​​Happy Holidays Central Coast ABA families and followers! This season’s blog will focus on letting go of excess control over decisions your kiddos make and trusting that they’ll make good use of the skills and lessons you taught them as they grow more independent.
 
First, this is tough! The first time you become a parent, worry becomes incessant almost immediately. This is especially true when kids are toddlers- they’re just so fast and curious. They want to get into anything and everything! As your kids grow older into pre-teens, teens, and even through adulthood, the worrying does not stop. In fact, it can even increase knowing that they may soon be on their own. So, how do we actively combat what is called “helicopter parenting?”
 
 
What is “Helicopter Parenting?”
 
Helicopter parenting can be defined as parents who are overly focused on their children; hovering over them trying to monitor their every move, just like a helicopter. This is not to say that parents need to be completely hands off and let their kids do whatever they please, but teaching in a way that allows for the child to do what is expected of them on their own. For example, in an article written by Esther Wojcicki for CNBC called, “I Raised 2 Successful CEOs and a Doctor. Here’s the ‘Unpopular’ Parenting Rule that I Always Used on My Kids,” she explains that her number one rule was, “Don’t do anything for your kids that they can do for themselves." She expresses that that, “...[parents] constantly remove obstacles so that our kids don’t have to deal with challenges” without having children figure out solutions to a problem. However, allowing children explore solutions may create an environment of critical thinking, which we all know is an important life skill to have. She goes on to say that, “... the more you trust your children to do things on their own, the more empowered they’ll be.”
 
Furthermore, she provides examples as to how she was able to accomplish this, starting with simple, everyday actions. See Below:

• Waking Up: Have them set their own alarm.
• Getting Dressed: Let them pick their own outfit.
• Mealtimes: Give them simple tasks like stirring the pancake batter, cleaning their lunchbox, and setting the table.
• Getting their Backpack Ready: Have them run through a list of what they need to bring that day.
• Making Plans: Let them come up with weekend or after school activities.
• Checking Homework: It’s okay if they don’t get 100% of the answers correct. Let them learn from the mistakes.

 
Chores are some of the greatest independent tasks. This is something they will take with them into adulthood and use as a lifelong skill. Doing the dishes, learning how to grocery shop, and being able to budget are all skill  kids learn over time and can be strengthened through repetition and real-life practice.
 
 
Special Needs and Independence
 
            The second article that adds to this topic is called “Tips to Help Youth with Disabilities Learn Independent Living Skills,” by Julie McKinney, MS. The three biggest points the author emphasizes are giving your kids a heads up, teaching and practicing independent living skills, and giving support during and after their transition.
 
            In the “Heads-up” section, she explains that communication and starting conversations early about what they can expect in continued education, supported or independent living spaces and even workplaces. This can make the transition easier if they know what to expect and what their life will be like. It is never too late to begin using this strategy. Beginning to use this type of language in infancy is very beneficial  and can also be a written part of their IEP when the child enters school.
 
In the next section titled “Teach and Practice”, the author talks about skills we learn in childhood that we use in adulthood and often take for granted! Cleaning, cooking, and even grocery shopping as mentioned earlier. Giving tasks to your child to complete on their own is a great first step (in their skill range of course). A good example she gives is tasking them refilling prescriptions:
1. Give clear instructions on how they do this and write out a list of steps.
2. Have them practice.
3. Then let them make the call and stand by in case they need help.
4. Give less help as they gain confidence in doing the task on their own.
 
Finding tasks that involve things they’re interested in is a good way to give them responsibilities involved with those interests (e.g., loving animals and learning how to take care of a pet).
 
            Lastly, “Support” expresses that support comes from you, the rest of the family, and other services on state and local levels. ABA services can be a great way to start this process for kids with autism and other related diagnoses. Giving them the tools to learn how to communicate effectively will help when needing to advocate for themselves. Whether this be in their school’s disability services office, navigating government benefits like SSI and Medicaid, and even turning to their job coach to ask for help and for more support if need be.
 
 
Kids Deserve More Credit
 
Setting your children up to succeed with less help from you is the goal. Teach them to learn how to deal with situations that life will throw at them. While they learn and get used to doing things on their own, it is important to stress that you’ll always be there to support them should they need help. Having a safety net to fall back into is less stressful when they know they have people in their corner they can rely on for help! Esther Wojcicki ends her article with saying “When you trust kids to make their own decisions, they start to feel more engaged, confident, and empowered. And once that happens, there’s no limit to what they can achieve” and we whole-heartedly agree!

​
Below are the links for the references for this blog post:
www.cnbc.com/2022/10/29/i-raised-2-successful-ceos-and-a-doctor-heres-the-no-1-unpopular-parenting-rule-i-always-used-with-my-kids.html
https://www.exceptionallives.org/blog/independent-living-skills

​
Was this information helpful? Please share your thoughts, experiences, and feedback with us. You can find us on Facebook, Instagram and LinkedIn @centralcoastaba.

Feelings of "It's all my fault!", "What did I do wrong?" and others like these are very common in parents, especially in those of children who have ASD and similar diagnoses. This is what is called Parent Guilt, and trust us, you are not the only parent(s) who have these feelings. So what's the deal with Parent Guilt and how do we overcome it? In this post we'll break down some examples of Parent Guilt, how to cope and how to move forward and use it in your favor instead of just existing in negative thoughts and emotions.
​

What Parent Guilt can look like:

1. Guilt Over Self-Blame
An example of guilt over self-blame can be when a parent notices that their child exhibits a lot of the same behaviors and characteristics that they, themselves, display. This can lead the parent to wonder if their genes are to blame for an ASD diagnosis.

2. Guilt Over Past Mistakes:
This kind of parent guilt can look like an older or adult child being diagnosed with ASD later in life versus at a young age. This leads the parent to wonder that if they had received the correct diagnosis at an earlier age, how much different the trajectory of their child's life would be. 

3. Guilt Over Negative Thoughts:
In some cases, a parent mourns the child that they had imagined they'd have and with this, it often leads to the parent struggling to come to terms with some of the child's limitations. This, in turn, leads to the parent overcompensating with a lack of boundaries which ultimately may end up hindering the child instead of helping.

4. Guilt Over Child's Suffering:
This kind of parent guilt is often seen as the child endures their teenage years. Between the acting out, challenging parent's authority, spending more time away in their rooms and away from rest of family, parents can feel as though they should be doing more. However, those feelings can then lead to the child feeling smothered. 

5. Guilt During the Pandemic and Quarantine Times:
This is a very timely and specific kind of parent guilt as we are currently dealing with multiple serious illnesses at the same time. Not knowing how to fully handle these situations as they arise and then having to spend time apart if someone is sick can lead to guilty feelings similar to past mistakes. 

Other ways that parents can feel guilty is on social media, with trusted professionals, and the people that are in their circle.

For instance with social media, there are many different kinds of content creators who curate their feeds with what they do with their children and how "well-behaved" they are. Many times, this is not fully the case as with any child they might behave how you'd like them to for a while and then act out. Taking things on these platforms with a grain of salt is in your best interest when trying to overcome these feelings.

As far as trusted professionals go, even doctors and health care specialists with the child's best interest at heart can make you feel inadequate, as if you're already not doing your best. Again, these recommendations are not a personal attack so they should not be taken personal, even if it feels that way at first and the defense mechanisms kick in right away.

When it comes to your circle, who are you surrounding yourself with? Are these people going to support or hinder you as you try to navigate raising a child with ASD or a similar diagnosis? It's important to evaluate those around you and ensure you are being supported in the way you feel is best. Being around like-minded people can help ground you as you learn and grow with your child.


So with all of this information, how do we cope?
It's going to take a lot of patience and consistency with confronting these feelings when they occur. Recognize these feelings and work through it. Exploring these guilty feelings can help parents begin to master them and feel empowered to redirect the guilt to set the child up for success. Understanding the guilt in the context of the parent's own struggles and conflicts can help separate them from the interactions that take place with the child.

Now that you have the tools to recognize what parent guilt is, how it feels, and how to deal with these feelings, do some self reflection. When reflecting on decisions you've made with your child, think about whether they were made out of parental instinct or parental guilt. Guilt is a perfectly natural feeling, we all have it. It's finding the right balance that is key and then in turn modeling it to our children the best we can. If not, apologize and try your best again to show it's okay to make mistakes as we are all learning!


Below are the links for the references for this blog post:
https://www.autismspectrumnews.org/its-all-my-fault-understanding-guilt-in-parents-of-children-with-asd/
https://www.healthline.com/health/parenting/mom-guilt
​
​
Was this information helpful? Please share your thoughts, experiences, and feedback with us. You can find us on Facebook, Instagram and LinkedIn @centralcoastaba.

Hello to all of our Central Coast ABA families, clients, and followers! We hope everyone is doing well and kicking off the summer right ☀️ Speaking of summer, spending a lot more time with the kiddos is soon to be, if not already, in full force! We thought that breaking down a helpful article that includes gaining instructional control could help in teaching your kiddos to follow your lead more easily. In this blog post, we will be breaking down the article titled The Seven Steps to Earning Instructional Control with your Child by Robert Schramm, MA, BCBA.
 
Schramm opens the article speaking on his experiences with parents asking how they can get their child to do something (i.e. using the bathroom or sitting still during mealtimes). He emphasizes getting to the root of the problem instead of patching up the symptoms. He states that earning instructional control is the “most important aspect of any autism intervention or learning relationship” (Schramm 1). This all starts with your child’s desire for wanting to follow your lead. In the rest of this blog post, we will be detailing what Schramm describes as the seven steps to earning instructional control. Once these steps have been consistently applied, the difference will be shown in not needing to actively control your child, as they will want to follow your instruction.
 
Step 1: “Show your child that you are the one in control of the items he wants to hold or play with and that you will decide when he can have them”
 
Any activity or toy your child prefers to do or play with while they’re alone can be used as a potential reinforcement for positive behavior choices. Taking control of these items is crucial while starting the journey of earning instructional control. That is not to say your child should not be able to receive these objects or do these activities but earning them by following your instruction and behaving appropriately.
 
For starters, decide what items your child can have in their environment and what they can do for you to introduce or remove them. To do this, start by removing your child’s preferred items from places in the house as well as their room. Place these objects where they can see them but are inaccessible. For younger children, place these items in a clear container. For older children, you may need to use locked cabinets or rooms.
 
By doing this, you can use these items as reinforcers. Whenever you see them put down one of the reinforcing items, you must put it away immediately. If they begin to walk away and play or interact with another object, take note and when they are done using it, remove it from the environment. This can be done with activities as well. One the example Schramm gives are using mini trampolines. Instead of having them out, hang them against the wall when not in use.
 
Step 2: “Show your child that you are fun. Make each interaction you have with him an enjoyable experience so that he will want to follow your directions to earn more time sharing experiences with you.”

This step is where pairing is imperative. Schramm states “Make his playtime more fun because you are a part of it” (Schramm 2). To pair yourself with reinforcement, follow the child’s lead when they show interest in activities or toys and play along with them. Make sure to elevate the experience of the activity as they will look to you to have more fun than what they’d have by doing it alone. Also note, if the child leaves or demonstrates inappropriate behavior during the activity, it is totally okay to cease until the child stops the behavior. It’s also important to note to immediately resume the activity when they stop the inappropriate behavior. You always want to ensure that you are elevating the experience rather than making it less fun. This way they will always turn to you when looking to do that activity.
 
Step 3: “Show your child that you can be trusted. Always says what you mean and mean what you say. If you say your child should do something, don’t allow him access to reinforcement until it has been acceptable completed. This includes prompting him to completion if necessary.”
 
Schramm says that, “Words are normally not consequences. They are threats of consequences. If you do not stick to your word you child will have no basis from which to make good decisions” (Schramm 3). Do not reward the child for not following your instruction. When you give instruction, you should expect them to complete that request. Do not allow the child to experience any reinforcement until the child follows your instruction either independently or with little prompts. By doing this, you will be able to reinforce the choice that is in the child’s best interest which will allow them to choose it sooner and more often.
 
When giving instruction, be sure to choose your words carefully. Giving them the option to choose to say no, cannot be met with disregard, as the option was given by you. Instead, give direct action statements such as “Sit down”, “Do this,” and “Come to me”. Do not give an instruction that cannot be easily prompted if needed, and refrain from giving an instruction that you do not plan on following through with. Do not give the reinforcer item until instruction has been fulfilled successfully.
 
 
Step 4: “Show your child that following your directions is to his benefit and the best way for him to obtain what he wants. Give your child easy directions as often as possible and then reinforce his decisions to participate by following them with good experiences.”
 
Once you have established control over your child’s reinforcers, you can begin using them to support his appropriate behavior choices. To do this, Schramm states that the child must follow a direction or demonstrate the appropriate behavior before you allow them to have something they want. Your direction can be asking that they “throw that in the garbage” or “first sit down, then I’ll get it for you.” It can also be to ask for a simpler imitation first as a way of teaching give and take. The more you do this, the quicker they will learn following rules and direction is the best way to get what they want. Be sure not to pose a question where the child can say “no” as a valid response just as well as avoiding “If, Then” statements that opens the door for negotiation as this is bribing and not reinforcement. Getting through this phase of instructional control includes providing lots of opportuites for reinforcement to make an appropriate choice based on direction. Since you are in control of the desired objects, providing the opportunities should be easy.
 
 
Step 5: “In the early stages of earning instructional control with your child, reinforce after each positive response moving to an ever increasing variable ratio of reinforcement.”
 
Consistency is important! Your child will understand that certain behavior choices will end with them receiving something they value. Understanding that following your instruction is necessary in receiving the things that they want will lead to good decision making. Ultimately, they child will come to you for instruction because that’s how they know they’ll be able to get the thing they desire. This can only happen if you stay consistent and reinforce every correct response. There is always some form of reinforcement available even in the smallest forms. Tickling, a high fie, a smile and so on. As you child begins to be willing to follow your direction consistently, you can begin to slow down on the amount of reinforcement given.
 

Step 6: “Demonstrate that you know your child’s priorities as well as your own.”
 
Tracking and recording each of your child’s most desired reinforcing items/activities as well as what they prefer in different scenarios. Share these recordings with all the adults in your child’s life who regularly interreact with them. You should have a wide variety of reinforcers, so make sure you’re trying new ones everyday. Save the most valued items and activities for times that are more difficult such as language acquisition and potty training. Make sure you are also aware of your priorities. What is the most important thing you want to teach your child? Ideally you’d have multiple goals in mind, but it is best to try and meet each goal one at a time. It’s important to know your priorities so that at any given time you can make reinforcement choices based on them.
 

Step 7: "Show your child that ignoring your instructions or choosing inappropriate behavior will not result in the acquisition of reinforcement."
 
This step can sometimes be the hardest to perform correctly. Having a board certified behavioral analyst available to you for guidance is highly recommended. Make sure to not allow reinforcers to be given to the child when they’re displaying inappropriate behavior. You must consistently recognize what behavior is inappropriate and make the behavior unsuccessful for obtaining reinforcement. This is called extinction. When your child leaves the teaching setting, using nonverbal cues can help them understand that their choice has no controlling effect on you. Make sure the child has no access to these reinforcers until they finish the activity or complete the instruction. For your instruction to be as productive as possible, the child must decide that it’s in their best interest to learn from you. Even if at first you feel as though you are spending more time waiting for the child to come back than actually teaching that’s okay. Stay consistent. What they are learning in this time is to desire participation in your teaching. Schramm states “In our work, we have found that children who choose to rejoin the teaching process due to a comprehensive application of the seven steps of instructional control are far less likely to leave again” (Schramm, 5).

As time goes on, when they do leave, it will be for shorter periods of times. In some cases, the child will start to be the one to initiate teaching settings. Eventually, you will encounter extinction as it allows you to decrease problem behavior without punishment procedures. Extinction will also be followed by extinction bursts, which could include the unwanted behavior happening for a longer period of time until it’s finally extinguished. However, when using extinction, you must also be consistent. The extinctions burts will begin to decrease in duration and veracity as the child begins to understand there’s no benefit for the inappropriate behaviors.
 
​
All in all, it is best to continue the steps of instructional control so that instead of just gaining it, you’ll be able to maintain in. The more consistency and addition of more family members and caregivers to gain instructional control, the easier it will be for the next to gain it as well.

Please consult with a BCBA/BCaBA for support. 

​
Was this information helpful? Please share your thoughts, experiences, and feedback with us. You can find us on Facebook, Instagram and LinkedIn @centralcoastaba.

Hello everyone and Happy Spring! 2022 is flying right by us, and before you know it, the kids will be on summer break, the weather will be warmer and the days longer. In this blog post, we wanted to shed some light on modifiable activities to experiment and have fun with all while strengthening or learning new skills! These can be especially helpful for kids with autism and other related diagnoses. Take a look below at some of the activities and games our BCBAs have curated to try out with your family!
 
 
Uno:
 
Matching Skills: If your child is working on matching skills, give them one card at a time that is face up. Keep the deck face down and have them draw one card from the deck at a time until they find a color match. Ignore the numbers, they’re not important for this modification. Remove wild or special cards.
 
Number Skills: Same as above, but with numbers. Colors are not important for this modification.
 
Sharing Skills: Same as above, but take turns drawing the card from the deck. Remember to give praise when either of you find a match!
 
Complicated Instructions: Play traditional Uno with 3-5 cards in hand. Cards in hand can be face up (for adult assistance if needed) and wild/special cards can be removed from the deck. Remember to give praise when either of you win!
 
Sustained Attention: Play traditional Uno and keep increasing the hand size. Start with 3 cards in hand, then 4, 5, etc. until the child can get through a whole game with 7 cards to start.
 
Taking Turns: Add in more people! Let caregivers, siblings, and friends join in on the fun! Give praise to everyone for playing a fun and friendly game.
 
Advanced/Movement Uno: Have the child assign a movement to each color of card (red, yellow, green, and blue). When they put down a card of that color, everyone does that exercise the number of times on the card.

• Examples:
  • Red = Jumping Jacks
    • Child puts down a red 7, everyone does 7 jumping jacks
  • Blue = Deep Breaths
    • Mom puts down a blue 5, everyone takes 5 deep breaths
  • Yellow = Freestyle Dance
    • Sister puts down a yellow 8, everyone dances for 8 seconds
  • Green = Wall Pushups
    • Brother puts down a green 2, everyone does 2 wall pushups

 
 
Start-to-Finish Board Games:
 
For this section, you’ll need games that have a starting place, a trail to follow, and an end. Some good examples of these are: Hoot Owl Hoot, Candyland, Chutes and Ladders, a Treasure Map, Trouble, etc.
 
Dice: If you’re worried about dice ending up in the child’s mouth, cut up paper to make cards. You can just have six cards labeled 1 through 6, or even fewer cards (1 through 3) depending on the child. Cards can also be by color (like Candyland) if appropriate for the board.
 
Matching Skills: Let them draw one colored card at a time and help them move their piece to the corresponding space until they reach the finish line. Remove any special cards from the deck.
 
Counting: Use numbered cards or dice for movement and help them count to their next location.
 
Sharing Skills: Take turns drawing/rolling and moving your token. Include as many people as you’d like!
 
Complicated Instructions: Include special cards!
 
DIY Board Game: Help the child draw their own board game! You just need a squiggly line, a starting point, and a finish line. Add in some decorations, make cards to draw or get dice to roll, and enjoy a homemade board game!
 

Origami, Paper, and Other Crafts:
 
Easy Crafts:

• Scribbling
• Paper airplanes
• Paper kite
• Putting googly eyes on things
• Marble painting
  • Put a piece of paper on the bottom of a cardboard box, add a couple globs of paint and some marbles, let the child roll the marbles in the box to spread the paint.
• Finger Painting

 
Intermediate Crafts:

• Paper dolls
• Connect the dots
• Cutting and gluing
• Tracing lines
• Puppets
• Telephone with paper cups
• DIY board game
• DIY pinwheel
• Painting with a brush

 
Advanced Crafts:

• Origami
• Cootie catchers
• Paper sail boats/hats
• Pompom creatures with googly eyes
• Toilet paper roll/plastic spoon pipe cleaner creatures
• Make pompoms out of yarn
• Sailboat out of cork
• Marble run

 
 
What do you think of our list? We hope you use these or take some inspiration to make different modifications to games and activities to fit your child's and family’s needs. Let us know if you’re going to try any of these or what you already do with your family to have some fun!

Was this information helpful? Please share your thoughts, experiences, and feedback with us. You can find us on Facebook, Instagram and LinkedIn @centralcoastaba.

Happy Holiday Season!
We hope everyone is staying warm, healthy, and safe.  We're nearing the end of December which means the holidays are here and in full force! Between taking time off, the kids being on break from school, and family affairs, we all know how busy and stressful this time of year can be. As our final blog post of the year, we wanted to give some holiday advice, tips and give light to reconnect with yourselves as we approach 2022. 

Reducing Anxiety and Angst
Now that the holiday season is in full swing, trying to get everyone together and on the same page can be a stressor, especially with trying to deal with all of the other things life throws at us. We found some tips from Boston Children's Hospital that we thought could be very beneficial to parents of autistic and other similar diagnosed kids to help ease the anxiety and angst that comes from this time of year.

1.  Have a Plan
Make sure to talk with ​your children about upcoming plans to prepare them for what to expect. Although it may not make this any less overwhelming when the time does come, it can help prepare them from a sensory standpoint. Plan to have a "Calm down spot", whether that be the car, a quiet place in the house, or outside to get some fresh air.

2. Avoid Packed Schedules
It's so easy to get caught up trying to see everyone and do everything at this time, that it can be hard to fit in everything in just a few weeks. Avoid overfilling schedules so that you and your kiddo aren't overwhelmed and overextended. Try to keep plans with people you and your child are comfortable with.

3. Stick to Routines
The holidays will absolutely throw you for a loop when it comes to trying to squeeze in something that affects everyday routines. This can trigger anxiety not just for the kids, but also the adults. Try to keep sleep, meal time and exercise routines the same as much as you can. If the family is attending a party and it goes past the children's bedtime, make an effort to keep the bedtime the next day.


Holidays During Covid
As the above plans are mostly for those going to see family and friends at this time, there are still many of us who aren't comfortable with that scenario just yet. We've also got you covered! The Texas Children's Hospital mentions some tips for supporting the kids during the holiday season while we're still toughing out the pandemic.

1. Going on "Virtual" Outings
At this time, some of the zoos offer live webcams of the animals in their facilities! Here in Monterey, we have the Monterey Bay Aquarium where you can watch live feeds of jellyfish, penguins, sea otters and more! This can help prepare the kids for when the family decides to go in the future.

2. Enjoying the Outdoors
There's got to be a reason people say "I'm going to get some fresh air" when they need to think or blow off some steam. Staying in the house too long can have this same effect! Try doing some activities outside like having a picnic or playing a few games, or even just driving around to see some Christmas lights. Getting some sunshine and fresh air are always good for staying healthy.

3. Read Online Books
As an alternative to going to the library, try some different reads online! Texas Children's Hospital recommends Epic!. This site offers a ton of options for kids books and can be suited to fit more than one kiddo in the family and their favorite types of books.


A Different Perspective

A great Instagram account called Autism Sketches has compiled a list of things to keep in mind when autistic children and adults are going through the holidays. Much of what we talked about thus far can be seen in their post! For example, needing breaks and alone time. Finding that safe and calm space is a must! Other great tips they give is to not force participation, respecting food restrictions and reassurance. Asking them if they're okay or if they need anything goes a long way.

Caregiver Self Care

Last but not least, we want to address our caregivers. What are YOU doing during this time to help decompress? Don't forget to take care of yourselves as well. Make sure you're taking some time to yourself throughout the day to relax, breathe, listen to music, whatever you need to do to reset. You cannot be everything to everyone all the time, you're doing the best you can! Give yourself grace and kindness. You should be having fun too!


With that, we want to wish you all a great rest of the holiday season, and we will see you back here in the new year! Keep up with us on our other social media @CentralCoastABA in the mean time!

​
Was this information helpful? Please share your thoughts, experiences, and feedback with us. You can find us on Facebook, LinkedIn and Instagram @centralcoastaba.

Happy Fall everyone!
​
We hope you’re staying warm and staying safe. This time of year marks the beginning to the upcoming holidays, and for starters, Halloween! Halloween is right around the corner and it’s a time filled with activities for the kids, spending time within the community and with family, as well as enjoying some candy and pumpkin flavored sweets. This time of year can also be a little overwhelming for children with autism or other related diagnoses as well, especially as we are still in a pandemic and many of our children haven’t been able to celebrate Halloween for quite some time. We wanted to take some time out and share some resources with tips and tricks (or treats?) for how to make this time of year more fun for the kiddos as well as keeping them safe!

If you plan on staying inside this year due to the pandemic or any other reason, we’ve found a great article from Arizona Autism United and Behavioral Innovations that lists inside activities for the family. Some suggestions they list are:

1. Spooky Movie Night:
A relaxing way to spend the night that’s still festive and a great way to stay safe and have a great time inside.

2. Pumpkin Carving/Decorating: 
Pumpkin carving is a pretty common activity in the fall, but also a great activity to do while staying inside for Halloween. If you'd like to have the family partake in this activity, make sure to include some preferred stimuli for the kiddo. If they don't like the feeling of the inside of the pumpkin, try having some markers or stickers available as an alternative to decorate the outside of the pumpkin.

3. Virtual Costume Contest:
A safe alternative to going out and showing off costumes. Invite friends, family and more and have some fun and play some games over Zoom, FaceTime, or other web services!

4. Costume Bingo:
Create bingo cards from popular costumes that pop up every Halloween and place them on the cards. Every time someone with one of those costumes passes by, have them marked off on the bingo cards! You can have everyone decide what costumes are most popular, which ones they want on their cards, and even hand out prizes to the winners!
 
Arizona Autism United and Behavioral Innovations also both list some ways to prepare for the upcoming day if you’ve decided the family will be Trick or Treating. Some tips they include are:

1. Creating Visual Stories and Videos:
Making your own visual schedule with expectations of what your child will see throughout the night.

2. Costumes:
Make sure your kiddos are comfortable in their costumes. Of those on the spectrum, many have sensory issues with costumes such as wigs, make up, and textured costumes. AAU suggests having them try on and wear the costume for extended periods of time before Halloween to make sure that they’re comfortable. If not, try some festive clothing such as a “Happy Halloween” t-shirt or pumpkin pajamas.

3. Know Limits:
​If the child can only handle going up to a few houses for Trick or Treat, that’s okay! Try not to push them to do more than they are comfortable with. Try to stop a potential problem behavior before it arises and praise them for a job well done, ending the event on a positive note!

Some other tips that the Children's Hospital of Los Angeles recommends are:

• Take your kiddo out into the community where there are familiar faces to them, such as a school event or neighborhood party.
• Pair up with another family that your child already likes.
• Practice giving and receiving candy with your child as well as greetings.

One last thing to note is that when handing out candy on Halloween, be on the lookout for blue pumpkin buckets! Raleigh Magazine states that some parents have opted into use these blue buckets to help signal that their child is autistic and may be non-verbal, so saying "Trick or Treat" may not come naturally to them. This way, parents have explained that this helps spread awareness about autism and acceptance. On the other side of this, some parents may not have this particular bucket with their autistic children and that's perfectly fine as well! Halloween is for everyone, and not all kiddos talk. That isn't our business and they don't have to disclose a diagnosis to participate in Trick or Treating.

The main take away is preparation, understanding limits, and what to be on the lookout for. Being prepared and knowledgeable is the best bet for a successful night out filled with treats, spooks, and fun. Below are the resources we’ve gathered and used for this post if you would like to check them out as well!
 
We wish you and your family a happy and healthy start to the holiday season!


https://azaunited.org/blog/halloween-tips-for-children-with-autism-during-covid
https://behavioral-innovations.com/blog/tips-children-with-autism-halloween/
www.chla.org/blog/rn-remedies/halloween-tips-kids-autism-spectrum-disorders
https://raleighmag.com/2021/09/blue-bucket-halloween/


Was this information helpful? Please share your thoughts, experiences, and feedback with us. You can find us on Facebook, LinkedIn and Instagram @centralcoastaba.

The holiday season can be stressful for anyone. Add on the current pandemic. Parents are all just trying to make the most out of this season with their child with special needs. Here are some tips from a mom with a special needs son. These can be found on her blog site:
https://www.andnextcomesl.com/2016/10/holiday-survival-tips-for-autism-families.html

THE ABCS OF SURVIVING THE HOLIDAYS WHEN YOUR KIDS HAVE AUTISM OR SENSORY ISSUES
  1. Ask for help when you need it
  2. Buy gifts ahead of time to avoid crowded malls or shop online
  3. Consider your child's sensory needs and plan accordingly
  4. Decorate gradually to limit sensory overload
  5. Enjoy holiday themed sensory activities
  6. Figure out your exit strategy or calm down plan and then make a calm down kit to prepare for                      those inevitable meltdowns
  7. Give your child breaks and adequate time to adjust to new settings, people, etc.
  8. Help your child practice what to say (and what not to say) while opening presents, visiting family,                eating holiday meals, attending parties, etc. by writing out scripts and visual supports
  9. Include your child in the holiday planning, shopping, and decorating
10. Juggle what you can and limit holiday parties and events that you are invited to
11. Keep things low key
12. Limit surprises and new experiences
13. Make sure you choose your battles
14. Never feel pressured or obligated to maintain commitments if your child is overwhelmed
15. Open presents gradually
16. Plan ahead and inform your child of any changes to the plan
17. Quietly connect with your kids and let them enjoy some quiet time throughout the holidays
18. Remember to never be ashamed or embarrassed about taking your children out shopping or                         leaving events early because of meltdowns
19. Sing Christmas carols karaoke style (with or without sound) and use noise reduction headphones             if necessary
20. Try to keep things familiar, including routines, food, bedtime rituals, friends, family, etc.
21. Use pictures, such as a photo album of previous Christmases, to help your child prepare for the                   holidays
22. Visually present the holidays with a visual schedule, checklists, social stories, or a Christmas                         countdown to help your child learn what events are occurring and what is expected of them
23. Wrap presents according to your child's sensory preferences and needs (e.g., use gift bags if                         unwrapping a gift is difficult due to fine motor skills or avoid ribbons and bows if your child dislikes            the texture of them)
24. Expect meltdowns to happen, understand that they are bound to happen, and know that it's okay
25. Yield when things aren't going well
26. Zero in on what is most important during the holidays

Was this information helpful? Please share your thoughts, experiences, and feedback with us. You can find us on Facebook and Instagram.
​

Our lives and the services we depend on have been disrupted.  However, you can still reach out for help to manage routines, schedules, or behaviors that are occurring or heightened during this stressful time while sheltering in place. Check with your doctors, speech therapists, occupational therapists, and ABA service providers to see if Telehealth are available. Most insurances are covering Telehealth services during this pandemic. If behavior is life threatening, please call "911" for immediate help and contact us as well.

Was this information helpful? Please share your thoughts, experiences, and feedback with us. You can find us on Facebook and Instagram.

​