How many of you have children that despise bathtime? For some reason this activity is almost unbearable for some of our ASD kids. Why is that? There could be several reasons. I have once again taken some ideas and tips from 1001 Great Ideas for Teaching and Raising Children with Autism Spectrum Disorder. I strongly suggest that if you are able, you should purchase this book, it is very useful when you are introduced to a new barrier or problem your child may be experiencing.

More Bath Fun. An old egg beater and some liquid bubbles bath, baby bath or dish soap combine for a fun sensory exercise. Whip up a bowl of bubbles, a towering tub of suds, a wading pool full of froth and a ferocious shark (or mermaid in case we get scared). Sensory integration and fine motor work- a perfect match.

Tips for reluctant shampooers

·      Water coming towards the face area can feel aggressive. Offer earplugs, goggles, swim mask (covering his eyes not only keeps the water out but allows him to keep his eyes open if he’s the type who fears surprises).

·      Have your child lie down in the tub with just a few inches of water and wash from the back, bringing nothing into her field of vision.

·      Let him wear his clothes, swimsuit, pajamas, whatever he chooses. The weight of the wet clothes may help proprioceptively. Or offer a wet towel or blanket.

·      Use small amounts of shampoo to reduce rinse time.

·      If rinsing with a cup, tell your child how many cupfuls you’ll need to get her rinsed, then count along with her. Knowing exactly when the torture is going to end may help her get through it.

·      When rinsing with a cup, hold the cup lightly but directly to the scalp so the water is flowing but not striking the head. A measuring cup with a pour spout can help you better direct the flow of water.

·      Commercial shampoos are heavily scented and even kid fragrances like bubble gum may be offensive. Many unscented, hypoallergenic shampoos are available via the Internet or at a local natural foods store.

·      Don’t insist on washing his hair with every bath or shower. Once or twice a week is sufficient for most children; knowing that the interval is infrequent may decrease resistance.

·      Test the water temperature to ensure that it is not too cool or too hot. Warm the shampoo in your hands before applying; it may feel cold straight from the bottle, or the oozing sensation on her head may be disturbing.

·      If the rubbing/massaging motion of shampooing bothers him, ask if he would rather do it himself.

·      Try a car wash sponge for wetting and rinsing. Let her play with the sponge when you are done washing her hair.

·      If you use a hand-held sprayer or squirt bottle, let him spray you back. Its just water, right? A little silliness goes a long way.

·      Have everything you need ready before you start (make a small checklist). If you are fumbling, it only adds to their anxiety.

·      If your child tends to dump or ingest substances, remove shampoo from flip top or screw open bottles and place in a locking pump bottle. Keep out of sight between washings.

·      Try some of the “alternative” hair shampooing products. Dry-shampoo products that you spray on and brush out might work for those times when regular shampoo just doesn’t happen. Or, try one of the no-rinse shampoo products available: apply shampoo, lather up and towel out.

Here are some useful social stories for bath time. Sometimes the use of visual aids and stories can help stressful situations such as showers and baths become a little easier to handle.

http://www.youtube.com/watch?v=tE8KX9lpoKc

http://www.youtube.com/watch?v=jEy0Ltlm3nU

http://www.youtube.com/watch?v=VndaHWVXxYo

As we have mentioned in earlier blogs, many children, up to 40 to 70%, with ASD experience sleep difficulties.

I have taken some useful tips from a great book called 1000 Great Ideas for Teaching and Raising Children with Autism Spectrum Disorder by Ellen Notbohm and Veronica Zysk for parents to try with their kids if the child is having trouble sleeping at night. It may take a little bit of time for you to notice a difference, so make sure to be patient and give each tip at least 2 weeks.

It’s important to understand the different sleep disturbances and how best to help them.

·      Problems going to sleep generally occur because of lack of a bedtime routine, lack of specific bedtime, or lack of a clearly defined sleep location, including both a bedroom and a bed. Intermittent problems going to sleep can arise from a long daytime nap, fears such as a monster in the dark, too much stimulation just before bedtime, or a medication side effect.

·      Problems staying asleep can be cause by falling asleep in one location and being transferred to a regular bed, a caregiver leaving the room after the child has fallen asleep, needing to eat or drink at night, medical effects, medical illness (ear infection), daytime stressors that cause bad dreams, or unexpected external noises.

·      Problems with sleep phase (the time when the child normally falls asleep and awakens the next morning) result from excessive stimulation, letting a child decide when to go to bed, or changes in the Circadian rhythm. Disruptions during sleep can be caused by sleepwalking, bed-wetting, teeth grinding, head-banging, and night terrors.

Ten strategies to help restore sleep

1.   Start a sleep diary and document exactly when and how often the problems occur.

2.   Look for physical problems that can impair sleep.

3.   Look for behavior problems that can impair sleep.

4.   Set up a regular bedtime routine and stick to it; use visual cues or a visual schedule if needed.

5.   Avoid excessive stimulation before bed.

6.   The child should fall asleep in the location that is meant only for sleep- his bed.

7.   Create a sleep environment—quiet, dark, controlled temperature, and a comfortable bed and linens.

8.   If the child often wanders out of his room, consider gating the doorway or installing a Dutch door with the top open and the bottom locked.

9.   Survey the room for disturbing items: clicking clocks, tree limbs that scratch against the window or side of the house, the on/off hum of the heating or cooling unit outside or next door, the feel of the sheets or the pattern.

10. Maintain the same sleep environment when the child is falling asleep as will exist when the child stays asleep or wakes in the middle of the night. That means parents should resist staying in the room until the child falls asleep.

Children with autism may have atypical proprioceptive and/or vestibular issues contributing to their sleep difficulties. Here are some tactics that take those characteristics into account:

·      Pajamas: Long-john type pajamas provide gentle pressure all over that may be comforting. Loose pajamas, nightgowns that ride up, fabrics that scratch or pill, buttons, ribbons, or embroidery that scratches or produces bumps, and elastic around ankles or neck are all possible irritants.

·      His sleeping space: Is his sleeping space so big he might not feel boundaries? Try a tent, canopy, or hanging curtain around the bed.

·      A sleeping bag or weighted blanket (consult an occupations therapist before using these) might help.

·      Taking a “lovey” to bed is a common childhood practice, but the usual teddy bear or dolly may not be your child’s lovey of choice. However odd, accommodate his preference, as long as it’s safe. We know one child who adores his whiskbroom and took it to bed with him every night.

·      Rubbing your child with lotion before bed can provide great proprioceptive input, but beware of perfumes and scents that may bother him as he tries to go to sleep. Be especially aware of competing scents such as soap, shampoo, lotion, and toothpaste, all from the bedtime routine, may each have different perfumes that combine for a nauseating effect.

It’s difficult enough being told that your child has Autism Spectrum Disorder, but there are several other disorders that can come hand in hand with ASD.

Epilepsy can affect up to 43% of children whom also have ASD. There are several different types of seizures a child can experience, one being a “petit mal” seizure, his occurs when the child is playing and all of a sudden stops and stares off into space, he or she will seem to be absent for a short period of time. If you notice this happening, it is advised that you take your child to see a Doctor. One other type of seizure is that “grand mal”, which is the typical seizure that is visible to all. The last type of seizure is called a subclinical seizure and can only be detected by using EEG testing.

Gastrointestinal disorders are very common amongst children diagnosed with autism spectrum disorder. Children may experience severe constipation or even diarrhea. These feelings of discomforts can bring on more stimulating and soothing behaviors such as rocking back and forth, hand banging, or aggression and self-injury. These are some reasons why the casein and gluten free diets may be a good idea for your child. If these problems become severe a Dr must be advised.
Here's a helpful guide for diets and nutrition from the Autism Society in America.

http://www.autism-society.org/news/diet.pdf

There is a condition called Pica, which you may see often in children with ASD. This is the tendency to put EVERYTHING in their mouths, whether it’s edible or not.  There are many risks and hazards if your child displays these behaviors. Ingesting something that is toxic can lead to more serious illnesses and injuries. Eating paint chips, dirt, or other unsanitary objects is highly dangerous. It can also lead to the child choking or ingesting something that can cause intestinal damage. Pica will normally manifest in those that have poor nutrition or from low poverty environments, it can also be caused by iron deficiency or hookworm infection. Some to explain the causation of pica has also used sensory, physiological, cultural and psychosocial perspectives. How do you treat Pica? First you must figure out the cause of the behavior. There is Pica as a result of social attention. A strategy might be used of ignoring the person’s behavior or giving them the least possible attention. If their Pica is a result of obtaining a favorite item, a strategy may be used where the person is able to receive the item or activity without eating inedible items. The individual’s communication skills should increase so that they can relate what they want to another person without engaging in this behavior. If Pica is a way for a person to escape an activity or situation, the reason why the person wants to escape the activity should be examined and the person should be moved to a new situation. If Pica is motivated by sensory feedback, an alternative method of feeling that sensation should be provided. Other non-medication techniques might include other ways for oral stimulation such as gum. Foods such as popcorn have also been found helpful. These things can be placed in a “Pica Box” which should be easily accessible to the individual when they feel like engaging in Pica.

Other disorders that may accompany Autism are sleep dysfunctions. If your child experiences these sorts of behaviors or disorders it will disrupt everyone around the child as well, causing an increase in tension and problem behaviors. Here is a helpful toolkit from the AutismSpeaks.org website.

http://www.autismspeaks.org/docs/sciencedocs/atn/sleep-tool-kit.pdf

Many children will also experience sensory processing problems. Things that do not bother us may cause sensory overload to an autistic child. They have difficulty processing and integrating sensory information, or stimuli, such as sights, sounds smells, tastes and/or movement. They may experience seemingly ordinary stimuli as painful, unpleasant or confusing. Some of those with autism are hypersensitive to sounds or touch, a condition also known as sensory defensiveness. Others are under-responsive, or hyposensitive. An example of hypersensitivity would be the inability to tolerate wearing clothing, being touched or being in a room with normal lighting. Hyposensitivity can include failure to respond when one’s name is called. Many sensory processing problems can be addressed with occupational therapy and/or sensory integration therapy.

Green Magic

For little boys who are reluctant to use the toilet, try adding blue food coloring to the water in the bowl. When they pee it will turn green right before their eyes. Magic! For variety: red food coloring + pee = orange.

Muffle it

Keep a pair of earmuffs next to the toilet for the reluctant trainees who can’t tolerate the sounds of flushing.

Poop or get off the pot

Success! Your child is still dry during the day, and perhaps even at night. You’re ready to tackle problem #2. Here are some pitfalls to avoid:

1.    Be aware that for some children, the added pressure and weight of a diaper filled with waste can be calming and therefore, they will resist having a BM in the toilet.

2.    If your child has a BM in his pants within twenty minutes of exiting the bathroom, make the toilet training experience more relaxing. Longer time on the toilet will not help.

3.    Be careful with picture cues of waste in a toilet. Some individuals with autism may interpret this as meaning they can have a bowel movement anywhere, as long as they then dispose of the waste in the toilet. Use a picture cue that shows waste being expelled while sitting on the commode.

4.    If constipation is a problem, add more fruits, vegetables, whole grains and legumes to their diet, or try a natural bulk laxative, which is very gentle.

5.    Some children have real fears about BMs; they think their insides are coming out, or that they are losing parts of themselves. If this is the case, go slow. Try explaining the digestive system to the child, using visuals of the human body. A very popular book with lots of moms and kids is Everyone Poops by Taro Gomi.

6.    How much wiping is enough? As a rule of thumb, teach him to wipe three times. This may not be enough at first and the adult present can continue to clean up, if necessary. But as he becomes more adept, three times should be enough.

Stay dry at night

Teaching your child to stay dry at night involves some preplanning and a few minor routine changes as nighttime approaches. Keep in mind the following ideas as you put together a nighttime potty training schedule for your child.

1.    Restrict liquids, including water, after 6pm. If he’s thirsty, give him only a few small sips.

2.    Schedule a toilet time immediately before he climbs into bed. Make it part of his bedtime routine, not an option.

3.    Once he’s asleep, check him periodically to determine when he’s urinating during the night; you’ll probably see a pattern. Then wake him up consistently ten to fifteen minutes before that time and take him to the toilet to urinate. Do this without a lot of fuss.

4.    Incorporate a visual prompt into his nighttime toileting routine. Post it at eye level on the bathroom door and direct his attention to it every time he uses the toilet-day or night. Hand him a matching picture when you wake him during the night. This will build the foundation for eventually using visual cues to prompt independent toileting at night without adult intervention.

5.    Make sure the visual prompt is located where he can see it when he awakens during the night, reminding him to get up and use the toilet.

6.    Be sure to also teach him to respond to a picture that symbolizes “sleep” and post this so he can readily see it when he finishes his nighttime toilet visit. You want to make sure he returns to bed and goes back to sleep.

The Potty training Process

 

Before you start potty training, chart your child’s urination patterns over a ten to fourteen day time period. This will help determine how long your child is staying dry, and also when urination is most likely to occur. You must be able to arrange a fair amount of time with your child to do nothing else but potty training. It is helpful to have two or even three people available to help.

Give your child plenty of fluids. This will encourage urination and will increase the opportunities to reward successful attempts. Place him on the potty at the first waking moment of the day, for about three to five minutes. Make this a fun time. Read stories, blow bubbles or play games. Use your data chart to gauge how frequently to put him back on the potty. If he is staying dry between sittings on the potty, expand the time gradually by a set increment of minutes.

If there is an accident, lessen the time between potty sittings to the previous amount of free time where he remained successful. After a few hours, if successful, you may want to put training pants on your child. Remember that potty training is a big step for a child. They have been peeing in those diapers for a long time. Habits don’t die easily; be patient and consistent.

A long list of related toilet training ideas follow; some alert you to the sensory issues involved with potty training a child with ASD. Others speak to encouragement, praise, and reward.

1.     Try to get your child to sit on the toilet with the lid down while he is still wearing diapers; then move on to sitting with the lid up and undressed.

2.     Teach pre-toilet dressing skills first; many involve motor planning skills that need to be in place to manage the dressing/undressing sequence and fastening pants.

3.     Don’t potty train when there has been a major event; for example, Mom is back at work, you moved to a new house, or the child moved to a bigger bed. Likewise, if your child gets sick during training, all bets are off. Delay the routine and start again once he’s well or changes are back to a minimum.

4.     Choose a method and stick with it. Give any method at least several weeks to see if it works. However, if you don’t see positive gains in two weeks, take a good look at your program for inconsistencies or errors and adjust accordingly.

5.     Use underpants; they get wet and provide feedback to the child. To help protect the furniture, and maintain good hygiene, try plastic pants over the underwear, or plastic padding on the furniture while training takes place.

6.     Consider, how you dress the child during potty training. Potty training is easier in the summer because children have less clothing to deal with. Elastic-waist pants are a better choice than those that may cause him to have accidents while fumbling with zippers. He needs to be successful when he does the right thing.

7.     Be a model. Children learn from example. If it is comfortable for you, provide your child with opportunities to see how the potty is effectively used. Or use siblings to model the correct behaviors for your child.

8.     Use a positive approach and stay upbeat and supportive at all times. When you see appropriate behaviors, comment on them and reinforce them with specific verbal praise.

9.     Use simple, concrete directives and be consistent with your language.

10.  Expect some accidents and when they happen, remain calm. Never punish accidents; they’re part of eventually getting it right. However, teach your child responsibility for his actions by having him help clean up a mess he created. Clean up with minimal social interaction. As strange as it may sound, the verbal attention can be reinforcing for some children.

11. Schedule a relaxing or low stimulation activity just before scheduled toilet times so your child is more relaxed before starting the toilet training routine.

12. Teach using the toilet as an entire routine involving preparation and activities needed for completion, rather than just sitting on the toilet. Break the toilet training program into parts your child can handle. For instance, going to the bathroom and closing the door, undressing, toileting, dressing, washing hands, exiting the bathroom. Using a visual schedule will help promote independence. Cover your strip of visual cues with plastic, so they don’t get wet.

13. Avoid asking if the child needs to use the bathroom when the schedule indicates a toileting time. Until the child is trained, handing him a visual cue means that potty routine starts.

14. Make sure the bathroom is seen as a relaxing place, and not loaded with tension. Check for any stressors that might influence your child (bathroom fan, glaring lights, texture of the toilet seat or carpeting, smells)

15. If your child reacts negatively to sitting on the toilet, it may be in response to the feel of the seat, feeling unstable while on the toilet, being afraid of the noise from flushing or being afraid of falling into or touching the water.

a)    Use a stool so their feet are flat on a surface, at right angles to the floor, which supports their back.

b)   Change out the seat for a vinyl, padded one; consider a slightly smaller sized seat that is commonly available.

16. If your child impulsively jumps off the toilet to late at other things in the bathroom, place a small, plastic table over his lap once he sits down. Then give him a few favored toys or activities to play with on the table.

17. Be careful using perfumed soaps, lotions and wet wipes when completing the toileting routine. Some children are cued by the smell to engage in the related behavior. Smelling the perfume on their hands may prompt them to eliminate once outside the bathroom.

18. Eliminating in the toilet is one of the few tasks that you do NOT want the anxious child to focus on. Give her something else to focus attention on, such as a book or a toy. The more she thinks about eliminating, the more difficult it will be.

19. Think twice about using food as a reinforcer, as it may not be the enticing after a meal.

20. For children who eliminate several times per hour, because of a constant intake or food of liquids, consider incorporating scheduled intake of food and drink during the potty training program.

21. If you decide to use books or toys or a particular music CD to induce relaxation during the toileting routine, make sure items are not available to the child at any other time of the day.

22. If your child is too fascinated by flushing the toilet, make sure your picture cue shows not only when to flush, but how many times.

23. Handwashing: Use precise directions such as “use one squirt of soap” or “wash for one minute” (use a timer) if you find your child become stuck during this part of the sequence or use it for play.

24. Is your child using too much toilet paper?  Teach her to count out a specific number of sheets, or place a mark along the wall, several inches below the roll, then teach her to unroll the paper until the end touches the mark, then tear it off.

25. Once your child has learned to use the toilet properly, don’t remove all the visual cues. Change the appearance to simpler visual prompts, or those that are more natural looking.

26. Avoid trying to toilet train a child at night when frequent or regular wetting in the daytime is still a problem. First things first.

27. Communicate any information to your child’s teacher that may impact his toilet training program: unusual foods ingested, or new medications.

28. All caregivers, including grandmas, should consistently use the same toilet training methods. Teach them what you are doing and enlist their help and cooperation to maintain a consistent program.

Potty training a child with Autism Spectrum Disorder can be another one of those really daunting tasks. For this blog entry I have taken bits and pieces of useful questions with their answers, and some advice on how to go about the training process. Every child is different, and each of those children will probably need to be taught in a slightly or even drastically different way.  This topic will be broken up into several different parts, as potty training is a very intense time for you and your child.

Toilet Training Tips for Children with Autism

What if the child doesn't want to give up diapers?

Answer: 

Some kids are really attached to their diapers and
don't want to switch to underwear under any circumstances.
You can ease them out of diapers gradually.

- Start by wearing underwear under the diaper.  Let them
get used to the idea of having underwear on,
but still offer them the option of wearing the diaper
over the underwear.

- Gradually cut away small parts of the diaper.  Keep
making the holes in the diaper bigger, and bigger.  Keep
in mind that the last parts to cut away are around the
legs or waist.

- Allow them to switch to pull-ups.  Pull-ups
aren't as likely to be so absorbent as the diapers,
some parents even let them feel when wet.  Pull-ups
also let them work on the skill of pulling
up and down pants.

What do you do if your child refuses to flush the toilet?

Answer:

Flushing the toilet may seem like a mysterious process to
some kids - where does the water go, how does it come back,
why is it so noisy?  Most kids respond well to
predictability.  Establishing a pattern to flushing will
reduce some of the fear of the process.

- Use a visual schedule to indicate when it's appropriate
to flush.
- Use a verbal cue - "Ready, set, flush, all done, its time
to wash hands."
- Allow them to wait at a "safe" distance while
you do the flushing.  Gradually encourage her/him to get
closer to the toilet (think baby steps.)

What do you do if your child won't wash his/her hands?

Answer:

Some kids don't want to take the time to wash hands or just
don't like the process.  Try to overcome his/her discomfort
by experimenting with getting hands in water or playing with
soap.

- Try shaving cream.  Some kids love the feel of shaving
cream and have fun playing with it in their hands.  There
are a variety of foam soaps that are similar in texture to
shaving cream, once you have them interested in shaving
cream you can switch to soap.

- Have a soap box/basket and let them choose.  Load the box
up with shaped soaps, samples, and hotel give-away.  Some
kids might love the option of picking out their own soap
and will be encouraged to wash.

- Use an anti-bacterial hand cleaner.  Just squirt on hands,
rub and the kid is good to go.

What if the child loves to play in the water (and we don't
mean the sink)?

Answer:

Sometimes diversion is the best strategy.  Providing some
appropriate ways to keep hands busy can eliminate the need
for lots of cleanup later.

- Offer squishy toys for tactile input.

- Place a lap desk, bed tray or TV tray over the individuals
lap with toys coloring books, and storybooks on it.  Encourage
them to get busy with the toys while sitting on the toilet.

How can I overcome my child's fear of sitting on the toilet?

Answer:

Lots of autistic children develop a fear or discomfort of
sitting on the toilet.  This reaction can be worked through
by helping the child become familiar with the toilet without
requiring them to actually use it.

- Practice sitting them on the toilet fully clothed. 
Let the child play, read, or color while sitting on the toilet
fully clothed.  They will become gradually more comfortable.

- Allow your child to sit on your lap on the toilet.  As
you hold the child, they will be secure knowing you
are there to help them and will gradually relax.

- Practice the procedure using a doll or favorite toy.
If your child is able to observe the procedure with their
favorite item, and realize nothing bad will happen,
over time the unease will go away.

What do you do if your child refuses to urinate in the
toilet?

Answer:

Sometimes children don't fully understand what they are
being asked to do.  Communication problems can make the
discussion of urination challenging.  The best thing to
do may be to use the "show me" method.   

- Adding food coloring to the water helps illustrate
what urinating in the toilets is all about.  Just like
magic, a little urine combined with the previously
colored water will guarantee a color change.  This can
be very intriguing for the child trying to master the
skill.

- Having something to aim for is always fun as well -
try biodegradable packing peanuts, special made animal
shaped toilet floats, or cheerios cereal.

What do I do if my child refuses to use toilet paper?

Answer:

Some kids are extremely sensitive to the texture and feel of
toilet paper.  In addition, many kids have developed a
familiarity with wipes.  Offer them different options instead
of toilet paper.
- Use wipes instead.  Many of the toilet paper manufacturers
are offering flushable wipes.

- Some kids are frustrated with the wiping procedure.  Offer
to perform the wiping for them until he or she has developed
the skills to wipe.

- Use a teaching story to outline the procedure.

What do you do if your child plays with feces?

Answer:

Some kids love to dig in the diaper and play with the
feces.  Although this is disgusting to us, the child
thinks this is a fun, sensory toy.  Provide them with some
sensory options or make it so difficult to get into the
diapers that they don't have the option.

- Put the child in bicycle pants.  These pants are so tight
fitting, and usually come up over the diaper, that they
will have a difficult time getting to the diaper.

- Use a reinforced belt.  Many outdoor recreation stores
offer belts made from a webbing material with a sturdy belt
closure.  Not only will this belt be hard to work under,
but also the closure will be difficult to open.

- For small children, some parents like to use cloth dog
collars.  These collars are made of a sturdy web material
and have closures that are hard for the child to open.

- Offer a belt with a variety of toys to play with attached
to the belt.  Keep rotating the toys, so it's always
something new and intriguing.  Koosh balls, yo-yo's, silly
putty, and cartoon toys, stretchy toys - all are good options
to keep little hands busy.

Here are a few helpful social stories videos:

 

http://www.youtube.com/watch?v=a9bqMaj2rAs

 

http://www.youtube.com/watch?v=HE8hqvFHZv8

 

 

How many of us remember the confusion and awkwardness of puberty and learning about sexuality? Now think about your child with Autism Spectrum Disorder. Everyday life is a challenge for him/her. Imagine the feelings that he or she may be dealing with during puberty. They don’t know that their body is changing or that it is normal for them to feel this way. Many of them do not have the verbal abilities to ask the important questions that need to be asked. Many of them may not understand when you try to explain it to them. So what do you do?

First, you as a parent must fully understand what sexuality means. Sexuality is an integral part of the personality of everyone: man, woman, and child. It is a basic need and an aspect of being human that cannot be separated from other aspects of human life. Sexuality is not synonymous with sexual intercourse [and it] influences thoughts feelings, actions, and interactions and thereby our mental and physical health. Sex can simply mean gender, whether you’re male or female. Sex can also mean the physical act of sexual intercourse. 

Did you know that between the years of 1907 and 1957 approximately 60,000 individuals with special needs were sterilized without their consent in order to “protect” them from sexual abuse as well as keeping those with disabilities from reproducing. Until the mid-1960s such actions remained relatively commonplace with displays of sexuality by learners with developmental disabilities punished as inappropriate or deviant.

Those with ASD do experience sexual interests, and that includes homosexuality. As is everyone, persons with ASD are sexual beings. However, individual interest in sex or in developing an intimate sexual relationship with another person varies widely across individuals at all ability levels. As such, there is a significant need for individualized, effective instruction for persons with ASD across the ability spectrum.

Children with ASD have shown to be more likely to participate in inappropriate sexual behaviors then their normal developing peers. This is because sexuality education is so difficult. These children may not understand that their behaviors are not suitable for people of their age. They are only acting on what they are feeling at that moment. Don’t wait until your ASD child engages in sexual activities to educate them.

How do you know when to start teaching your child? Start as early as possible. Begin when they are in pre-school. Teach them the differences between girls and boys, appropriate and inappropriate touching, public vs private, and basic body parts.

Those with ASD are easily distracted so try to remove all visual and auditory clutter and make the subject of discussion obvious and easy to focus on. Be frank and straightforward, there’s no need to beat around the bush, say what needs to be said in easily understood language.

How do you teach your ASD child about sex?  Try some of these teaching materials.

·      An anatomically correct doll

·      Anatomically correct models of body parts

·      Pictures (you can use Google images, medical and nursing textbooks)

·      Videos

Once they reach junior high/ high school potential areas of information include:

·      Human growth, development and puberty

·      Masturbation

·      Sexual abuse, personal safety, STDs

·      Pregnancy, childbirth, and parenting

·      Sexual Orientation

·      Public vs private behavior

·      Good touch vs bad touch

·      Proper names of body parts

·      Personal boundaries and personal space

·      Dating Skills

·      How to say “NO”

One of the biggest topics to discuss with your child is masturbation. It’s normal. Everyone does it. But where and when is it appropriate? Designate where it is ok to masturbate, ex the child’s bedroom. Avoid teaching the use of the bathroom as the child may include the use of all bathrooms, even public ones. Teach the child that sometimes when they have the urge, it’s just not an appropriate time. But do provide the child with private time. If you catch your child touching him or herself, interrupt the behavior but do not punish them. Rather redirect their hands to another more appropriate activity, and be sure to reinforce good behavior.

Do not be afraid of teaching your ASD child about sex. It is a touchy subject. By teaching them all they need to know you are protecting from later danger, whether its sexual abuse or exposing themselves at school. Don’t become frustrated; if they don’t get it right away, just keep trying.

April 2nd is Autism Awareness Day and the month
of April is Autism Awareness Month.  During this month we are
asking that everyone change their facebook or twitter profile picture to that of
a puzzle piece. The puzzle piece is a globally recognized symbol representing
the puzzling disorder known as Autism Spectrum Disorder (ASD). There is no one
cause, no one treatment, and every child is different. Some children may have
high verbal skills but zero social skills, so socializing with their peers is
very difficult. Another child may not speak or use the potty on their own at all
for most of their life. The spectrum of autism is rather broad, so behaviors and
skills are going to vary drastically from child to child.

Buildings around the world will light up blue on April
2ndin honor of Autism Awareness Day. One of the most beautiful sights
was the Empire State Building in New York City lit up blue on this day last
year.Palaces in the Middle East, airports around the world,
restaurants in every city are lighting up the outside of their buildings to
spread awareness. Why blue? The statistics of children diagnosed is 1 out of 88,
but boys are 5 times more likely to be diagnosed as girls. So the color blue was
chosen to represent little boys with ASD. 

So how do you know if your child has Autism
Spectrum Disorder? Every child develops differently but it’s important to be
vigilant of their behavior, the earlier autism is diagnosed, the better the
outcome. Early intervention can improve social skills, learning, and
communication in children with ASD. Normally a professional will be able to
diagnose autism in a child as young as 8 to 10 months.

These are the early signs of ASD:

•No big smiles or other warm, joyful expressions by six months or thereafter
•No back-and-forth sharing of sounds, smiles or other facial expressions by nine months
•No babbling by 12 months
•No back-and-forth gestures such as pointing, showing, reaching or waving by 12
months
•No words by 16 months
•No meaningful, two-word phrases (not including imitating or repeating) by 24
months
•Any
loss of speech, babbling or social skills at any age


If your child is showing several of these signs, it is very
important to take them to consult a specialist.  An M-CHAT
(Modified Checklist for Autism in Toddlers) is available online, this will also
help you determine whether there is a need for you to seek the help of
professionals.


Being told by a specialist that your child has been
diagnosed with Autism Spectrum Disorder can be daunting, but don’t despair.
There are plenty of ways to help treat the disorder, these treatments will not
cure ASD but will help make life more bearable for you and your child. Support
is also very important. Seek out other parents and caregivers of children with
special needs; they will be the best support you could ever find. And never give
up, always stay positive, your child is a blessing despite the disorder; in fact
he or she will be even more special to you. 


 
 
 
 
 
 
 
 
 
 
 
 
   
 
 
 
 
 
 
 

When we work with children suffering from a developmental disorder, their physical health is just as important as their mental health. Learning about Nutrition and learning healthy eating habits are necessary steps in ensuring the well being of these special children. One program we have involved ourselves in is the nutrition and healthy eating habits program. The nutrition and healthy eating habits program’s initiative is to wipe out the outward signs of nutritional deficiencies. Some of these signs will include tough, dry, pale, scaly skin; rashes; dry, brittle hair; bleeding gums; and eye discoloration. We see these signs often in the children that we work with and they are only part of the problem.  Often, children who have disabilities or developmental delays are hypersensitive in the mouth area. As a result, new food textures, tastes, or temperatures cause a gagging reflex. This hyperactive gag makes swallowing solid foods very difficult; therefore, we are teaching the mothers how to make nutritional and tasty soups for their children to eat. So far, the children have shown much improvement in their intake and healthy digestion of food.Most everything that is used to make nutritional soups and soft foods is easily available in markets, and can be grown by the mothers. It is our aim to show them how they can obtain these essential healthy ingredients and the benefits of using them. We are also working to improve the development of self-feeding skills, improve oral motor function related to eating/lip closure, identifying and communicating nutritional needs, improving food preparation and mealtime skills, and to improve growth rates.Cooking with the mothers has been an incredible experience. While we prepare the ingredients together I love to listen to them talk about their children and difficulties they have overcome. They laugh much and are very comforting and supportive of one another. Once everything is ready, we throw it in the Jiko and everyone anxiously awaits to try the soup that's emitting such delicious scents. Once it's finally finished, we dish out a cup of soup for everyone present. There's much  mmming and licking the last drops that are left at the bottom. This whole process shows the good food is just as nourishing to the soul as it is the body. Less than ten dollars can easily make enough soup for at least 150 people so please keep that in mind when deciding whether or not you should donate. Any amount is incredibly helpful and our mothers and children will be eternally grateful. And don't forget to check out our cookbook! We upload all new recipes that we make so you can try them too!

During my short time with the Ujiachilie group at St Josephs Church, I’ve met so many very special children. I’d like to tell you about a few of them so you can get to know them as well.

Mary Anne is a beautiful 8 year old little girl with Autism. She has no verbal skills but that doesn’t stop her from being the happiest and most affectionate young lady I’ve ever met. Her big brown eyes sparkle when she smiles, and her whole face glows. Within seconds of our meeting she was attached to me like a shadow. She loves to hug, hold hands, and play with my hair. Her mother is also young and beautiful, and has just given birth to a new baby girl several months ago. Mary Anne loves her little sister, but also gets a bit jealous, as would any child.

One of the most important things you can do as a parent or caregiver is to learn the early signs of autism and become familiar with the typical developmental milestones that your child should be reaching.  There are some important behaviors and characteristics that a parent should be watchful of as well. These will mostly be: a lack of expressions, such as no big smiles or other warm, joyful expressions by six months or thereafter; no back-and-forth sharing of sounds, smiles, or other facial expressions by nine months; no babbling by 12 months; no back-and-forth gestures, such as pointing, showing, reaching, or waving by 12 months; no words by 16 months; no meaningful, two-word phrases (not including imitating or repeating) by 24 months; and any loss of speech, babbling, or social skills at any age.

Jeff is an extremely intelligent young man of about 10 years of age. He has cerebral palsy, but despite that he has the wittiest and greatest sense of humor.  It was apparent right away that he had made a giant impact on the people involved with this church group by the way they all came to greet him with such warmth and love.  Jeff loves to read and tell stories. Volunteers and the other children gather around the table to listen to his story time. He is a very special young man and it’s so very easy to become attached to him within minutes of making his acquaintance.

Cerebral palsy is caused by injuries or abnormalities of the brain. Most of these problems occur as the baby grows in the womb, but they can happen at any time during the first 2 years of life, while the baby's brain is still developing.  Symptoms are usually seen before a child is 2 years old, and sometimes begin as early as 3 months. Parents may notice that their child is delayed in reaching, and in developmental stages such as sitting, rolling, crawling, or walking.

Symptoms of spastic cerebral palsy, the most common type, include:

•         Muscles that are very tight and do not stretch. They may tighten up even more over time.

•         Abnormal walk (gait): arms tucked in toward the sides, knees crossed or touching, legs make "scissors" movements, walk on the toes.

•         Joints are tight and do not open up all the way (called joint contracture).

•         Muscle weakness or loss of movement in a group of muscles (paralysis).

•         The symptoms may affect one arm or leg, one side of the body, both legs, or both arms and legs.

It’s been a blessing to work with these special children, not because they have special needs, but because they are beautiful deep within. I hope I can make a difference in their lives, the way they have made such a wonderful difference in mine. I look forward to spending many years watching them achieve beyond their disorders.