Archive for 2017

Ask Dr. Emily – Driving and Singing

Welcome to the November edition of Ask Dr. Emily!

We often receive questions that we want to share with all our readers. To help with this, Dr. Emily Rastall, a clinical psychologist at Seattle Children’s Autism Center, will share insights in a question and answer format.

We welcome you to send us your questions and Dr. Rastall will do her best to answer them each month. Send your questions to theautismblog@seattlechildrens.org.

 

Q: My son is 23, currently lives at home and has been aware of his diagnosis of Asperger’s for many years. He is a pretty accomplished guy, but struggles constantly with anxiety, confidence and independence. Nevertheless, he chose to spend a year away from home in a residential living skills vocation program, which he really enjoyed. He has nearly completed his Bachelor of Commerce degree, and has also, albeit reluctantly, obtained his driver’s license.

My question revolves around driving. He’s got his license, but it’s been like pulling teeth to persuade him to keep practicing the skills he’s learned. His great reluctance to drive by himself has led me to try following or leading him in our extra car while he learns to drive longer and longer distances. My hope was to have him feel confident enough to drive himself to places he can’t get to by walking or by bus. He grows in skill but negates any progress he makes. I am at my wits end and wonder if this is a losing battle. Any thoughts?

A: A losing battle? No. However, it does sound like, despite your son’s driving skills improving, anxiety is playing a large part in his resistance to driving independently. In general, skills can take longer and require more repetition for the autism brain to master (and let’s face it, driving is a VERY complex skill with a lot of variables to learn). If you are worried about anxiety impacting this and other parts of your son’s life, your son’s primary care provider may be able to make recommendation for a mental health evaluation, which will provide you with diagnostic clarification and a treatment plan. It is also important to think about the stick with which we measure success. In the end, not everyone is a driver. More and more folks these days choose to walk and take public transportation, which may be what your son opts to do. Ultimately, I hear you saying that independence is the goal, and this can likely be achieved, driving or not.

Q: I recently read that kids with Autism convert sensory input into picture or video memory. Is this true? If so, is singing to my child a good thing or should I be having my child watch videos instead? Do videos harm him? What kind of limits should I place on singing songs or watching videos?

A: Thank you for writing in. Generally speaking, given the “autism brain’s” varying challenges with language (which is an abstract process), the use of pictures (which are more concrete than the spoken word) can aide in understanding and communication. That doesn’t mean, however, that singing to your child or listening to songs is harmful or not worth doing. Speaking to and singing to (any) child increases the vocabulary that they are exposed to, which is good for any child’s language development. One could argue that increased language exposure for a child with language challenges is especially important. You might add to the singing experience by showing your child pictures, using hand gestures, or using puppets or props that coincide with the song lyrics. Reading and simply talking to your child can also be helpful.

Videos are another way of providing visuals to your child, and children with ASD tend to focus more heavily on video content than even the same actions happening live in front of them. Unlike reading, talking or singing though, there is a guideline that limits screen time; the American Academy of Pediatrics has historically recommended limiting screen time for children ages 2-18 to two hours or less per day. If you think about it, less time spent on screens means more time for learning, observing, exploring, interacting, and playing—all things that help promote development in any child.

In sum, sing and read and talk to your child to your heart’s content; do modify how much you use screens. Happy playing!

The Seattle Children’s Autism Center Research Team is Hosting a Research Pirate Party!

We would love to have you come join the fun and participate in autism genetics research!  The SPARK and PANGEA studies are exploring genetic differences related to autism.  Families who attend the family fun day will be able to complete study participation for one or both studies in a single day!  

 

There will be food, games, prizes, parking, and childcare available!  Pirate costumes are encouraged!

 To reserve one of the limited registration spots, please RSVP by November 24th by calling (206) 987-7917 or by emailing SCACstudies@seattlechildrens.org.

***We will call to confirm your RSVP/sign-up time***

 When: Saturday, December 2 from 9am to 5pm

Where: Seattle Children’s Autism Center, 4909 25th Ave NE, Seattle, WA 98105

 

 

 

Happy Thanksgiving from The Autism Blog

In the spirit of the Thanksgiving holiday, we here at Seattle Children’s Autism Center thank you for your support of our blog and our work with families living with autism.

Holidays bring both stress and joy so take a couple deep breaths and mindfully keep it as simple as possible so there is less stress and more joy.

 

The Autism Blogcast – November Edition

News Flash: The November edition of The Autism Blogcast, featuring autism experts Raphael Bernier, PhD and James Mancini, MS, CCC-SLP.

In an effort to keep you up to date on the latest news in research and community happenings, we welcome two of our favorite providers best known as Jim and Raphe, the autism news guys.

In this edition we examine the impact of intensity and dosage of Applied Behavioral Analysis, the Able Act, and our second installment of inclusion. 

 

Ask Dr. Emily – Challenging Behaviors and Encouraging Creativity

Welcome to the October edition of Ask Dr. Emily!

We often receive questions that we want to share with all our readers. To help with this, Dr. Emily Rastall, a clinical psychologist at Seattle Children’s Autism Center, will share insights in a question and answer format.

We welcome you to send us your questions and Dr. Rastall will do her best to answer them each month. Send your questions to theautismblog@seattlechildrens.org.

Q: Please help, I have an adult son with autism who is nonverbal and has a habit of urinating all over the floor and/or seat in our bathroom. As a consequence, I insist that he clean it up, I take things away, I follow him in and prompt him (which is hard to do in the middle of the night). I have tried ignoring the behavior and I have tried rewarding him when he uses the toilet effectively, but nothing seems to work. He is eager to please about other things, so I don’t understand why this issue is so hard for him.

A: Thank you for writing in. The first thing you will want to do is consult with your primary care doctor to rule out a medical condition that might explain this behavior. Next, as with any challenging behavior, you will want to start by determining the purpose/function of the behavior using a Functional Behavior Analysis (FBA); FBA’s are most accurate and helpful when performed by behavioral specialists who are trained to provide behavioral assessment and treatment. Based on the data obtained by the FBA, you will want to seek behavioral treatment, like applied behavioral analysis (ABA); preferably, this treatment would occur in the home, as this is where the behavior is occurring. Good luck to you as you work to remedy this challenging behavior.

Q: My 8-year-old daughter, who has autism, talks at us, but not with us. She is starting to ask little questions like, “Where are you going?” but this is a very recent development. She seems like she is more engaged, but she would still prefer to watch her iPad all day. Her play is a verbatim re-enactment of everything she just saw on YouTube. How do I help her be more creative and think for herself?

A: Research in the area of child development tells us that imitation is the first step to creating novel narratives; typically developing children first imitate play and actions observed in others (or on television) and then begin to build off of it. All of this to say, there is some element of imitation in all children’s play.

Children with autism spectrum disorder (ASD), however, tend to prefer routine and things that are concrete and “known.” Thus, they tend to be more rigid about their play and have a harder time working in the abstract, creative arena. While the “ASD brain” will always prefer routine and sameness, there are ways to encourage more creativity. First, it makes sense to limit screen time. The American Academy of Pediatrics has historically recommended limiting screen time for children ages 2-18 to two hours or less per day. If you think about it, less time spent on screens means more time for play, exploration, and creativity.

In addition, you’ll want to be sure to make time for unstructured play time, which fosters creativity. Neutral toys, such as blocks, Legos, or boxes, in addition to toys that promote make believe, such as dolls/action figures, kitchen items (like plates, forks, etc.), puppets, or dress up clothes, are important to have on hand. You may need to model the use of these toys and items, so that your child knows how to play with them. Research has shown that children with autism are more likely to imitate videos, so you might show your child videos of you or someone else engaging with the make-believe toys. Once they are imitating your pretend play, you can model expanding and ask open ended questions (like, “What do you think happens next?”). Praise creativity (“You have such creative ideas.”), and slowly you may begin seeing your child expand their play.