What does the other side of a meltdown feel like when the person having the meltdown has autism? It’s never just about dropping an action-figure or not being able to press the button on an elevator wall. When they have a meltdown, it’s as if something of paramount importance has been taken, lost, or stolen.
Everything is too much and they feel overwhelmed and powerless. It’s not the action-figure falling on the ground, rather it’s a build-up of things that may have recently happened. It’s just, that toy was the last thing that person could control. Pressing that elevator button was one of the limited joys that person may have. They want interaction in their universe what ever that means to them and when it’s lost, it’s tragic. Often or always that internal struggle is invisible to all who witness the meltdown.
Use of a whiteboard is great support for getting tasks completed. They keep a to-do list in sight and can help with productivity and fewer family conflicts.
– Placement is key
– keep it in sight where everyone will walk past it often and one that you can put away when guests come over
– Assign every family member his or her own section or color marker
– List in your section what you need and want to do on that day or weekend
– Estimate spaces of time to spend on each task
– Visually represent that space of time with a small circle to resemble the face of an analog clock. For example, if an activity will take an hour, color the whole circle, if it will take 15 minutes, color in one fourth of the circle etc. So if an activity or event will take two and a half hours, you would draw two circles completely filled in, followed by a circle filled in halfway.
– After you complete a task, cross it off.
This helps everyone else in the family see what each person needs to do and what they have completed.
– Extra bonus: This whiteboard could also be used to monitor the status of homework, without constant nagging.
– Give praise when the work gets done!
– If it isn’t getting done, avoid going to the yelling mode, instead breathe deep, pause and remember task initiation- just getting started- is an executive skill many children struggle with.
– Suggestion: Say to your child “Hey, I was walking past the whiteboard and noticed you haven’t started your homework. What can I do to help you get started? Or Is there anything I can do to help you get started?” Maybe your child is confused and needs clarification before they feel they can get started. This could help clear that up.
– Avoid using the board like a parents list for the child or other family members. Everyone in the family should be writing and checking off their own list, even if you might be assisting with adding items to your child’s list. This is how independent time-management skills develop! #CognitionCorner #MissRachel #NotYourAverageClinicians
Donations are essential in order for “The Shade Tree” to continue their mission. Clothing, toys and other item donations can be dropped off at 1 West Owens, North Las Vegas NV 89030 (11am-7pm, 7 days a week. Please follow the signs to the upper lot).
The following items are listed on Shade Tree’s website as items they may need:
* School uniforms (male & female, all sizes) – Khaki pants, navy blue shirts, white button down shirt/blouse
* Paint easels
* Music – classical
* Medicine – Cold & Flu, Tylenol, Children’s Benadryl
* Bathroom towels
Providing you the means to achieve, We’re #NotYourAverageClinic
Of course reading aloud to an tiny baby is much different than reading to a tiny preschooler. With a baby, you probably won’t make it through to the end of the book. Your baby is going to want to hold the book, chew on it, lick the cover or even try turning pages.
-Make reading together a close cuddly time. Reading before bed may be the perfect time to hold your baby on your lap and cuddle together while you read.
-Don’t worry about reading a book start to finish. It is great if you’re able to, but if your child wants to stop and hold or chew on the book, that is okay too. That is another way infants take in information about their world. Let them touch, smell, feel and see.
-Point out and name pictures. Later ask your baby to find the “cow”, “horse”, etc., when you point to it.
-Increase the length and complexity of books as your child shows interest. By about one year of age, some babies will enjoy hearing a short book with a plot.