Finding and participating in treatment for a child with autism spectrum disorder can be challenging under the best circumstances. At the outset of treatment or even in the course of it, barriers to progress may become evident. One of the most difficult barriers to overcome is a situation in which a child’s parents disagree with the choice or course of treatment. As a result, much of the interaction with the provider may be dominated by resolving conflict and managing the adults in the session, rather than focusing on the child’s needs and well-being. Thus, the child’s treatment needs may be overshadowed, and progress is slowed or halted altogether. Read full post »
If you are a parent of a young child with autism spectrum disorder (ASD), you may be juggling multiple services and interventions during the week (such as occupational therapy, speech therapy, social activities, applied behavioral analysis (ABA). You may be wondering how to gauge your child’s progress in these interventions. You may also be wondering how you will pare down these interventions once your child enters school. For instance, how much intervention is TOO much intervention? And how do I know which interventions are really making a difference and warrant continuing once my child enters school? Read full post »
My child just received a diagnosis of autism. How do I get support for him/ her at school?
The first step is to request a special education evaluation through public school. This request must be made in writing. The letter can be short and to the point, and should be delivered to the school principal or school psychologist. You can request this evaluation through the public schools even if your child is home-schooled or attends private school. Read full post »
Our 4-part series on communication development in children with Autism Spectrum Disorder (ASD) continues with a focus on verbal communicators
Expected Verbal Skills in Typical Development
According to the CDC (Center for Disease Control and Prevention), typically developing children begin to say and imitate their first words around 1 year of age. At 1½ years, they begin to say more words and start to say “no” to protest and begin to point to request. At 2 years of age, children start to combine words into phrases and increasingly attempt to imitate adults’ conversation. By 3 years, children can label most familiar objects, and can use pronouns like “I,” and “you.” They can answer basic social questions about themselves, such as their name, age and gender, and can participate in basic conversations. At 4 years of age, children start to tell stories, relate events to themselves and start to talk about their likes and interests. At 5 years of age and beyond, children can tell stories using complete sentences and can use a variety of verb tenses, like past, present and future. Read full post »
Since May is National Mental Health Awareness Month, we thought we’d address an issue that we get many questions about here at Seattle Children’s Autism Center: accessing mental health services for our kids on the spectrum. The questions we hear most often are:
What mental health services exist for children and adolescents with autism?
Where are mental health services offered?
How do I access these services?
In a previous blog, we reviewed treatments used with individuals with autism. Mental health interventions include cognitive-behavioral therapy and behavior therapy. These are typically provided in individual therapy where specific goals are identified for addressing problems such as anxiety, depression, disruptive behavior, aggression, and self-injury. Read full post »