Tag Archive for: Autism

Reasons to Seek a Neuropsychological Evaluation for Your Child

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Neuropsychology is a field of psychology that focuses on the relationship between learning, behavior, and brain functioning. A child may be referred for a Blog-Neuropsychological-Evaluation-Main-Landscapeneuropsychological evaluation when there are concerns about one or more areas of their development. This can include a child’s cognitive, academic, memory, language, social, self-regulatory, emotional, behavioral, motor, visual-spatial, and adaptive functioning.

This type of evaluation can help rule out diagnoses such as Attention Deficit/Hyperactivity Disorder, Autism Spectrum Disorder, Specific Learning Disorder, Language Disorder, as well as various emotional and behavioral disorders. A neuropsychological evaluation can also be helpful if your child has been diagnosed with a medical condition such as Down Syndrome or other genetic disorders, Traumatic Brain Injury, or Epilepsy. The purpose of the evaluation is to identify a child’s patterns of strengths and challenges in order to provide parents, schools, and other providers with strategies to help them succeed across contexts. It can also be used to track a child’s progress and response to targeted interventions.

In order to assess whether a neuropsychological evaluation may be helpful for a child, a family may identify concerns in the following areas:

  • Cognitive
    • Difficulties with verbal and nonverbal reasoning and problem solving
    • Requiring a significant amount of repetition and/or additional time when learning
    • Delays in adaptive functioning
  • Academic
    • Grades below peers
    • Concerns with reading (phonetic development, fluency, comprehension), mathematics (calculation, word problems), or writing (spelling, content, organization)
    • Needing additional time to complete schoolwork, homework, or tests
    • Frustration with academic work
  • Language
    • Expressive (output of language) or receptive (understanding of language) difficulties
    • Challenges initiating or maintaining a conversation
    • Difficulties with sarcasm or non-literal language (e.g, “It’s raining cats and dogs”)
    • Repetitive or odd language usage (e.g., repeating lengthy scripts heard from television or news programs)
    • Pronoun reversals or odd use of language
  • Self-Regulation
    • Difficulty paying attention or sitting still
    • Needing frequent prompts or reminders to complete tasks
    • Difficulty with multiple-step commands
    • Losing or misplacing items
    • Forgetting to turn in completed assignments
  • Social
    • Poor peer relations
    • Inappropriate response when approached by peers
    • Difficulty with imaginative, functional, or reciprocal play
    • Limited interest in peers or preference for solitary play
  • Repetitive Behaviors
    • Repetitive vocalizations
    • Repetitive motor mannerisms (e.g., hand flapping, finger flicking, body rocking)
    • Lining up toys, spinning wheels of cars, sorting objects for prolonged periods of time
  • Behavioral Dysregulation
    • Physical or verbal aggression
    • Defiance or non-compliance
    • Difficulties with transitions or changes in routine
    • Self-injury (e.g., head banging)
  • Emotional
    • Poor frustration tolerance
    • Irritability or easily upset
    • Eating or sleeping difficulties
    • Somatic complaints
    • Negative self-statements
    • Lack of interest in things he/she used to enjoy
  • Visual-Spatial, Visual-Motor, and Motor
    • Poor handwriting
    • Trouble with fine motor tasks (e.g., unwrapping small items, buttoning or zipping clothing, tying shoe laces)
    • Difficulty transferring information from the classroom board to a notepad, or transferring information from a test booklet to a scantron/bubble sheet
    • Difficulty with overwhelming visual displays (e.g., computer screen with several icons; homework with several problems on one sheet; a book with several colors and pictures)

Should a child demonstrate difficulties in some of the areas listed above, he/she may benefit from further consultation or a subsequent neuropsychological evaluation. Through this process, areas of difficulty can be identified, and targeted interventions will be suggested to enhance a child’s development.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff and Des Plaines. 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 today!

Puberty for Children With Autism

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One of the most popular questions I get asked from parents of young children with autism is, “What is my child’s future going to look like?” While early intervention is a crucial part of the treatment of autism, thinking ahead to what puberty and the teenage years might look like is an important consideration, as well. Puberty and adolescence are difficult times for every pre-teen, and adding the challenges that come from having a diagnosis of autism can feel overwhelming to you, your child, and your family. It is important to go into this time with tools and strategies to help your child feel as comfortable and confident as possible, while also finding ways for your child to increase their independence in these areas.

Self-Care Skills for children with AutismBlog-Autism-Purberty-Main-Landscape

Self-care skills such as bathing, using deodorant, brushing teeth, and general cleanliness are topics that arise for every pre-teen. For children with autism, simply just stating about what needs to happen may not be enough. Saying, “You need to go take a shower,” may not have the same effect as, “It’s really important to take showers everyday so that our bodies are clean and smell fresh. This way we feel comfortable and healthy, and other people around us do too.”

Using specifics such as this may help children with autism clue in to the “whys” of cleanliness. Additionally, providing visual schedules on the steps of showering, hand-washing, teeth brushing, dressing, etc., can help your child ensure that they are completing each step of the process, while still practicing more independence than if they had a parent or caregiver walking them through the routine.

Friendships/Social Skills

Fostering friendships and forming appropriate relationships with peers and adults at the time of adolescence can be extremely challenging. At this point in life, each child is starting to develop at different times, while interests and abilities are forming at different times and in unique ways. One highly effective strategy to help children with autism understand and participate in social situations are, the very aptly named, social stories.

Social stories can be custom tailored to each individual/situation, and break down any topic clearly using pictures and simple words. For example, a child who struggles with approaching peers in a group could benefit from a social story that focuses on what to say when approaching a group, what to do after saying, “Hi,” how to engage in a simple conversation, and how to say goodbye. These steps would be broken down using pictures (either real or found online), and simple sentences that match the child’s level of understanding. At the age of adolescence, it can be very powerful to have the child themselves be a part of creating the social story so they feel ownership and understand the content on a deeper level.

In addition to social stories, engaging in role-play with peers, adults, siblings, etc., can be very beneficial in helping a child with autism know what to expect in social situations. Practicing scenarios that are likely to happen in real life can help reduce or eliminate some of the anxiety and fear surrounding peers and socialization. For example, having a child practice what to do if someone says something unkind to them, or what to do when they are invited to a birthday party can set the child up for a successful interaction, rather than a situation where they might feel apprehensive or uncomfortable.

Functional Living Skills

By the time a child reaches the age of puberty, there are certain skills that we hope to see them engage in independently. This might be taking on simple chores around the house, making themselves a snack, or taking care of a pet. For all children, including those with autism, it is important that they have exposure to these types of functional living skills, as these will benefit them throughout their lives.

Using the aforementioned social stories, visual schedules, and explaining why we wipe the tables or feed the dog are all helpful strategies, but sometimes those are not enough. Using reinforcement strategies such as token charts/reinforcement systems can be a helpful tool to ensure that your child is participating in the functional activities of the home. For example, a child may be able to earn a star or token for each expected chore completed. Once all tokens have been earned, the child can have access to a highly preferred item such as a video game or special activity.

This token system should start with a few demands, which can be increased as the child shows success. This gives a tangible means of connecting the completion of functional/expected activities to earning a desired effect.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff and Des Plaines. 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 today!

Meet with a Board-Certified Behavior Analyst

Better Mealtimes For Your Child With Autism

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Children are notoriously picky eaters which can make mealtimes very frustrating, and children with autism are no exception. Just like typically developing children the range of pickiness with food varies from child to child. Some children are great eaters and eat a wide variety of foods, while others will only eat certain foods and will engage in negative behaviors when those foods are not available. Another mealtime issue that can arise with children with autism at mealtimes is not being able to sit at the table for an extended period of time. Below are some suggestions on how to make mealtimes more successful.

 Better Mealtimes For Your Child With Autism:

  • Determine what your end goal is and then start small – If your goal is to have your childBetter Mealtimes with Your Child With Autism eat an entire meal at the table with the family, then start by determining what they can already do. Once you know what they can do, begin building on those skills.
  • Ideally it is best to work on sitting at the table first. While practicing sitting at the table, allow your child to engage in preferred activities so they learn to associate sitting at the table with fun activities.
  • Have reasonable expectations – If your child has difficulty sitting and only likes very specific foods, do expect them to sit for 20 minutes and try new foods. If you child is only able to sit for 5 minutes, then have him sit and eat for 3 minutes and reward that behavior. Gradually have him sit for longer and longer periods of time. Always reward the behaviors you want to see increase.
  • After your child is able to sit calmly for at least 10 minutes, you can then work on introducing new foods.
  • Introduce new foods slowly – Allow him to eat preferred foods, with the new foods it sight. It usually takes several exposures to new foods before they will try it.
  • Be sure to reinforce any attempts at trying new foods, or even touching new foods.
  • If you can see your child is starting to get upset about sitting at the table or trying a new food, prompt them to say they are all done and then excuse him from the table. It is better to end on a good note, then to have him have a melt down and then be allowed to leave them table. If this occurs he will learn if he gets upset, he can leave.
  • Make mealtimes fun – Try to do fun things with food, if your child has a favorite TV show or movie, use plates and cups with those characters. If your child will only sit with the TV on, watch TV in the beginning and then you can work on gradually fading it out.

 

What to Expect When You Suspect Autism Download our free, 17-Page eBook

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff and Des Plaines. 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 today!

Reference: http://www.cdc.gov/ncbddd/autism/data.html

autism spectrum disorder

Autism Spectrum Disorder: An Overview

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Autism Spectrum Disorder (ASD) is a complex neurobiological disorder that has three primary characteristics which are impaired social interactions, impaired communication and restricted and repetitive behavior. Children are usually diagnosed around age three, although many of the signs and characteristics of autism may appear prior to age three. The current prevalence of autism in 1 out of every 68 children and is more common in boys (1 in 42) than in girls (1 in 189).

Autism-A Spectrum Disorder:

ASD is known spectrum disorder which means individuals with ASD all have similar features, but rangeautism spectrum disorder in severity. Individuals with ASD do not typically have any defining physical characteristics that set them apart from other people.

How is Autism Diagnosed?

To receive an autism diagnosis a child must be evaluated and assessed by a licensed psychologist. There are several different diagnostic tools that are currently used when evaluating an individual with autism. Currently one of the most popular assessment is the Autism Diagnostic Observation (ADOS), this assessment combines observation with more interactive activities for the child. During the assessment the evaluator engages the child in some common childhood activities such as playing with dolls and having a pretend birthday party. Another popular assessment is the Childhood Autism Rating Scale (CARS), which is a behavior rating checklist.

Therapy for Autism:

Once a child receives an autism diagnosis, the parents must then find appropriate education and therapeutic service for their child which can be a daunting process. When considering how to help your child with autism, it is important to make sure that the intervention is evidenced based. Sadly there are many interventions that claim to “cure” autism, but there is no evidence supporting that intervention does in fact work. The “gold standard” of autism interventions is Applied Behavior Analysis (ABA). ABA has many years of research proving its effectiveness with individuals with autism.

 

What to Expect When You Suspect Autism Download our free, 17-Page eBook

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview and Des Plaines. 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 today!

Reference: http://www.cdc.gov/ncbddd/autism/data.html

aba

Managing Time With ABA Therapy

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Research has shown that children with autism who receive 20-40 or more hours a week of Applied Behavior Analysis (ABA) services make significantly more progress and have improved long-term outcomes. In short, the more ABA a child can receive, the better. To a parent whose child is newly diagnosed, this many hours can seem very overwhelming. Obviously parents want to do what is best for their child, so they want to get as many therapy hours as possible, but how do you balance a therapy schedule and typical daily activities? Below are some tips on how to make sure you have a balance between your child’s ABA therapy schedule and your daily routine.

Balancing the time commitment of ABA therapy:

  • If you child is seen in a clinic setting, use the time they are in therapy to yourTime Management and ABA Therapy advantage. Take this time to run errands, catch up on email, etc. Same with home sessions. If you child is receiving therapy in your home you can catch up on household chores.
  • Ask your child’s program supervisor for suggestions on how you can carry over certain skills at home. If your child is working on things like eye contact or requesting his wants and needs, these are things that you can do at home to help. The more your child can practice targeted skills, the quicker he will master these skills.
  • Find a parent support group so you can connect with families who are in a similar situation. It is important to have a good support network as they can provide support and give suggestions on dealing with the day-to-day challenges of having a child with autism.
  • Be sure to make time for fun activities/outings with your child during times they are not in therapy.
  • Utilize respite services for some kid-free time away from home. A respite worker can come and play with your child at home while you enjoy a date night or spend some time with friends.

It is important to remember, that while the more hours a child can get the better, it is also possible for children to still make progress with fewer hours. Sometimes 20 hours a week just isn’t possible, especially for a school-aged child. As long as your child is getting consistent ABA therapy you will still see gains. It is also possible to add hours during times when your child is not in school such as winter and summer breaks.

Click here to read more on the importance of parent involvement in ABA.

NSPT offers ABA Therapy services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview and Des Plaines. 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 today!

Autism and a Gluten Free Diet

Should Your Child with Autism Avoid Gluten?

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The Atkins Diet. Weight Watchers. Paleo. Coconut oil. Gluten Free. Casein Free. You may be familiar with some of these diet trends. People are constantly on a quest for the perfect diet that will shed the pounds and keep them off. Others are looking for diets that regulate their digestive systems and keep their stomach calm. And if you are a parent of a child with autism, you may have heard people maintain that a gluten-free or casein-free diet can be used to help manage behaviors associated with autism.

With the idea of placing a child on a diet for management of symptoms, many questions arise. Does aShould Your Child With Autism Eat a Gluten Free Diet? gluten-free diet make a difference for children with autism? What does the research say? How do you know if it’s working?

Let’s back up a little bit and look at why specific diets for children with autism are being considered. Gastrointestinal problems are often described in children with autism, however the prevalence of these issues has not been consistently proven to be higher than in the general population.

Unfortunately for the sake of determining benefits of a gluten free diet, every child with autism presents differently and will likely have different responses to dieting. Also, unfortunately, the literature is extremely limited and providing conclusive evidence that a specific diet improves behaviors associated with autism has yet to be done. Some studies have yielded positive results (improvements in symptoms), while others have yielded negative results (no improvements noted). It is important to note that none of these studies have provided conclusive evidence; studies reporting positive results were merely suggestive (the lowest level of certainty).

Now you may be thinking, what will it hurt to place my child on a gluten-free or casein-free diet? According to Mulloy et. al, these diets may put children at risk for nutritional deficiencies. Further, this population of children often encounters challenges to ingesting a typical diet to begin with, such as sensory processing difficulties that lead to limited food intake and restricted diets. This can make feeding your child difficult if they are already only accepting chicken nuggets and string cheese. Additionally, implementing a diet of this type is costly and time-consuming.

Should you decide to try a gluten-free diet for your child with autism, here are some important things to remember:

  • Keep objective measures: It will likely be hard for your child to accurately report how they feel given commonly associated language deficits in children with autism. Ask yourself, “How do I know that my child’s sleep is improved?”, or “How do I know that attention is improved?” Find a way to measure data for these questions, such as counting naps taken each day or minutes spent engaged in a task.
  • Involve others: Ask for help from people that spend a lot of time with your child. Ask them to objectively measure behaviors as best they can, and seek their results.
  • Keep a food diary: Track what your child eats for every meal, and any notable behaviors or improvements for each day. This ensures accurate implementation of the diet and gives you the ability to reflect on the weeks and months.
  • Be committed: In a systematic review, more positive results were yielded with longer implementation of the diet.  For example, studies yielding negative results were implemented for an average of 5 weeks while studies yielding positive results were implemented for an average of 18 months.
  • Keep other factors in mind: It is challenging to prove that improvement is due to one factor vs another. For example: If your child experiences improved sleeping patterns, perhaps eliminating sugary foods in general is the cause  as opposed to the removal of gluten. Always think twice before determining cause, and consider all potential variables at play.

If you are exploring diet options for your child, seek the guidance of a dietitian or nutritionist to ensure healthy implementation.

What to Expect When You Suspect Autism Download our free, 17-Page eBook

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview and Des Plaines. 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 today!

References:

  • Mulloy, A, et al. Gluten-free and casein-free diets in the treatment of autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders (2009), doi: 10.1016/j.rasd.2009.10.008
  • Buie, T. (2013). The relationship of autism and gluten. Clinical Therapeutics, 35, 578-583.

Adjusting to a New School Year With a Child With Autism

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The new school year is just around the corner, and with the new school year comes changes for both children and parents. These changes can include new routines, new teachers, new classmates, and possibly a new school. Children with autism thrive on routine, so these changes may be more difficult for them. Below are some strategies to make this adjustment to the new school year go smoothly.

Strategies to Help Your Child with Autism Adjust to the New School Year:

  • Begin the new routine a few weeks or even a month early – This will allow your child to adjust to theHelp Your Child with Autism Adjust to School new bedtime and wake-up routine before the school year begins. Also include any dressing and eating routines that normally occur during the school year.
  • Create a visual schedule for your child to follow – This can help with daily routines such as dressing, eating, and bedtime routines.
  • If your child is going to a new school take a tour of the school and visit all the areas your child will go (classroom, lunch room, gym, bathroom, etc.).
  • Meet the teacher and classroom staff – This will allow your child to get acquainted with all of the people he will be working with during the school year. It also allow the staff to become familiar with the child and for you to ask any questions you may have about the upcoming school year.
  • Share important information with the teacher – Provide notes for the teacher which include any triggers that cause behaviors to occur, along with successful strategies on how to handle these behaviors. Also give a list of items/activities that can be used as reinforcers.
  • Keep open lines of communication between you and the teacher – Let your child’s teacher know from the beginning that you would like to have open communication and that you want to be informed of both issues/concerns as well as successes.
  • Allow for an adjustment period – Everyone takes time to adjust to new things. Allow time for both you and your child to adjust to the new school year, and remember to be patient with your child during his adjustment.

What to Expect When You Suspect Autism Download our free, 17-Page eBook

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview and Des Plaines. 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 today!

promoting independence in a child with autism

How to Promote Independence in a Child With Autism

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A common goal for parents is to raise their children so they become independent functioning adults. This goal should be the same even for children with autism. Yes, they may take longer to learn certain skills, but most skills can be systematically taught. Independent living skills, also known as adaptive skills, are necessary for children with autism to learn in order to reduce the amount of assistance they will need as they develop into adults.

Tips to Develop Independence in Children with Autism:

  • Have high, yet realistic expectations – Only challenge your child to do things you know theyPromoting Independence in a Child with Autism can currently do. If your child has fine motor delays it would be unreasonable to expect them to tie their shoes without any prior training. However, they could start by putting both shoes on by themselves.
  • Set attainable goals – The goals can be either short-term (Removing socks independently) or long-term goals (Completing dressing routine independently)
  • Start small – If your child cannot use buttons, start working on strengthening their fine motor skills and hand strength. Then eventually you can work up to using buttons.
  • Don’t do everything for your child – When you are in a rush it is usually easiest just to do everything for your child, but this is not helping them learn necessary skills. If your child is able to do a skill, make sure they have multiple opportunities to practice. They may involve rearranging your schedule slightly to allow for extra time for them to get dressed, take a bath, etc.
  • Start as soon as possible – Don’t wait until your child is reaching the teenage years to start teaching adaptive skills. Look at typical developmental milestones to see at what age children learn to do certain skills. Even children as young as 2 can start helping with their dressing routine, cleaning up, and other independent living skills.
  • Do not give in to behaviors which may be exhibited due to difficult tasks – If a particular task is challenging for your child, expect them to exhibit some negative behaviors in an attempt to get out of completing the task. In these types of situations, you will need to ignore all negative behaviors and make sure they complete the task instead of avoiding it.
  • Reinforce independent skills – When you see your child engaging independent behaviors, reward them so these behaviors continue in the future.

What to Expect When You Suspect Autism Download our free, 17-Page eBook

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview and Des Plaines. 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 today!

What is Auditory Processing?

What is Auditory Processing?

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The term “auditory processing” has experienced an increase in attention over the past several years, as awareness has been raised for the diagnosis of auditory processing disorder (APD). With the rise in awareness for this disorder, it is important to fully understand the components of auditory processing to avoid confusion and misdiagnosis.

Auditory Processing refers to how the central nervous system uses auditory information. WhenWhat is Auditory Processing? processing auditory information there are several steps that take place. First, the listener needs to remember and organize the information that was presented to them. Once that information has been retained, the listener must discriminate between the received signals – listening for the differences in the speech. This step will help the listener determine what speech-sounds were produced and with what intonation/prosody (i.e., discriminating a question from a statement). The auditory information is then sequenced and conceptualized (i.e., meaning is applied to what was heard). Lastly, the auditory signal that has been processed is synthesized to receive the “main idea” of what was said.

The Components of Auditory Processing:

The components of auditory processing are intricate and complex. It is clear that if one skill set is weak, that will ultimately affect that person’s ability to correctly understand spoken information. It is important to recognize that an auditory processing disorder (APD) is not a result of a higher cognitive or language disorder, but is an auditory deficit. There are other disorders that can also affect a person’s ability to accurately understand auditory information. For example, a child with ADHD will have difficulty accurately following and understanding verbal information – however this is due to an attentional deficit, rather than his or her ability to process information. Likewise, a child with autism spectrum disorder will also have difficulty comprehending spoken language, however, again this is due to a high-order language deficit. It is possible for APD to co-exist with another disorder, however, careful diagnosis by a certified audiologist is necessary for an accurate diagnosis.

See below for a list of behaviors that are common for children to exhibit who experience difficulties with auditory processing.

Red Flags for Children with APD:

  • Difficulty understanding speech in noisy environments.
  • Inability to consistently and accurately follow directions.
  • Difficulty discriminating similar-sounding speech sounds (i.e., /b/ versus /p/).
  • Frequently asking for repetition or clarification.
  • Poor performance with spelling or understanding information verbally presented.
  • Child typically performs better on tasks that don’t rely on listening.


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NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview and Des Plaines. 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 today!
Resource: Bellis, Teri James. Understanding Auditory Processing Disorders in Children. American Speech-Language-Hearing Association. Retrieved from http://www.asha.org.

 

siblings of a child with autism

Supporting Siblings of a Child With Autism

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Having a child with autism requires a lot of time, patience, and planning which can take a lot of effort. Sometimes a child with autism takes so much effort that any siblings they have may at times be overlooked. Siblings of children with autism may deal a variety of different feelings, which if not addressed may turn into larger, more serious issues.

Common feelings siblings of a child with autism experience may include:

  • Anger – Feelings of anger may emerge when your neuro-typical child misses out on plannedSupporting Siblings of a Child with Autism events that get changed at the last minute. They may also feel anger because they may be witnessing problem behaviors on a daily basis which can create a stressful home environment.
  • Guilt – You child may feel guilty that their sibling has autism and they do not. They may also feel guilty that their sibling has difficulty doing simple tasks that come easy to others.
  • Confusion – Young children especially may not fully understand why their sibling is acting the way they are, or why they don’t want to play with them.
  • Worry – Common worries may include, who will take care of my sibling when my parents are gone? Will my sibling ever be able to take care of themselves?
  • Embarrassment – It is natural for kids to feel embarrassed by their sibling that is different than other kids and who engages in behaviors that others, especially their peers do not understand.
  • Jealousy – Children with special needs require a lot of attention, which may cause any typically developing siblings to feel left out or neglected, which in turn can cause jealousy.

How to help:

  • Acknowledge your child’s feelings and listen to how they are feeling without placing judgment.
  • Be open and honest with your child. Do not hide the diagnosis and make sure that when they are old enough, to let them know exactly what autism and the associated characteristics.
  • For younger children, find books relating to the topic that you can read to them and then talk through it with them in a developmentally appropriate way.
  • Be sure you designate time to spend with your children who do not have autism so they do not feel left out or neglected.
  • Look for local sibling groups or support groups for your child to give them the opportunity to meet other children who are in the same situation.

Even if your child seems like they are doing well, it is important to take some time each day to sit and talk and let them know that you are always available to listen and support them in any way.


What to Expect When You Suspect Autism Download our free, 17-Page eBook

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview and Des Plaines. 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 today!

Resources: