we offer to each individual and their family.
Teaching AAC with Spoken Word Communication
One must remember that AAC is just another avenue to communication for those with language and speech processing challenges. The autistic community themselves say they need more than one avenue to communicate. Many times, speech and language professionals teach an individual AAC and spoken word communication simultaneously. Through the therapy we provide at our clinic, the two will always go hand in hand. It is important to us that every child has more than one option in their modes of communication.
It is important to understand your child’s style of language processing to personalize the vocabulary and provide appropriate models. Please reference the “User Tips for AAC” section below to learn more and see the link to our blog detailing Analytical Language Processing and Gestalt Language Processing. The Speech and Language Pathologists at our clinic are highly skilled in helping parents and children personalize AAC based on the child’s style of language processing.
Setting Your Child Up for Success with their AAC Device
There are many steps you can take to ensure your child with autism has a pleasant and successful AAC experience. While some of these may be easily overlooked, they are vital in encouraging and teaching your child to communicate. Some of these steps are:
Ensure the AAC device is always readily available. This includes having necessary AAC accessories such as cases with handles and straps.
Learn how to edit and add new content to your child’s AAC device.
Allow your child to explore the device as much as they please. Even if it seems like the child is just playing or “stimming” with the device, this interaction is still helping to familiarize the child with the AAC and its functions.
Model consistently and often on the AAC device.
Ensure everyone involved with helping your child communicate (family members, school staff, caregivers, etc.) knows how to effectively and comfortably model language on the device. This includes knowing and educating yourself on your child’s style of language processing.
Do as much as you can to encourage your child’s use of the device. This could look like modeling on the device to talk about your child’s favorite cartoon character, food, or activity, or creating communication opportunities that are appealing to your child and their interest.
Always ask your child’s SLP for help when needed. These individuals are AAC experts and should be able to help with whatever you may need to be as fluent as possible with AAC communication! At our clinic, the SLPs and BCBAS collaborate and work seamlessly to support the child’s communication. You have a team of resources.
Lastly, ensure the form of AAC is consistent across all professionals and/or providers (the child’s entire team should be using the same type and same brand of high or low tech AAC).
User Tips for AAC
When it comes to children with speech-language deficits, communication is most effective when it is used naturally. With that, we encourage you to follow your child’s lead with their communication attempts and always react with praise at any attempt they make to communicate. It is best to simply model alternative ways to communicate, as opposed to requiring a response from your child before giving them what they want.
Many children with autism are Gestalt Language Processors (GLPs). For GLPs, there are four stages of language development. What stage your child is at determines the setup of their AAC device. If your child is at a stage 3 or higher, or once they get to that point, they are working on the freeing of single words and the combining of 2-3 words. This is where it’s important to know the difference between core vocabulary and fringe words.
Many AAC devices have a core board, which is a page on the device, typically the main page when opening the app, that includes both “core” words and phrases and “fringe” words. The exact configuration of these words depends on the device and app being used. You can then use these words and phrases to help your child build their vocabulary and customize it to fit their wants and needs. Alternatively, if your child uses lower-tech AAC, such as Picture Exchange Communication System (PECS), you and your child’s speech team can customize the words based off of the child’s interests and needs.
AAC Resources
If your child has an assigned Speech Language Pathologist, they will be your best AAC resource. Additionally, the internet is abundant with resources that can help you navigate and utilize your child’s AAC device. Here are some of the top websites we recommend to parents of AAC users:
And of course, learn more about AAC by connecting with our speech team at Healing Haven, operated by Gigi’s Kids Speech and Language Therapy, which the information in this post comes from.
We hope this post has helped enrich your knowledge of AAC and answered some questions you may have had surrounding it. If your child has benefited from the use of AAC, please feel free to share in the comments. Let’s continue to make communication all-inclusive!
ABA therapy provides many benefits to children with autism in ways both big and small. Typically, this comes down to emphasizing skills that a child needs in two different settings.
Children with autism, Down syndrome, and other special needs often benefit from occupational therapy (OT), to support many areas of their development. Occupational therapy is typically characterized as exclusively addressing fine motor strength and coordination. However, there are many other areas of a child’s development that occupational therapy can positively impact. Skills OT’s work on include balance, core strength, body awareness, sensory regulation, executive functioning, attention, and greater independence with participation in school and self-care.
The benefits of occupational therapy for children with special needs are numerous. Occupational Therapists are skilled in using a variety of strategies to address motor development, self-regulation and sensory needs. Additionally, they work on social participation, adaptive skills, and daily life skills. This means activities like brushing teeth, toileting, opening containers, writing, and getting dressed. OTs also incorporate sensory integration techniques to help children who struggle with sensitivity to touch and clothing textures, light and sound sensitivity, as well as balance and body positioning in space.
Occupational therapy for children with special needs is built upon a foundational belief that children learn best through engaging in their natural “occupation” of play. Their goal is that the “work” should be FUN! They use a variety of play-based materials such as yoga balls, animal walks, scooter boards, swings, obstacle courses, and resistive tunnels to address gross motor skills. They also incorporate board games, crafts, and other manipulatives to teach fine motor coordination through play. It’s obvious our OTs enjoy building a variety of skills through fun and engaging child-centered activities. A constant cycle of assessment and treatment through engagement in such activities allows children to keep advancing their skills in a developmentally natural progression.
Occupational Therapy at Healing Haven
As our ABA Therapy services grew, we added additional therapies to support our clients’ development. Doing so also provides one service location for parents. We first added Speech Therapy and then in 2018, we added Occupational Therapy services. This provides collaboration opportunities among the professionals supporting a child. In fact, all our OTs receive ABA training and know how to work collaboratively with our BCBAs and RBTs.
From the Beginning
Our first OT on staff has a long history working with our Founder Jamie McGillivary. Long before she ever ever considered studying to become an Occupational Therapist, Julie worked with Jamie at Beaumont’s HOPE Center. She was the Motor Room Expert in the Parent Training Program. She later went on to manage the summer programs in the early days of Healing Haven.
From Behavior Therapist to Occupational Therapist
Julie first met Jamie through a family she worked with more than 20 years ago doing in-home therapy and respite care. This family motivated her to work with individuals with autism and their families full-time. As a result of that experience, Julie studied to become a BCaBA – Board Certified Assistant Behavior Analyst. After several years working in ABA Therapy, she decided to pursue education to become an Occupational Therapist.
Julie
As Healing Haven grew and Julie studied to become an OT, she knew from her previous experience of working with Jamie, that she wanted to return to work here. She rejoined Healing Haven in January 2018 after receiving her Master’s in Occupational Therapy from Eastern Michigan. Her years of experience in ABA combined with her education and training as an Occupational Therapist are a powerful combination.
Julie describes her current role as her “dream job”. The primary reason she was drawn back to Healing Haven is that “the kids are so much fun!” She likes the saying ‘when you meet one person with autism, you’ve met one person with autism’. The reason is she has witnessed it lived out. Each child is unique, and Julie loves the challenge of discovering what motivates them. Julie also appreciates how the staff acknowledge each other for hard work. “I could not ask for better people to surround me each day.”
Expanding Our OT Services
As our ABA Therapy clinic grew into two clinics, and then to three clinics, serving kids from 2-16 years old, we recognized the need to also grow our Occupational Therapy services. Over the past five years we have added several more highly qualified and passionate Occupational Therapists and Occupational Therapy Assistants to our team. Their breadth of experience are a tremendous asset to our clients. Many of them have years of experience working with children with special needs.
Maddie
Maddie Gildner, MSOT, OTR/L joined our OT team in early 2023. She graduated with her Master’s of Science in Occupational Therapy from Western Michigan University in December of 2022.
Maddie has always enjoyed working with the pediatric population, and she’s passionate about providing fun, effective, and client-centered care. Maddie “looks forward to partnering with and supporting children and their families to help them be as independent as possible in their daily lives.”
Jacey
Jacey Lacanilao, COTA/L, is a licensed occupational therapy assistant who joined our team in November of 2021. She graduated from Macomb Community College with an Associates of Applied Science in Occupational Therapy degree in March of 2021. Healing Haven is her first place of employment in her COTA career.
Jacey has always had a passion for working with children with special needs. She emphasizes that no two kids are the same, and that each comes with their own fun personality. “Being a part of the journey that helps our kids grow into independent individuals is one of the best feelings,” Jacey says.
In her free time, Jacey loves to play volleyball, spend time with family, hang out with friends, eat, and travel.
Anna
Anna Weir, COTA/L joined the Healing Haven team in February of 2022. She graduated from Northwood University with a Bachelor of Business Management and an MBA in Project Management. However, after accruing experience working with children and raising her own family, she discovered her passion for the field of occupational therapy. She obtained her Occupational Therapy Assistant degree from Macomb Community College.
Fueled by the joy and determination of the children she works with, Anna thrives in the pediatric realm due to its variety and because it “allows me to use my creativity to motivate, teach, and promote daily life skills.”
In her free time, Anna enjoys horse riding, hiking, kayaking, swimming, playing tennis with her daughters, acrylic painting, piano, pilates, yoga and walking her family’s dog, Chloe.
Kaitlyn
Kaitlyn Wynne, COTA/L, is a licensed occupational therapy assistant who joined our team in February of 2022. She graduated from Macomb Community College’s Occupational Therapy Assistant program in 2021, having earned her bachelor’s degree in psychology from Wayne State University prior.
Kaitlyn is passionate about what she does, saying she loves “to create a challenging and nurturing environment for kids to inspire confidence and build the skills needed to meet their goals.”
When Kaitlyn is not at work, she enjoys spending time with her family, cooking, watching movies, and being outdoors.
Gabrielle
Gabrielle Brod, COTA/L, is a certified occupational therapy assistant. After graduating from Macomb Community College in 2021, Gabrielle joined our team in July of 2022.
Gabrielle’s experience consists of working with a variety of clients aged 2 to 80 years old in settings such as pediatric summer camps, outpatient mental health facilities, and acute care facilities.
In her free time, Gabrielle likes to hang out with her family and “go on different adventures with them.”
Alexys
Alexys Anderson, MSOT, OTR/L joined our team in April of 2024, shortly after graduating from Grand Valley State University. With experience gathered from the school-based setting and inpatient rehabilitation, her role at Healing Haven is one of the first in her Occupational Therapist career.
The creativity involved in pediatric OT to make sessions fun and engaging is what fuels Alexys’ passion for the type of work she does. “I am constantly learning new things and the kids make each day a little brighter,” she said.
Outside of work, Alexys enjoys being physically active, hanging out with friends and family and spending time at her family’s cabin.
Getting Started With OT
Healing Haven offers occupational therapy for kids with special needs within our clinics and via telehealth. In clinic provides one service location for parents seeking behavioral, speech and occupational therapy for their child. Additionally, OT services are open to individuals not participating in our behavior-based therapy programs. If your child needs occupational therapy, reach out to us! Fill out our Contact Us form, or give us a call at 248-965-3916.
