AUTISM HUB - Where we get to learn and share Autism Spectrum Disorder (ASD) Matters

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Did you know that stimming is self regulatory behaviour?

Denying an autistic child their stimm is like telling someone not to scratch. The more you say it the more difficult it becomes and the bigger the inch. Our children need to stimm.

We have been made to think that the behaviour must be eliminated and so it leads to meltdowns and unhappiness. Stimming communicates that they don't feel like themselves.

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Is it a Tantrum? or Stimming? or Autistic Meltdown?

TANTRUM

A tantrum is an attention seeking willful behavior in young children usually shaped by rewarding desired behaviors. Kids throw tantrums to force their way for what they want. At times tantrums may occur as a result of anger.

Interventions:

Tantrums needs audience, therefore, remove the child from a public space where the behavior is occurring or incase the caregiver is alone, ignoring the child will mark the end of the tantrum.

STIMMING

Stimming is an involuntary self stimulating behavior when the child becomes over or under stimulated. Stimming serves as a self calming mechanism to help the child regulate themself through the clouds of the environmental stimuli. Stimming tendencies decrease as the child grows up with support (sensory integration therapy by an experienced OT) albeit shifting from one stim to another.

Interventions:

Do not intervene when a child is stimming unless;

1. Stimming is causing self harm to the child

2. Stimming is becoming socially disruptive

3. Stimming is affecting child's learning

In case any of the 3 setbacks above are present, interventions may include

1. Getting protective gear for the child

2. Providing the child with alternative safe non disruptive tools/materials to stim with.

AUTISTIC MELTDOWNS

Autistic meltdown is an attempt by the body to gain equilibrium by expending energy.

An autistic meltdown is bigger, more emotional, longer-lasting and more difficult to manage than tantrums and average stimming. However they are surprisingly predictable but have different outcomes in children on the spectrum.

Points to note:

1. Meltdowns do not have a purpose, meaning they are not manipulative, rather genuine cries of distress

2. Meltdowns may involve intense stimming, the rumblings which signal anxiety and stress

3. Meltdowns are preceded by signs of distress. The warning signs may start with a verbal plea to "go now"/"bolting" or signs of distress such as covering the ears.

4. Meltdowns are not limited to young children, they can re occur in adolescencts, teens or even adults and they may occur even among adults with high functioning autism such as aspergers syndrome.

Interventions:

1. Ensure safety since the person may harm themselves during autistic meltdowns. Consider moving the child to a calming room or sensory corner during an autistic meltdown.

2. Stay calm yourself, don't attempt to ask them what is happening or how you can help, this only adds to the stress at hand resulting to the escalation of the meltdown, stay calm and let them expend the energy albeit safely.

3. Develop a calming routine. This may include visuals, music or whatever works best for the child.

4. Mapping the pattern of behavior in your child to see how escalation occurs is very helpful. This enables the caregiver to start a calming routine before total meltdown occurs if they are aware of the symptoms of escalation.

Bottom line is that with the right interventions, meltdowns occurrence may reduce or disappear but there is no guarantee they won't re occurs in the future.

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Autism Diagnosis

Autism can be diagnosed from 12-18 months, but it’s usually from around 2 years of age.

Diagnosis usually involves many specialists and professionals testing and assessing a child – this is called a multidisciplinary assessment.

A multidisciplinary team usually includes a paediatrician, a psychologist a speech pathologist and sometimes a psychiatrist. It might also include other professionals, like an occupational therapist, teacher, or social worker.

These professionals might assess a child together at the same time and in the same place. Or they might do individual assessments over a period of time in different places. If the assessment happens this way, the professionals will share and discuss their observations.

There’s NO SINGLE TEST for autism. Instead, diagnosis is based on:

watching how children play and interact with others – that is, how children are developing nowreviewing children’s developmental history – that is, how children have developed in the pastinterviewing parents.

Children will get a diagnosis of autism spectrum disorder. The diagnosis will include support levels, which range from ‘requiring support’ to ‘requiring very substantial support’. These levels show how much help children need with their social-communication skills, and restricted, repetitive and/or sensory behaviours.

Health professionals will also assess children’s language and cognitive abilities.

Children who show difficulties only in social communication might be diagnosed with social communication disorder, rather than autism spectrum disorder.

If you’re concerned about your child’s development, talk to your doctor or therapist about a developmental assessment. Getting an assessment and diagnosis is the first step to helping your child and getting services and programs suited to your child’s needs.

It’s important to get help and support as soon as possible. Early intervention with therapies and supports is the best way to help autistic children develop and thrive. That’s because they can help autistic children learn the skills they need for everyday activities. Sometimes children who get early intervention need less or no support as they get older.

CerebralPalsiedMARIA

https://community.enableme.org/en/discussion/comment/274899#Comment_274899

There are two sides of this discussion also considering the wellbeing and concerns of the caregiver as well as the adolescents / adult. First it should be ( If communication and understanding is possible,) the decision is consented by both adult / caregiver. secondly, we must demystify the narrative of women with disabilities as women, mothers.

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Autism - Recomended Foods.pdf

Note: autistic children are very different, what is bad for one child may not affect another. You must carry out your own investigations to determine the best for your child.

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Challenging behaviour in autistic children and teenagers

It’s common for autistic children to behave in challenging ways or ways that are difficult to manage.

For example, autistic children and teenagers might: refuse or ignore requestsbehave in socially inappropriate ways, like taking their clothes off in publicbehave aggressivelyhurt themselves or other children – for example, by head-banging or biting.Why autistic children and teenagers behave in challenging ways.

Autistic children and teenagers might behave in challenging ways because they have trouble understanding what’s happening around them – for example, what other people are saying or communicating non-verballyhave difficulty communicating their own wants and needs, which can lead to frustrationare highly anxious and stressedfeel overwhelmed by what’s going on around them.

Your child’s difficult behaviour might also have specific triggers, like the following.

Routines and rituals

Autistic children often like predictable environments, and they can get very upset if they can’t follow familiar routines. For example, your child might be upset if you change the route you usually take home from school.

Transitions

Your child might not understand it’s time to move on from one activity to another. Or like typically developing children, your child just might not want to.

Sensory sensitivities

Autistic children often have sensory sensitivities – for example, they might like feeling or touching particular surfaces or objects. Your child might get upset if they aren’t allowed to touch.

Sensory overload

Your child might get upset if too much is happening around them, if they find a particular noise overwhelming, or if the light is too bright.

Unrealistic expectations

Autistic children can get frustrated if they’re expected to do something they don’t have the skills for, like getting dressed independently.

Tiredness

Autistic children can have sleep problems. If your child isn’t getting enough good-quality sleep or is tired from an activity or situation, this can cause challenging behaviour.

Discomfort, pain or illness

This could include things like the feeling of clothes against skin, a prickly label, wet pants, a bump or pain. Check with your GP if you suspect there could be a medical condition causing your child’s behaviour.

Other conditions

Your child might have other conditions as well as autism, like epilepsy, mood disorder or ADHD. These can all cause difficult behaviour. A medical assessment will help you to identify and manage these conditions.

Changing challenging behaviour in autistic children and teenagers

To change your child’s behaviour, you need to understand what’s triggering or causing it and what your child is getting out of it.

You can use the following steps to work on your child’s difficult or challenging behaviour.

Step 1: Choose a behaviour

Choose one behaviour to focus on. For example, maybe your child yells at others when they’re upset.

Step 2: Identify what triggers the behaviour and how it meets your child’s needs

Keep a diary of the difficult behaviour for 1-2 weeks. It’s a good idea to include two weekends in the diary. Family routines and behaviour can be different on weekends and weekdays.

Here’s an example:

Difficult behaviour: got upset and yelled at brotherWhen: 4 pm, Monday 7 JuneWhere: in the car on the way home from schoolWhat happened before behaviour: stopped at shop, intended to buy milkWhat happened after: briefly tried to soothe child, then went home without buying milk

In this example, the trigger seems to be the change to the child’s usual after-school routine. Note that sometimes there might be more than one trigger for a behaviour. And the behaviour met the child’s needs because they got their routine back when the family left the shop.

Step 3: Make changes

Once you know what’s triggering the behaviour and how it meets your child’s needs, you can use the information to make changes.

Here are some ideas:

Organise predictable routines, perhaps using picture timetables.Prepare your child for changing routines – for example, by giving your child a five-minute warning (this could be a visual warning like a clock). Using pictures can also help. In the example above, it could be a picture of a shop or milk. Social stories can be useful too – for example, a picture of school, then the shop, then home with a story like ’First mum picks you up from school, then you go to the shop, then you go home’.Set up gradual introductions to environments that might be overstimulating. For example, start with short shopping trips during which your child gets something they like, or go when it’s less busy.Communicate clearly with your child. For example, make sure your child is paying attention when you explain what’s going to happen. Use only one request or instruction at a time. Use language, symbols or pictures your child understands.Teach your child how to ask for things they want or need. For example, your child could say ‘help’ or use a ‘help’ sign when doing a difficult task.Plan for situations you know might be difficult. For example, don’t do new things when your child is tired, or let your child take a favourite toy when you go somewhere that makes your child uncomfortable.Calmly ignore your child’s protests. But when your child is doing the right thing, give plenty of praise.

roseput

https://community.enableme.org/en/discussion/comment/275002#Comment_275002

These are some of the key areas that need urgent attention for discuss. Can we organise this event please?

roseput

https://community.enableme.org/en/discussion/comment/276228#Comment_276228

If such events are organised by and for #actuallyautistic people in matters sexuality and adolescences it will be essential for an autistic teen and adult to understand how each gender works #enablemeke #dtsk

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https://community.enableme.org/en/discussion/comment/276228#Comment_276228

I second you @roseput

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Common Myths About Autism

Myth #1: Autism is a disorder that can be cured with medication.

Fact: Autism spectrum disorder is a life-long neurodevelopmental disorder that impairs an individual’s ability to communicate and interact with others. Unfortunately, this disorder cannot be cured with medication. With the appropriate combination of therapy, intervention and education, individuals with autism can have the capacity to live fulfilling, productive and independent lives.

Myth #2: Individuals with autism do not want to make friends. Individuals with autism have difficulty with social interactions because they struggle with communicating their feelings. Although they thrive for social interactions on the inside, they often come off as unfriendly or reluctant on the outside. These following behaviors that are associated with autism can often be confused with “not wanting to make friends”:

Difficulty making eye contactDifficulty instinctively empathizing with othersResistance to physical contactDifficulty starting or maintaining a conversationDifficulty expressing emotions or feelingsMyth

#3: Individuals with autism cannot feel or express emotion.

Individuals with autism struggle with interpreting others’ expressions because they may not be able to detect sadness or happiness based on body language. As a result, communication should be direct with individuals with autism. This does not mean that they do not still feel happiness, sadness, empathy or compassion. They have a different way of expressing and understanding these emotions.

Myth #4: Individuals with autism are intellectually disabled.

Many individuals with autism have normal to high IQs, and some may excel at math, music or another pursuit.

Myth #5: Autism only affects children.

Although autism is considered a childhood pervasive disorder since it is often diagnosed less than 12 years of age, children with autism grow up to be adults with autism.

Myth #6: The prevalence of autism has been increasing over recent years.1 in 68 children are diagnosed with autism spectrum disorder. Although this number has been increasing dramatically over time, there is more awareness, education and resources available for health professionals, parents and educators. As a result of the increase in knowledge and resources, more individuals are now able to recognize the signs and symptoms associated with this disorder.

Myth #7: Vaccinations cause autism.

This has been a hot topic for a while; however, research has debunked this myth. Autism is caused by a collection of different gene abnormalities and irregularities in brain function and neurotransmitters. Risk factors associated with autism include obstetric complications, advanced paternal age and exposure to infections during pregnancy, particularly rubella.

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https://youtu.be/tAZqaF69WnI

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A meltdown is a reaction to experiencing intense overload & lack of control. They can be explosive or lead to total withdrawal. Treating them like tantrums can be damaging & cause fear and mistrust. Different methods of support are needed to best help the individual in need.

Without the meltdowns it wouldn’t be possible to reset and adjust. Think of them as a release and not something to get angry about.

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Do our adults on the spectrum vote? Is it easy for them or do they get challenges?

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The application process for the 2022 Krystle Kabare Scholarship is now open. The scholarship will award one Kenyan graduate student with disabilities a full academic scholarship to attend the University of Nairobi in September.

The Krystle Kabare Scholarship was launched in 2019 in memory of Krystle Kabare, a much-beloved staff member of Development Pathways. It contributes to the educational development of a Kenyan Master’s degree student with disabilities, studying Public Health, Anthropology, Economics, Sociology, Social Statistics or a relevant field.

The successful Scholarship recipient will also be granted the opportunity to intern at the Development Pathways Kenya office, and to supplement their learning by contributing to social policy initiatives in Kenya during the duration of their programme.

Now in its third year, the scholarship has so far been awarded to two students. Peter Muraya has progressed in his studies in climate change adaptation, and Dennis Mugambi continues to work towards his human rights degree.

Before her untimely passing, Krystle was working as a Social Policy Specialist at Development Pathways in Kenya. She was passionate about improving the lives of the most vulnerable members of society and had a strong interest in promoting the rights of people with disabilities.

To be considered for the Krystle Kabare Scholarship, the student must:

Be a Kenyan citizen living with a disability

Have already attained an undergraduate Upper Second-Class Honours degree or above

Be proficient in spoken and written English

Have an acceptance letter to a Master’s programme at the University of Nairobi for September 2022.

For more information about the scholarship and how to apply, visit the website: https://www.krystlekabarescholarship.org/

The deadline for applications will be 31 July 2022.

Kindly share widely.

Regards,

Development Pathways Team.

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Details and process on how to get a disability card.

Card Mpya is registered at National Council offices but Nairobi you have to visit Nyayo House 6th Floor with the following

 *For a child* 

1. Birth Certificate

2. Disability Medical assessment report from either ( Mbagathi hospital, Mama Lucy Hospital or Spinal Injury hospital)

3. Two(2) Passport color photo of the child.

4. National Identity card(ID) of the parent

5. Fill the form for new registration that will be available in Nyayo House office.

 *For Adults* 

Visit Nyayo House 6th Floor room 1 with the following;

1. National ID card 

2. Disability Medical assessment report from either ( Mbagathi hospital, Mama Lucy Hospital or Spinal Injury hospital)

3. Two(2) Passport color photo of the child.

4. Fill the form for new registration that will be available in Nyayo House office.

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*What is Autism?*

1. Persistent deficits in social communication and social interaction across multiple contexts.

{deficits social emotional reciprocity – seeking to share, initiate or respond to social interaction} 

2. Restricted, repetitive patterns of behavior, interests, or activities {stereotyped or repetitive motor movements, insistence on sameness (routine/rituals), restricted or fixated interest that is abnormally intense.

3. Persistent difficulties in the social use of verbal and nonverbal communication {Use of gestures, deficits in using or interpreting eye contact, body language or facial expressions.

NB: Medical model approach.... Doesn't depict the strengths of Autistic Persons.

 *Strengths* 

1. Attention to Detail

2. Problem Solving Skills

3. Visual Skills - Strong   visual learners 

4. Excellent Memory Skills

5.Logical thinking ability

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*Cognitive Characteristics of Autism* 

 1. Executive Function

Difficulties with planning, thinking ahead, stopping a response or starting another response.

 2. Mental Flexibility

Difficulties changing from one activity to another or from a routine { A child throws a tantrum because the class teacher is away}.

3. Weak Central Coherence

Difficulties putting pieces of information into the bigger picture {e.g. challenges understanding the theme of a story}

4. Theory of mind deficits

Difficulties in observing others behavior, speech or body language and understanding what they are thinking or feeling.

5. Sensory Processing differences Hypersensitive or hyposensitive { e.g. hypersensitive – a child who covers their ears in the supermarket when someone's rolls the shopping cart}.

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What supplements do you give your kuddos on the spectrum? And for what benefits?

roseput

im going to write something about embracing neurodiversity in the house hold