5 Possible Autism Red Flags for Preschoolers

Autism spectrum disorder is a diagnosis that affects each child differently. Symptoms can range from mild to severe, and common ones include:blog-autism-red-flags-main-landscape

· Problems with social interactions

· Difficulties with communication

· Repetitive/stereotypical behavior

Our Family Child Advocates developed a list of five possible autism red flags for preschoolers. While this is not an all-inclusive list, and symptoms vary between children, these can be early indicators.

1. Not Just Shy

Don’t mistake shyness for autism — or vice versa. The Centers for Disease Control and Prevention published a chart for parents that highlights the difference. For example, a child with a shy temperament might be “quiet and withdrawn in new settings.” However, a child on the autism spectrum suffers from a “lack of spontaneous seeking to share enjoyment, interests or achievements with others.”

During preschool years (ages 3 to 5), children are exploring their environment and interacting with their peers, family members and teachers. These interactions help children develop an understanding of the world and form important relationships with others.

Around this age, children should start showing an interest in what their peers are doing and begin to interact with them both during organized (e.g., planned activities) and unstructured activities (e.g., free play). If they only want to play alone (even if there are peers around them), this could be a red flag. In addition, if a child demonstrates limited eye contact with adults and peers — this could also be a sign of autism — especially if the child doesn’t make any eye contact when their name is called or during times of play/activities with others.

2. Something Doesn’t Sound “Right”

It’s true that speech and language milestones are reached at different times for each child. However, at the preschool age, most children should be able to:

· Speak four or more words in a sentence.

· Follow three-step directions like “find your chair,” “raise your hand” or “shut the door.”

· Answer “WH” questions: Who, what, where and why.

· Recognize some letters and numbers.

Children on the autism spectrum disorder may not be able to speak about or do these things. Also, when autism spectrum children do speak, people may struggle to understand what they are saying.

A child on the autism spectrum might repeat the same words (e.g., “clap, clap, clap!”) or phrases, (e.g., “How are you? How are you?”) over and over again. The repeated words or phrases might be said right away or at a later time. While most children go through a repetitive speech stage, this type of speaking pattern typically ends around age three.

3. Demonstrating Major Fury with Minor Changes

It’s common for children to struggle with changes to their everyday routine. However, children with autism can become extremely upset when changes occur, especially unexpectedly. This may be seen during transition times between activities, clean up time or when they are asked to do something. Some behaviors that may occur include: exhibiting withdrawal, repetitive behaviors, tantrums or aggression.

4. Stimming and/or Obsessive Interests

Stimming is self-stimulatory behavior which appears as repetitive body movements and/or repetitive movement of objects. Stimming can involve one or all senses, and some examples are: hand flapping, body rocking, spinning in circles or spinning objects.

It’s natural for children to be curious of the world around them. But obsessive interests are routines or hobbies that the child develops that may seem unusual or unnecessary. Some example of common obsessive interests might include only wanting to talk about and play with computers, trains, historical dates/events, science or a particular TV show.

5. Showcasing Signs of Sensory Sensitivity

Children with autism may have a dysfunctional sensory system. This means that one or more of their senses are either over or under reactive to sensory stimulation. This sensitivity could be the cause of stimming behaviors. Some preschoolers might react unusually to the way things sound, smell, taste, look or feel. For example, during sensory play (e.g., playing with sand, Play-Doh or shaving cream) a child who does not like to get their hands dirty and prefers to continually wipe/wash their hands — or avoid sensory projects all together — could be demonstrating signs of sensory sensitivity.


NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help. Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates.


 

How Multidisciplinary Treatment Helps Children with Autism

There are many benefits to providing children with Autism a collaboration of different therapies in addition to Applied Behavior Analysis services. blog-autism-main-landscape

  • Occupational therapy (OT) provides children with skills to help regulate themselves. These skills may help decrease inappropriate stims and help provide children with more socially acceptable skills for regulation.
    • OT can provide children with strategies to help with motor skills.
    • OT can have a different perspective on activities of daily living and as such can provide different and alternative interventions to increase independence on self-care activities.
    • OT improves children independent living skills, such as self-care.
  • Speech therapy can help children with functional communication skills. Speech and Language Pathologists (SLPs) can provide additional support to the children to develop communication skills.
    • SLPs may also provide education and the introduction of alternatives to vocal communication in the form of augmentative devices or picture exchange communication system (PECS).
  • Applied Behavior Analysis (ABA) develops personal one-on-one interventions for children to develop functional skills.
    • ABA focuses on helping children with social, academic, and behavioral concerns.
    • ABA will also focus on providing children with skills for functional communication.
  • Physical therapy (PT) can help provide children with additional motor function and can help with children who have low muscle town or balance issues.
    • PT can also help with coordination for children.
  • Collaboration of all therapies can help ensure that the most effective treatment is provided to the child in all settings.

Fusion of all therapies will provide children exposure to different strategies and interventions in different settings to help with day-to-day life.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee! If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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7 Tips for Helping Children with Autism Handle Breaks from School

Breaks during the school year can end up being stressful for parents.  The key to success would be to prepare as much as possible beforehand. blog-autism-school-breaks-main-landscape

Try these 7 tips to help your child with Autism handle breaks from school:

  • Give your child a heads up that there is going to be a break in the routine. Mark down the days on a calendar, and consistently review it with them starting a couple weeks before leading up to the break.
  • Work with outside therapy providers to create visual schedules or prompts that can make the break run more smoothly—this is especially true for kids who follow schedules at school regularly.
  • Keep your routine as consistent as possible during the break—keep bedtime, chores and meal times as close as you can to what kids would typically do.
  • Provide as much structure as possible during the break, the less down time you have, the better! This can be a good time to plan outings to places you can’t typically go, such at the zoo, aquarium, museums, and parks.
  • Check in with teachers about possible activities and academics that could be practiced over break. Frequently, teachers will assign extra work during this time.
  • Use the break to keep your child caught up in school—review their homework and give them a head start for what’s coming up at school after the break!
  • Breaks are also a great time to add more hours of therapy!

For additional information, check out our other Autism and school blogs.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

Meet-With-An-Applied-Behavior-Analyst

This blog was co-written with Jennifer Bartell.

Jennifer BartellJennifer Bartell is a Board Certified Behavior Analyst (BCBA) and educator with over a decade of experience working with learners diagnosed with Autism Spectrum Disorder. She earned her Bachelor of Arts degree from the University of Wisconsin at Madison, double majoring in psychology and music performance, and earning a place on the Dean’s List. Following a move to New York City, Jennifer received her Master of Special Education degree from the City University of New York—Hunter College, wherein she specialized in Behavior Disorders and became dual certified to teach both the general and special education populations. While in New York, Jennifer was a part of the opening of the innovative NYC Autism Charter School—the first of its kind on the east coast—and had the opportunity to work in classrooms with reduced and one-to-one ratios and a curriculum created using the principles of Applied Behavior Analysis. Here she worked extensively with learners between the ages of 3 and 18, and presenting with an array of challenges, skill deficits, and abilities. Jennifer has vast experience in creating programming for community-based instruction, adaptive daily living skills, and self-care, yet also employs her education background to provide high quality academic and cognitive services as well. A well-respected member of the home- and school-based organizations for whom she has provided services, Jennifer is frequently called upon to provide professional development and training for her colleagues and those she is supervising. Jennifer has presented at a number of professional Applied Behavior Analysis and education conferences for fellow educators, behavior analysts, and parents around the New York area.

A Day in Milwaukee with a Child with Autism

Whether you are running around the city completing errands or want to plan a family outing in the city of Milwaukee, you may be thinking how can I help my child be successful in the Blog-Autism Milwaukee-Main-Landscapecommunity? It can be stressful to take a child with autism out of the home. Nevertheless, there are strategies to help you and your child have a smooth trip.

Each child with autism has their own unique needs, therefore here are some basic guidelines to keep in mind:

Preparing for the outing

  • Pick a place.

In the city of Milwaukee there are several events going on throughout the year and many are affordable or offer discounted prices for families of children with special needs. Maybe it’s a sensory friendly movie, the trampoline park or just your neighborhood park.

  • Inform the child what to expect.

Many children with autism are more successful with transitions when they can predict what’s to come. Now that you’ve decided on a place to go, here are some tips to guide you through the process. Try logging onto the website and printing off pictures. For example, if you are going to the trampoline park, show them the equipment and tell them that other people, including children, will be there. If you are going to the store tell them they need to stay next to the cart, keep their hands to themselves, and be aware of others.

Out in the city

  • Safety first!

Places throughout the city of Milwaukee can get busy. We recognize that safety is critical, especially when out in the city. Community safety requires skills such as awareness of surroundings, crossing the street, staying within proximity of the group and asking permission. Practice these skills ahead of time, and remind them of the rules as necessary.

  • Praise/reward appropriate behavior

Recognize your child’s good behavior! This could be done in several ways. Bring attention to the child’s behavior by commenting on what they’re doing. For example “great job staying next to me in the parking lot.” Try setting up an if/then situation, such as rewarding the child with a favorite item for demonstrating good behavior. Some examples are If you hold my hand while we walk to the park then you can have 15 minutes of TV time before bed.” “If you wait by the cart when we walk through the grocery store, then you can pick out one piece of candy.” This strategy will keep the child motivated to follow directions. Other examples of goals could be accepting no to a desired item or waiting in line for play equipment at the park. The more specific you are when giving your child goals, the more they will understand and be successful. Most importantly, when your child accomplishes these goals be sure to reward them with a highly preferred item!

  • Dealing with challenging behavior

A child with autism may have an alternative way of communicating. Some examples of challenging behaviors include crying instead of telling you why they are sad, screaming instead of explaining what is making them angry, or running away instead of telling you when they don’t like a situation. This can be difficult to handle while in the community. It’s helpful to develop proactive strategies (see above) for these behaviors. We know that all behavior happens for a reason, so being able to identify why a child is displaying a specific behavior will help you determine how to move forward in responding to that behavior.

Take your trip & have fun!

After going through these steps with your child, it’s now time to take your trip! You’ve picked a place, prepared the child for what they will see and do, and you are prepared to handle challenging behavior and/or praise your child for good behavior. Now it’s time to confidently make your trip out into Milwaukee one to remember!

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (847) 486-4140 and speak to one of our Family Child Advocates!

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Tips for a Successful Day at the Beach in Milwaukee with Children Who Have Autism

The Milwaukee lakefront area has two great beach spots along the west side of Lake Michigan. Warm weather brings people to McKinley Beach and Bradford Beach where you can find lots of sand, water, and sunny views of the pier. Blog-Milwaukee-Beach-Main-Landscape

To keep your Milwaukee beach day with your child as sunny and warm as the weather and views, be sure to follow these tips:

Leave Time to Pack and Plan

  • Going to the beach with kids is not just picking out a swimsuit and grabbing a towel. Be sure to have time to pack whatever you and your child will need for a full day in the sand including sensory items such as head phones or chewies, various toys, or ways of communication, for example if your child uses Picture Exchange Communication System.

Go Early

  • If your child is an early riser, it may be the best time to go. You will beat the crowds and have time for an afternoon nap when you get home.

Bring Shade and Sunscreen

  • Proper protection when being in the sun all day is vital for your child’s safety. Packing sunscreen and an umbrella can keep your child safe from the sun. You could even bring a small tent so there can be enough shade for everyone!

Pack Enough Food and Drinks

  • Kids need to eat often and being in the sun can cause dehydration. Make sure to have a cooler with appropriate food and drinks for your child to keep them hydrated and full of energy. Throughout all of the fun in the sun, don’t forget to eat and stay hydrated yourself!

Remember Bathroom Options

  • Whether your child is potty trained or not, you will need to have options for a bathroom! Some beaches have public restrooms, or you can bring extra diapers and wipes to keep your child clean and happy.

Bring a Beach Blanket

  • Packing a beach blanket big enough for everyone to sit on is a great way to limit sand exposure! Use coolers and bags to hold the edges down and you’ll have a spot to be sand-free.

Pack Toys (Other than Electronics)

  • Kids love electronics these days, however bringing them to the beach can be a bad idea. Keep those electronics in plastic zip-lock bags (or at home) and bring your child sand toys such as a small shovel or bucket.

Bringing your child who has autism to the beach is possible and may open up a whole new world to them. Sticking to these tips can keep your beach day with your kiddos successful and worry-free!

Check out our blog Autism Friendly Activities in Milwaukee for more fun.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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A Letter I Would Have Written for My Parents When I Was Still Nonverbal

This guest post is from Kerry Magro, a 28-year-old adult with autism who has become a national speaker and best-selling author. Magro is also on the Panel of People on the Spectrum of Autism for the Autism Society.

Dear Mom and Dad,

I know it’s breaking your heart to see me as I am now. Most of the kids we know are starting to talk while I’m just making sounds. I’m lashing out because I’m struggling. I can’t communicate myNonverbal Feature needs, and things are just not going the way I wish they would. I scream and fight with you every time you try and bathe me because I can’t stand the feeling of water. I cringe anytime I hear thunder, and I don’t like to be touched because of my sensory issues. Even now, as we make all the adorable videos of me dressed up as one of the best looking toddlers of all time, I know things aren’t easy, and we don’t know what my future has in store.

I want to tell you, though, to keep fighting for me and believing in me because without you both — my best advocates — I’m not going to be the person I am today. There’s hope, and you both play a huge part in that. Things are going to get better, and without you that wouldn’t be possible.

At 2 and a half, I’m going to say my first words, and at 4 you’re going to find out from a doctor that I have something called autism. In 1992, it will be something you would have only heard from some of the leading experts in the field and from the 1988 movie “Rain Man.” The road now is going to be difficult, but we’re going to get through it together.

Supports are going to be difficult to come by. The numbers of autism are 1 in 1000 right now and so many people still don’t understand. Life is going to be difficult. Challenges are coming. But here’s why you should fight through the challenges…

By fighting for me every day and helping me go through occupational, physical and speech therapy for the next 16 years, while giving me support at home and in school, I’m going to grow into an adult who is a national motivational speaker and gives talks about autism across the country.

Because if you fight for me right now and never give up, not only will I be that speaker but I’ll have the opportunity to write an Amazon Best Seller, consult for a major motion picture that makes 30 million dollars, and be someone who gives you love every single day. I will grow into an adult who embraces affection.

Love,
Kerry

I hope for any parent who reads this letter — coming from a now 28-year-old adult on the autism spectrum — that you never give up on your loved ones. The autism spectrum is wide and everyone’s journey is going to be slightly different. Become an advocate because by doing what you’re doing now, you not only give hope to your loved ones but you give hope to the autism community. We’re learning more and more about autism every day and more and more answers are coming to help our community progress.

Most important, I hope you take this letter as a sign that all parents of children on the autism spectrum can make a difference. Some days are going to be more difficult than others, but just know that you’re never alone in this community. And if you ever need someone to talk to, I’m just one message away if you click on my Facebook page.

A version of this blog originally appeared on Kerrymagro.com.

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Preparing a Teacher to Work With Your Child With Autism

Beginning a new school year with any child can be harrowing for parents! You may wonder, “Will my child get the support that he needs?” or “How will I communicate with her teacher?” andBlog-Autism-and-Teachers-Main-Landscape “What can I do as a parent to reinforce what is happening in the classroom?” These questions and worries can be even greater when the child in question has a diagnosis of autism spectrum disorder. The first step in starting any school year is to think proactively and approach your child’s classroom teacher prior to beginning the year!

Below are some tips for having a fun and successful year for you and your child with autism:

  • Communication – Communication is key! It is vital to communicate with your child’s teacher before starting school. Letting the teacher know all about your child and his or her strengths will help the teacher provide the best care in the school setting.  Additionally, set up means to communicate in an ongoing manner with your child’s teacher—this could be email, notes in your child’s backpack, or even a notebook that the child writes in themselves outlining their day!
  • Reinforcement – Give the teacher a list of things that are motivating to your child that the teacher can incorporate into your child’s day, and keep him or her learning!
  • Triggers – Letting the teacher know what can be triggering to your child will help avoid potential problematic behaviors in the classroom. This allows school staff to be proactive about managing potential challenging behavior.
  • Calming strategies – Let the teacher know what works best for calming your child down if he or she becomes upset.

All in all, STAY POSITIVE and BE PATIENT! Remember that the beginning of the school year is a time of getting comfortable and establishing routines…for kids and adults alike!

For additional information, check out our other Autism and school blogs.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, and Hinsdale. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

Meet-With-An-Applied-Behavior-Analyst
This blog was co-written with Jennifer Bartell.

Jennifer BartellJennifer Bartell is a Board Certified Behavior Analyst (BCBA) and educator with over a decade of experience working with learners diagnosed with Autism Spectrum Disorder. She earned her Bachelor of Arts degree from the University of Wisconsin at Madison, double majoring in psychology and music performance, and earning a place on the Dean’s List. Following a move to New York City, Jennifer received her Master of Special Education degree from the City University of New York—Hunter College, wherein she specialized in Behavior Disorders and became dual certified to teach both the general and special education populations. While in New York, Jennifer was a part of the opening of the innovative NYC Autism Charter School—the first of its kind on the east coast—and had the opportunity to work in classrooms with reduced and one-to-one ratios and a curriculum created using the principles of Applied Behavior Analysis. Here she worked extensively with learners between the ages of 3 and 18, and presenting with an array of challenges, skill deficits, and abilities. Jennifer has vast experience in creating programming for community-based instruction, adaptive daily living skills, and self-care, yet also employs her education background to provide high quality academic and cognitive services as well. A well-respected member of the home- and school-based organizations for whom she has provided services, Jennifer is frequently called upon to provide professional development and training for her colleagues and those she is supervising. Jennifer has presented at a number of professional Applied Behavior Analysis and education conferences for fellow educators, behavior analysts, and parents around the New York area.

Introducing Your Child with Autism to Classmates

All parents hope that their children will meet new friends and have an active social life—this is not any Blog-Autism-Classmates-Main-Landscapeless true for parents of kids with autism! In fact, it is this very subject that is mentioned near the top of many parents’ wish lists when asked what their greatest hope is for their child on the autism spectrum!

It can occasionally be more challenging for friendships to occur naturally due to the reduced interest in social interaction demonstrated by kids on the spectrum. However, as with many of the academic, life, and self-care skills that are taught systematically to these kids, social interaction skills and rules of friendship may be slowly introduced and put into action!

In order for these skills to be taught and practiced, however, there are a few things that parents can do to set their child with autism up for success in this area:

  • Ask your child’s teacher about possible peers: There are frequently a few kids in each general education classroom that appear empathetic and interested in our kids with autism. These are great candidates for peer interactions and possible friendships! Your child’s teacher will most likely have a few ideas about whom might pair well with your child in this manner, within the first few weeks of school.
  • Observe your child’s classroom, if possible: Most schools have parent observation policies that designate times of day that are best suited to seeing what’s going on in the classroom. Take some time to notice which kids are approaching him or her and whether these might be kids to ask over for a play date!
  • Volunteer to present a mini autism lesson, if possible: There are countless resources online for helping typically developing kids understand autism spectrum disorders, and what they can expect from someone who is on the spectrum. One I particularly like outlines some amazing books to help peers understand your child and his or her diagnosis: https://www.angelsense.com/blog/10-great-books-for-families-of-kids-with-autism/
  • Reach out to parents: Upon observing a child approaching or interacting with your child (or upon recommendation from the teacher), attempt to contact that child’s parents, and set up a time for the kids to get together!
  • Plan your play date: It will be very important that both kids are having a great time! Try to think of activities that are of particular interest to your child, and bring that peer along. For example, if your child really enjoys going to the zoo, and has an interest in animals, plan to visit the zoo on the kids’ first play date. This will pair the typically developing peer with something that is your child’s absolute favorite thing, and could lead to a stronger relationship!
  • Speak to the BCBA/supervisor in charge of your child’s services about programming for peer interaction: This is very common, and should be an integral part of any child’s treatment plan. Ensure that this is being programmed for specifically, and that there are opportunities to practice the skills both one-to-one during therapy, as well as in vivo with another child!

With practice, patience, and mindfulness on the part of adults, kids on the autism spectrum can develop meaningful and fulfilling relationships with their typically developing peers!

For additional information, check out our other Autism and school blogs.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

Meet-With-An-Applied-Behavior-Analyst
This blog was co-written with Rachel Nitekman.

Rachel Nitekman

Rachel is a Board Certified Behavior Analyst (BCBA) with over 10 years of experience working with children with autism, Down syndrome, and other developmental delays.  After graduating from the Blitstein Institute in 2011, she went on to receive her Masters in Psychology specializing in ABA, from Kaplan University, while working full time as a pediatric behavior therapist.  Rachel has worked with children in a variety of settings, including home, camp and school. She also worked for KESHET, an organization that provides services for children and young adults with varying developmental delays. Rachel is passionate about her work in helping children succeed to their fullest potentials in life.

Sending a Child with Autism to School

Sending a child with autism to school can be a very overwhelming process, not just for the children butBlog-Autism-Main-Landscape also the parents. The key to success is starting the process early so that your child will have all of the supports they need to make not just their first day successful but their entire school year. While the process will be slightly different for each child due to their specific needs, here are some general guidelines to follow to ensure your child’s success when sending them to school.

Before the First Day

  • Finding the right school and classroom: The first place to start when preparing to send your child with autism to school is by selecting the best school for your child. During the previous Fall or Spring, start touring schools and meeting with the teachers and administrative staff. You want to make sure that the school and classroom setting you choose will be the most beneficial for your child’s specific needs! You can start the IEP process with testing as well to ensure that when the school year begins, your child has all the supports they need on the very first day.
  • Social story: Once you have found the right school for your child, write a social story about the various rooms of the school and their teacher. Talking to your child’s teacher before writing it will also ensure you know what rooms your child will be frequently in for their classes. Just make sure to get permission first from the school before taking any pictures.
  • Practicing: Starting new routines can be hard for children with autism so by practicing the routine a week or two before school starts, your child will most likely be more successful on their first day. When practicing, consider all of the new variables for your child, such as wearing a backpack or school uniform, practicing carrying a tray of food, or waiting outside for the school bus.

On the First Day

  • Safety and Sensory Needs: It is always better to be over prepared than underprepared. If you are concerned about your child’s safety, consider an I.D. bracelet, which can be purchased online or at local stores such as Walgreens. If your child has any sensory needs, have their supports ready and available. These could include headphones, chew tubes, a fidget toy, sunglasses, and/or a compression shirt. Make sure if you are sending any of these to inform their teacher and administrative staff as well.
  • Other Materials: Sending an extra pair of clothes is always a good idea. While schools often have some extra clothes for children to wear, children with autism may be sensitive to different scents or textures and as a result refuse to wear the communal clothes. If allowed, consider bringing a water bottle or a preferred snack to eat at specified times.

Other Considerations

  • Dietary Needs: When you are finding the right school and preparing your child for success, dietary needs can be frequently overlooked. Communicate with your teachers and administrative staff what your child’s dietary needs are currently, such as small frequent snacks vs. a large meal or starting by eating in a quieter area of the lunchroom. While you can have goals for your child to eat the school provided meals with their peers in the lunchroom, moving slowly towards these goals will make your child more successful not just during lunch and snacks, but all day by not having your child feel hungry.
  • Communication: It is important to be very clear and honest about what type of communication you would like with the school and how often. Oftentimes children with autism are not able to recall and tell you what happened at school. An agreed upon communication system can alleviate this concern and also be used as a tool to work on recall.

After your child’s first successful day at school, make sure to congratulate not just your child and the school, but also yourself for starting the hard work early. As the school year unfolds, remember to stay in communication with your child’s teachers and administrative staff to make adjustments as needed and enjoy watching your child with autism succeed at school.

For additional information, check out our other Autism and school blogs.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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Autism and Pokémon: Go?

A new mobile game is igniting some sparks in children with Autism. Pokémon Go, is a mobile based Pokémon Gogaming application which uses GPS and reality to encourage users to “Catch them all” throughout neighborhood and local areas. Many children with Autism, who already gravitate to video games and electronics, are certainly interested in the craze.

Although the game and its effects has not been thoroughly researched, below I will list some possible benefits to introducing your child to Pokémon Go:

  • Pokémon Go Encourages Preferred Play in New Environments and Combating Rigidity – Many children with Autism are already highly interested in video games. However, often times, children with video games are able to enjoy this reinforcement in insolation whether it is in their rooms or in a small corner in the living room. Pokémon Go is sending users to areas outside the home such as the local park, the neighbor’s house, and dare I say it, Home Depot. The child who never wants to go to the park is now begging to go to the park!!
  • Pokémon Go Encourages Social Interactions – The amazing phenomenon to come from Pokémon Go, is its adaptability to all types of users: typical and children with Autism. Children are linking in random places, all trying to catch a Pokémon. Very meaningful conversations can arise from these meet-ups: “How many Pokémon do you have?” and “Have you found Pikachu yet?” Unlike most video games, Pokémon Go heavily relies on the knowledge of other users who are playing the game as well to find out the most popular places to catch Pokémon and thus encourages interactions with individuals whom children with Autism may otherwise have nothing in common with. They are all simply trying to “Catch them all.”
  • Pokémon Go Encourages Parents to Learn More About Their Child’s Needs – Parents often struggle with how to speak to their children’s world. Pokémon Go encourages bonding opportunities, especially with younger children, because parents need to supervise the outings. Parents are having opportunities to see their children shriek and smile like never before. In addition, learning the pragmatics of the game can help parents to seek out other alternatives and strategies to try with their child that have the same function and may yield similar results.

Lastly, while Pokémon Go can possibly yield answers to the Autism Community on how to get our children out of the house and interacting with the outside world.

Here are some important Pokémon Go tips for parents:

  • Children should not be allowed to roam neighborhoods or public places alone.
  • Teach your children whom it is safe to speak Pokémon with and whom it may not.
  • Talk to your children about safety at Pokéstops; avoid dark and isolated places
  • Encourage Poképlay in small or large groups of friends.

Oh, and did I mention, children are learning some pretty cool Pokémon names in the process…

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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