The Autism Blog

Ask Dr. Emily – Going Back to School Support

Dr. Emily Neuhaus, the author of The Autism Blog's Ask Dr. Emily monthly series

Dr. Emily Neuhaus, the author of The Autism Blog’s Ask Dr. Emily monthly series, answers a reader’s question that we want to share with all our readers.

Welcome to the April edition of Ask Dr. Emily

Ask Dr. Emily is a monthly series on The Autism Blog where Dr. Emily Neuhaus, a clinical psychologist at Seattle Children’s Autism Center, answers a reader’s question.

We often receive questions that we want to share with all our readers. We welcome you to send us your questions and Dr. Neuhaus will do her best to answer them each month. Send your questions to theautismblog@seattlechildrens.org.

This month, Dr. Emily answers a reader’s question about how to prepare kids to go back to school with tips and resources from Andrea Lupas, Ph.D.; and Lia Thibodaux, Ph.D.

Question:

My kids are going back to school in person soon after a long time of learning at home! What do we need to know to prepare them?

Answer:

In a year full of changes, this is definitely another big transition for kids and their families! It’s great that you’re thinking ahead so you can ease that transition back to in-person education, especially since this shift can mean new health guidelines and procedures at school, a new schedule and sequence for the day, and lots of big feelings.

Fortunately, today we’re featuring guidance from two skilled psychologists – Dr. Andrea Lupas, Ph.D. (Postdoctoral Fellow, Seattle Children’s Autism Center); and Dr. Lia Thibodaux, Ph.D. (Postdoctoral Fellow, Neuropsychology Consultation Service). They’ve put together a wealth of strategies and resources to get kids and families back to school in the smoothest way possible.

 

How to Support Children Going Back to School during COVID-19

Andrea Lupas, PhD & Lia Thibodaux, PhD

More schools are beginning to move toward in-person learning. Some children may do well with the transition and others may need extra support. Below are suggestions for supporting your children as they go back to school. Click here to download a handout with these strategies plus sample guides to use at home.

Health and Safety  

Monitor your child’s health. If they are sick or have a fever over 100.4, do not send them to school. Temperature and symptom checks can be completed each day as a family to make these behaviors seem normal for children.

 

Before going back to school, teach children how to:

  • Distance from Others
    • Teach your child by using physical cues to show them what distance means.
    • Show them how to measure distance by stretching out their arms.
    • Hula hoops, jump ropes, or tape on the floor may also be helpful.
    • Teach kids how to wave and say “hi” instead of hugging.
    • The Center for Disease Control (CDC) now recommends keeping 3 feet apart in schools, instead of 6 feet. Washington schools are currently allowed to decide if they will distance 3 or 6 feet. It is important to ask your child’s school what they will do for distancing so that you can prepare your child.
  •  Distancing resources:

 

 

 

  • Wash Hands 
    • Handwashing should last 20 seconds. 
    • All parts of hands (under fingernails, thumbs, and the back sides of hands) need washing. 
    • Use songs to help children spend the full 20 seconds washing their hands. 
      • Example songs are the “happy birthday” song twice or the alphabet song. 

 

  • Practice distancing, masking, and handwashing at home before going to school. 
    • You can turn these into games to make them more fun! 
    • Building routines, rewards, and breaks into practice can help your child be successful. 
    • Visual timers or counting aloud/on your fingers are helpful tools to show children how long they should wash hands or wear a mask. 

 

Emotion and Behavior Support 

Going back to school can cause kids to feel happy, worried, or other emotions. It is important to:

 

Listen to Feelings

Build Routines 

  • Rebuilding school routines is helpful for going back to school. Work with your child’s teachers to make sure there is a routine at school, too.
  • Picture versions of routines or spoken instructions help children understand routines.
    • An example of a picture routine (visual schedule) is provided in the link at the end of this blog. Picture routines should be specific to children and their routines.
  • Practice these routines before the first day of school.
  • Tell children about any changes, do not surprise them! It can be helpful to discuss changes with teachers or other school staff.

Give Rewards 

  • Reward children for specific, good behaviors. Rewards can be praise, extra play time, or fun items. 
  • If children aren’t motivated to distance, mask, handwash, or go to school, caregivers and teachers can help build motivation with rewards.
  • Rewards can be temporary solutions until your child is used to new routines and rules.
  • For example, if your child does not like washing their hands, tell them they can have 5 minutes of game time for practicing handwashing. 

Provide Visuals

  • Visuals about distancing, where/how to wear masks, how to wash hands, routines, and rewards are helpful for understanding. 
  • Example of a visual reminder to wash hands, wear a mask, cover coughs and sneezes, and distance: https://www.cdc.gov/coronavirus/2019-ncov/downloads/stop-the-spread_poster.pdf
  • See “Sample Morning Routine Visual” below!
  • See “Sample Guide to Practice Wearing A Mask” below!

 Other Resources

https://www.iidc.indiana.edu/irca/articles/transitioning-back-to-school-during-covid.html

https://www.cdc.gov/coronavirus/2019-ncov/community/pdf/Back-to-School-Planning-for-In-Person-Classes.pdf

 

To Summarize:

  • Distance
  • Wear Masks
  • Wash Hands
  • Listen to Feelings
  • Give Rewards
  • Build Routines
  • Provide Visuals

These are suggestions that work well for most children. If your child is significantly distressed, consider working with a therapist of counselor.

Handout Link: Tips for Supporting Your Child Going Back to School During COVID

Ask Dr. Emily – Autism and Age Appropriate Interests

Welcome to the March edition of Ask Dr. Emily.

Ask Dr. Emily is a monthly series on The Autism Blog where Dr. Emily Neuhaus, a clinical psychologist at Seattle Children’s Autism Center, answers a reader’s question.

We often receive questions that we want to share with all our readers. We welcome you to send us your questions and Dr. Neuhaus will do her best to answer them each month. Send your questions to theautismblog@seattlechildrens.org.

This month, Dr. Emily answers a reader’s question about age-appropriate interests for their child with autism and severe intellectual disability.
Read full post »

Autism 203: ABA – What Parents Need To Know

Please join us for Autism 203: ABA – What Parents Need To Know, on March 18, 2021, a virtual panel presentation about Applied Behavior Analysis (ABA) treatment for children with autism spectrum disorder.

Presenters:

  • Katherine Bateman, PhD, BCBA-D, LBA is a Research Scientist and Project Director in the Area of Special Education at the University of Washington
  • Ilene Schwartz, PhD, BCBA-D is a professor of Special Education at the University of Washington and the Director of the Haring Center for Inclusive Education at the University of Washington
  • Mendy Minjarez, PhD, is Executive Director, Seattle Children’s Autism Center, Assistant Professor, Psychiatry and Behavioral Sciences University of Washington, Director, Applied Behavior Analysis Early Intervention Program, Seattle Children’s Autism Center
  • Nancy Rosenberg, PhD, BCBA-D is an Associate Teaching Professor in the Special Education department at the University of Washington and the Director of the UW Applied Behavior Analysis program

Intervention using the principles of Applied Behavior Analysis (ABA) has long been considered an effective and gold standard treatment for children with Autism Spectrum Disorder (ASD). However, ABA is frequently misunderstood. Perceptions of ABA have recently been a “hot button” issue, due to reports that this intervention can lead to trauma. In addition, ABA advocates and members of the neurodiversity movement have sometimes been at odds, the former advocating for intensive treatment and the latter arguing that autism must be accepted as a form of diversity. This mixed information can be confusing for parents who are striving to choose the best therapeutic interventions for their child with ASD. This presentation will explore these perceptions of ABA and provide clarification of the scientific evidence for various claims, with the goal of helping parents navigate the confusion and controversy and confidently identify the best therapeutic intervention for their child and family.

This panel presentation will include:

• Brief overview of ABA including different applications of ABA (parent education, social skills, 1:1 intensive intervention, etc.)
• Brief overview of scientific evidence for ABA
• Discussion of benefits and criticisms of ABA for children with ASD and related disorders
• How parents can become educated consumers of ABA
• ABA and neurodiversity

Date: March 18, 2020

Time: 7 to 8:30 p.m. PT

Registration is not required

Watch live on Seattle Children’s Facebook page.

The event will start at 7:00 p.m. and will include time for questions at the end of the presentation.

Following the presentation, it can be viewed on Seattle Children’s Facebook and will be added to Seattle Children’s Autism 200 YouTube channel within two weeks of the lecture date.

Two Presentations Focus On Perspectives Related To Severe Autism

One of the purposes of Autism 200 is to present many of the different perspectives that exist across the wide autism spectrum. 

We at Seattle Children’s are strong advocates for empowerment and celebrate the many individual and collective voices that have been raised within the autism community.  Listening to autistic self-advocates has informed our care as providers and changed how we communicate to families.  We always strive to presume competence in all people with autism and the advent of assistive technology has given many individuals the capability of sharing their voices.  This has been a tremendous advance and benefit for our community.

There is still a population within the autism community whose voice is rarely heard.  Individuals with severe intellectual, communication and behavioral deficits who have not responded well to the therapeutic interventions available and the families who care and advocate for them.  Many of these families have spent a lifetime attempting to teach communication, adaptive behavior and self-advocacy skills.  Who speaks for these individuals better than those families who are forced to advocate for them?

The Arc of King County recently announced a presentation entitled Unmasking the Rhetoric of Severe Autism.  The date of this presentation is scheduled for February 18 which coincides with the Autism 200 class entitled A Voice for Severe Autism.  We are pleased to promote both of these presentations which will provide valuable information for families.

These presentations provide two different perspectives that deserve to be heard. One is that of individuals and their families with high support needs who have responded to therapeutic interventions and benefit from assistive technology.  They have found their voice and can advocate for themselves in many ways.  We celebrate the accomplishments of these individuals and want to hear their stories.  The second is from the perspective of those who love and care for those who have not responded to interventions and advances in technology, who speak and advocate on their loved one’s behalf.   

It is our hope that these perspectives can co-exist as everyone strives to understand the perspectives of all within the autism community.  Information related to both presentations can be found below:

 

Autism 202: A Voice for Severe Autism

Seattle Children’s Autism Center

Thursday, February 18, 2021

7:00 to 8:30 p.m.

Registration not required

View via Facebook Live at Seattle Children’s Facebook page.

The event will start at 7:00 p.m.

Following the presentation, it can be viewed on Seattle Children’s Facebook indefinitely and will be added to Seattle Children’s Autism 200 YouTube channel within two weeks of the lecture date.

 

Unmasking the Rhetoric of Severe Autism

The Arc of King County

Thursday, February 18, 2021

7:00 to 8:30 p.m.

Register to receive a link:

https://forms.gle/wvLuwzVsRFWLjAXT6    

Autism 202: A Voice for Severe Autism

Join us for Autism 202: A Voice for Severe Autism, a virtual presentation by Jill Escher, President of National Council of Severe Autism, and Amy Lutz, Vice President of National Council of Severe Autism.

The presentation will cover:

  • What is meant by severe autism
  • The dramatically growing prevalence of severe autism, and implications for policy
  • Challenges: therapeutics, appropriate education, adult programs, housing, crisis support
  • The importance of advocacy and standing up for difficult realities

Many millions of people have traits associated with autism. This presentation will focus on important issues and concerns impacting the growing population of children and adults affected by severe forms of autism or related disorders. This population includes those who, by virtue of any combination of cognitive and functional impairments, require continuous or near-continuous, lifelong services, supports, and supervision. Individuals in this category are often nonverbal or have limited use of language, have intellectual impairment, and, in a subset, exhibit challenging behaviors that interfere with safety and well-being.

Due to the reasonable caution surrounding reducing the spread of COVID-19, this month’s Autism 200 lecture will be streamed live through Facebook Live on Seattle Children’s, Seattle Children’s Autism Center and Seattle Children’s Alyssa Burnett Adult Life Center’s Facebook pages. There will be no in-person attendance. Thanks to everyone for your understanding. Further announcements regarding future Autism 200 lectures will be forthcoming.

If you are unable to watch the stream live, a video of the presentation will be available immediately after the lecture on Seattle Children’s, Seattle Children’s Autism Center and Seattle Children’s Alyssa Burnett Adult Life Center’s Facebook pages. It will also be available in the future on Seattle Children’s Autism 200 Series YouTube playlist.

Learn more about Seattle Children’s Autism 200 Series Lectures.

 

Date: Thursday Feb 18, 2021

Time: 7:00 – 8:30pm Pacific Time

 

Presenter bios:

Jill Escher is an autism research philanthropist (Escher Fund for Autism), real estate investor who provides low-income housing for adults with developmental disabilities, former lawyer, and mother of two children with nonverbal autism. In her role as an advocate, she serves as president of National Council on Severe Autism, and immediate past president of Autism Society San Francisco Bay Area. In her role as a promoter of innovative research she was recently elected to serve on the governing council of the Environmental Mutagenesis and Genomics Society. Escher is a graduate of Stanford University and the UC Berkeley School of Law.  Most importantly she is the mother of two children, a 22 year old man and a 14 year-old girl, with nonverbal forms of autism.

Amy S.F. Lutz is an advocate and writer based in Pennsylvania. Amy’s work has been featured in The Atlantic, Slate and Babble, among others, and she writes about autism at Inspectrum for Psychology Today. Her essay collection We Walk: Life with Severe Autism was published in October 2020, and her first book, Each Day I Like It Better: Autism, ECT, and the Treatment of Our Most Impaired Children came out in 2014She is currently pursuing a PhD in History and Sociology of Science at University of Pennsylvania. She is the mother of five children, one of whom has a severe form of autism.