Aspergers Archives - Page 2 of 6 - North Shore Pediatric Therapy

What is Pairing? Advice for Pediatric Therapists

in ADHD, Applied Behavior Analysis, Aspergers, Autism, Behavior, Birth-3, Development, Diagnostics, Health and Wellness, High School, How To, Kindergarten-5th Grade, Mental Health, Middle School, Neuropsychology, Occupational Therapy, Parenting, Physical Therapy, Play, Preschool, Sensory Integration, Speech and Language, Teens, Therapy

Pairing is a very important part of starting a therapy program with a child. It helps you, as a therapist, build rapport with the child and establish a relationship. When working with a child, one of the main things you want to do is pair yourself with fun and reinforcing items. You want the child to find you, and the environment, exciting and pleasing. If the child is having fun and likes being with you, then he will be more motivated to come to therapy to work and play.

6 tips to help with pairing:

Play! When you first meet a child show him the different toys, games, and activities that are available. Allow him to play with the different items to familiarize himself. Read more

How to Handle Fireworks and Your Child’s Sensitivity to Noise

in ADHD, Anxiety, Aspergers, Autism, Behavior, Birth-3, Development, Diagnostics, Family, Friends, Health and Wellness, health care, Kindergarten-5th Grade, Middle School, Occupational Therapy, Parenting, Preschool, Summer, Teens, Therapy

By the time the 4^th of July rolls around, summer is in full swing! Kids spend their days at camp; families spend more time relaxing, and everyone enjoys spending time outside in the sun. The 4^th of July is a fun time to gather friends and family and celebrate with food, games and (of course) fireworks!

While these July 4^th traditions bring excitement for many children, there are kids with hypersensitivities who do not look forward to the noisy day. Below are 5 strategies that can help your sensitive child enjoy the day as well.

5 Ways to Help Your Child with Hypersensitivities Enjoy the 4^th of July:

Prepare your child for the day by providing them with explanations of where you are going, what you will do there, and what they will hear. This will help them to understand what to expect from the day without being fearful. You can also prepare them for the noise by having a family music night where everyone bangs on pots and pans around the house!
Watch a video, either online or on television, that has fireworks in it.
Bring cotton balls or ear plugs to the fireworks event to help decrease the intensity of the sound.
Ask friends who lives near a local fireworks show if you can watch from their home. Being indoors will also decrease the intensity of the sound.
If your child still won’t have an enjoyable time during fireworks with the above strategies, consider having a babysitter stay home with your kids. She can plan fun holiday games and crafts to celebrate at home.

Have a safe and wonderful 4th of July!

For more ideas on helping your child, click here to read about activities to address your child’s tactile hypersensitivities.
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DSM-5 Changes in Autism

in Aspergers, Autism, Autism Spectrum Disorder, Behavior, Birth-3, Development, Diagnostics, Health and Wellness, health care, Health Topics and Conditions Database, Kindergarten-5th Grade, Living Skills, Mental Health, Middle School, Neuropsychology, Parenting, Preschool, Teens, Therapy

With publication of the latest edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) in May 2013, changes to diagnostic labels, symptom criteria, and specifiers of Autism have been put into action. Perhaps the most obvious change is the exclusion of Asperger’s Disorder in the latest manual. Not to say the syndrome no longer exists, rather the nosology has been altered. Asperger’s is now subsumed under the broad diagnosis of Autism Spectrum Disorder. Apparently, the “spectrum” is now greater than ever, but thanks to a variety of specifiers, the child’s strengths and weaknesses can be easily communicated.

Other Changes to the DSM-5:

The creation of a single category for communication and social interaction symptoms. The focus is less on the actual language impairment, per se, but more on the qualitative social aspect of impairment.
Diagnosis now requires at least two restricted and repetitive behaviors, with the old manual requiring only one.
Criteria have been clarified to reflect the variations in behaviors, interests, and sensory experiences.

What this means for rates of diagnosis of Autism Spectrum Disorder in the future remains to be seen. Criticism has abounded, with some predicting inflation in diagnosis while others fear the many costs associated with potential under-diagnosis. Nonetheless, it is important to realize that with the changing in terminology, treatment of Autism has remained stable and continues to be evidence-driven.

For more on Autism read When to Screen Children for Autism and Other Pervasive Developmental Disorders and Potty Training and Autism: The Complete Guide. To learn more about the Chicago Autism Clinic, click below or call us at 877-486-4140.

Develop Executive Functioning Skills This Summer

in ADHD, Aspergers, Autism, Behavior, Development, Diagnostics, Education, Executive Functioning, High School, Kindergarten-5th Grade, Living Skills, Mental Health, Middle School, Milestones, Neuropsychology, Occupational Therapy, Parenting, Preschool, Reading, School, Sensory Integration, Summer, Teachers, Teens, Therapy, Writing

Does your pre-teen have difficulty staying on task? Does he become overwhelmed when presented with a long-term project? Does he have a hard time controlling his emotions and behaviors? Is it a constant struggle for him to clean up his room? If so, your child may have difficulty with executive functioning. Executive functioning skills are the fundamental brain-based skills required to execute tasks: getting organized, planning, initiating work, staying on task, controlling impulses, and regulating emotions. These skills provide the foundation that all children need to negotiate the academic, home, and social demands of childhood.

Summertime is a great break from busy schedules overrun by homework, projects, and extracurricular activities, but the decreased structure can cause a child with executive functioning difficulties to lose the skills they have gained during the school year. Research has shown that practice is crucial in the development of executive functioning skills; kids who practice executive skills are not only learning self-management, but also developing the connections in the brain that will support the development of executive skills in later adolescence and adulthood! Read on for ways to keep your child’s executive functioning skills sharp over summer break.

Tips for developing executive functioning skills all summer:

Praise: If you know your child is particularly good at a certain skill (e.g. task initiation), communicate that to your child and encourage him to use it to complete summer tasks. For example say, “I really like how you got started on your chores before lunch.” This will encourage the maintenance of the particular skill your child has mastered.
Calendars: Summer schedules can be vastly different from the rest of the year, so to prevent difficulties with handling the change in schedule, use a calendar. Calendars are a great visual tool to help a child with time management, planning and prioritizing. It allows him to plan ahead and know what is expected and when.
Accountability: Whether your child is participating in sports, dance, or going to camp, have your child be responsible (or partially responsible, depending on age and capability) for his equipment or supplies. This can help him to maintain his organizational and working memory skills.
Summer Cleaning: If your child has difficulty with task initiation and organization in his room, take the time over the summer to organize a different space together (garage, spare closet) so you can problem solve together how to start, what to do, and how to be efficient. This allows your child to practice this daunting task with some guidance from you. He can then carry this skill over to improve his personal space. You may even find old bins or containers your child can use for his room!
Summertime Incentives: Rewards make the effort of learning a skill and the effort of performing a task worthwhile. In the summer, there are a lot of fun activities and more time to do them! Take advantage of this and use these fun activities (extra time on the computer, extra time at the pool, going to a friend’s house) as rewards for the tasks you want your child to complete.

Instead of allowing your child to forget the gains he made in executive functioning skills at school, use the summer to make gains and have fun! For more help with executive functioning, click below to download your free executive functioning checklist.

Summer Training for Fall Gaining

in ADHD, Anxiety, Aspergers, Autism, Behavior, Birth-3, Camp, Development, Diagnostics, Education, Executive Functioning, Health and Wellness, High School, Kindergarten-5th Grade, Living Skills, Mental Health, Middle School, Milestones, Neuropsychology, Occupational Therapy, Parenting, Physical Therapy, Play, Preschool, Reading, School, Sensory Integration, Sleep, Speech and Language, Sports, Summer, Teachers, Teens, Therapy, Tutoring, Writing

As summer begins, summer plans take shape. Hopefully these plans involve lots of fun and sunshine. Summer should be an enjoyable and exciting time for all children and their families, but it is important to remember to also focus on children’s growth and development. Sometimes during the break from school, skills gained in an educational or therapeutic setting can be lost. It is important to remember that summer is a great time to keep working on skill development, therapeutic goals, and preparing each child for the challenges of the upcoming school year.

Research continues to show that consistent and high intensity therapy (two or three times per week) results in faster and better functional outcomes for daily skills. With a more relaxed schedule, summer is a perfect time to increase therapy intensity and have fun building the skills children will need for the new school year.

Specific areas of focus in the summer to prepare for school:

Reading
Handwriting
Potty training
Executive function skills
Bike riding
Transitioning
Lunchtime fears or anxiety
Comfort on playground equipment
Speech intelligibility
Improving social skills

North Shore Pediatric Therapy wants to help your child gain the confidence and independence to conquer all age appropriate tasks! Summer spots are limited. Call us at 877-486-4140 and let us know how we can best support you and your child!

Tips to Integrate Children with Autism into Day Camp

in Anxiety, Aspergers, Autism, Autism Spectrum Disorder, Behavior, Camp, Diagnostics, Health and Wellness, health care, Health Topics and Conditions Database, Kindergarten-5th Grade, Living Skills, Mental Health, Middle School, Neuropsychology, Parenting, Preschool, Summer, Therapy

Camp should be a fun summer experience that all kids can enjoy. Sending your child to summer camp with new people and a new routine can be a scary thought for most kids. The difficulty of this transition is much more pronounced for kids with autism. There are ways to make this transition easier on kids with autism, so they don’t miss out on this fun, childhood experience.

Tips to transition to a camp setting for kids with autism:

Meet the counselors, staff and new teachers before the program begins.
Let the counselors, staff and new teachers know to what your child best responds, for example, first/then sentences, praise, or certain words.
Explain any “triggers” that may cause your child with autism to have a tantrum.
Take a tour of the facilities with your child before you send him for his first day.
Show your child a schedule of what his day will look like at camp so he is not surprised.
Read your child a social story about camp, following directions, and making friends. Read more

3 Uses for a Body Sock in Pediatric Occupational Therapy

in Anxiety, Aspergers, Autism, Behavior, Birth-3, Development, Exercise, Health and Wellness, Kindergarten-5th Grade, Middle School, Occupational Therapy, Parenting, Play, Sensory Integration, Teens, Therapy

A body sock is a therapeutic modality used in many occupational therapy (OT) sessions to address a variety of skills. The thin, Lycra material covers the child’s body, except for the head, in a similar way to a sleeping bag. The Lycra material provides deep proprioceptive input to assist with self-regulation. This tool can help facilitate many skills for children of all ages.

Therapeutic Uses for a Body Sock:

Self-Regulation-The proprioceptive input facilitated by the body sock provides deep pressure to the child’s entire body. This input is very calming and can assist with regulation of the child’s arousal level.
Endurance-Due to the resistant nature of the body sock, the child will naturally work on his strength and endurance while completing activities wearing the sock. Have your child complete different activities such as board games, reading or yoga poses while wearing the body sock. Read more

Bed Time Strategies for Children with Sensory Processing Disorder

in ADHD, Anxiety, Aspergers, Autism, Behavior, Birth-3, Development, Diagnostics, Health Topics and Concerns, Kindergarten-5th Grade, Living Skills, Neuropsychology, Occupational Therapy, Parenting, Preschool, Sensory Integration, Sensory Processing Disorder, Sleep, Therapy

Bed time can be a difficult time for any child. It can be even more of a struggle for a child with Sensory Processing Disorder (SPD).

Throughout the day, all children engage in various activities that excite them, including interacting with peers, playing on the playground and fighting with siblings. It can be a challenge to calm kids down from a daytime of activity. This can be even more of a challenge for a child with SPD.

As adults, we are able to engage in various tasks to relax our bodies after a busy day. Children with SPD need the same input, but they are not cognitively aware of their body’s needs. For example, if an adult has a stressful day, he or she may drink a hot cup of tea, read, or place a hot towel on their face as self-calming techniques. A child that had a rough day may act out or refuse to go to bed because he or she doesn’t understand what his or her body needs.

The following strategies can help your child with SPD calm down and improve the process of getting to sleep:

Have a Strict Nightly Routine– Completing a predictable bedtime routine decreases anxiety, gives your child control and establishes healthy habits. A visual schedule of the routine can assist the little ones with understanding the steps.
Incorporate Rocking- Typically, slow linear (back and forth), vestibular movement creates a calming effect. Rocking in a rocking chair or swing is a great activity to help your child wind down.
Enjoy Bath Time– Warm water is calming.Incorporating a nice, warm bath at night not only provides your child with calming sensory input, it also provides an opportunity for you and your child to bond over bath play time. This special, nightly, one-on-one time will also ease the minds of children who may worry about separating from their parents.
Read a Favorite Book-Reading your child’s book of choice provides your child with some control. It is also another great way to relax mind and body.
Avoid Excitatory Activities–Avoid engaging in alerting activities before bedtime, as this might make it difficult for your child to calm his or her system down and go to bed. Spinning and jumping movements are excitatory and alerting. In regards to proprioceptive input or heavy work, light touch, such as tickling, is excitatory and alerting.
Avoid Screen Time-Create a rule: 1-2 hours before bedtime no electronics or TV. This will promote a smoother transition into quiet time.

If your child with SPD needs help with bed time, or if you need more information on Sensory Processing Disorder, contact one of our pediatric occupational therapists today, or download our free SPD infographic.

Navigating Early Speech & Language Milestones: What to Expect Between Ages 2 and 3

in Aspergers, Autism, Birth-3, Development, Diagnostics, Milestones, Parenting, Preschool, School, Speech and Language, Therapy

Parents often wonder if their child’s skills are developing typically. Between gross motor skills, fine motor skills, speech-language skills, social-emotional functioning, and overall growth, there is a lot of information to track! In fact, it might feel overwhelming. It is important for parents to remember that every child develops at his or her own rate, with some skills emerging faster and other skills taking more time. When considering your child’s development, referring to developmental milestones can be an excellent guide.

In Part 1 of this blog, we reviewed speech and language milestones to expect during the first year of your baby’s life. In Part 2, we reviewed communication milestones you might expect to see between ages 1 and 2. Part 3 of this series will discuss what to expect from your child’s communication between ages 2 and 3. If you feel concerned about your child’s development in this area, seek help from a licensed speech therapist right away. A trained therapist will give you accurate information, ease your worries, and give your child any help they might need. Read more

The Impact of Nutrition on ADHD

in ADHD, Aspergers, Autism, Behavior, Birth-3, Cooking, Development, Diagnostics, Diet, Family, Feeding, Health and Wellness, Kindergarten-5th Grade, Middle School, Neuropsychology, Nutrition, Parenting, Preschool, Teens

For families dealing with ADHD, nutrition concerns or questions may arise. Although there is not clear evidence for diet modifications that can treat the cause of ADHD, there are nutritional guidelines that can affect symptoms and accompanying behaviors.

The Following are Some Nutritional Considerations for Children with ADHD:

Meal Patterning: There is a reason why there are traditionally 3 meals a day. During the day, our body’s physiology requires periods of being fed followed by periods of activity (physical and/or mental). In order to best fuel physical and mental tasks, we need to ensure regular, balanced meals for our kids. This means no skipping breakfast or dinner. Snacks should also be scheduled and finite. Grazing all day can decrease appetite for more nutritious foods at mealtimes and can lead to overeating less nutritious snack foods. Proper meal patterning also helps keep energy stable throughout the day.
Protein, Fiber, and Healthy Fats: These three nutrition components are key to balancing blood sugar. Our brain and red blood cells use glucose as primary fuel, so it is important to keep that fuel running steady without peaks and valleys that affect energy and mood. Protein, fiber, and fat all slow gastric emptying compared to a meal of simple carbs, which means sugar is digested and absorbed into the blood stream at a slower rate. Also, protein food sources are building blocks for neurotransmitters involved in all brain signaling. And finally, healthy fats like omega-3s are used for developing brain and other nervous system tissues.
Reduce Refined Sugar (and anything else that you notice exacerbates problem behaviors): Refined sugar tends to provide quick, drastic bursts of energy when consumed alone and/or in large quantities. Often following the energy burst is a crash, since the sugar is quickly used up from the bloodstream and so is the energy. For kids, a little sugar can go a long way since their systems are smaller. Consider things like cereals, sweet beverages, and of course candy and desserts. Try to avoid keeping sugary foods and drinks in the house.
Side Effects from Medication: Some ADHD medications have a side effect of decreasing appetite. I have worked with kids on these medications who report they “forget to eat” because their appetite is so impacted. This can lead to weight loss, or in some cases, weight gain because the kids end up overeating junk food later in the day. To remedy this, act as a meal and snack advocate for your kid. Make sure you put the food in front of them and encourage them to eat, since they may not seek it out themselves. It may be easier for them to drink something nutritious like a smoothie, or eat a nutrient-dense bar such as a Clif Bar or Larabar when they don’t have much of an appetite.
Compulsive Decisions: Depending on how your child responds to ADHD treatment, he or she may still struggle with compulsive behaviors. When presented with junk food, they might go overboard, or they might seek out unhealthy food. Try to educate your kids as much as possible about the importance of nutrition in settings where they are not faced with snap decisions. That way, they will hopefully remember to make good decisions. Be a role model for them by stocking the house with healthy options and eating the way you hope for them to eat.

For more nutrition guidance related to ADHD, click here to make an appointment with one of our registered dietitians or call 877-486-4140.