I recently had to dismantle a metal bunkbed my husband and I were selling to a consignment store. The frame was held together by a couple dozen stout screws which had to be removed with an allen wrench. The screws on the siderails slipped out after a few turns with minimal effort, but one at the foot of the bed proved significantly more challenging.

The base was only an inch off the floor, so I had to repeatedly remove the wrench every quarter twist and reposition it for the next rotation. I worked and worked, but the screw was not coming out. I felt some give in the tool, so I assumed I was making progress and kept at it, applying more and more force each time. After about ten minutes I sat back, exasperated. Why wasn’t it coming out? My husband looked over my shoulder and said, “You’re turning it the wrong way. You’re tightening it.”

I was indignant. I knew the rule: righty-tighty, lefty-loosey, and I was certain I was twisting to the left. However, what I failed to take into consideration was my orientation to the screw. With every twist, I was jamming the screw deeper and deeper into its hole, damaging the grooves with each turn. By the time I corrected my mistake, the allen wrench was rendered useless. I had to use a pair of pliers to forcefully yank the mangled bolt out of its hole. The damage was done.

Prior to my son Brady’s autism diagnosis at age three, my parenting methods resembled my unsuccessful bout with the bed. I tried repeatedly to use the same parenting techniques as my friends, or to mimic the upbringing and discipline I experienced as a child, but instead of compliance, I met resistance.

Even so-called expert advice fell flat. Parenting gurus regularly promoted easy “three step plans” to rearing a polite, well-behaved, socially acceptable child. If I followed their programs, I should be able to “a-b-c” or “1-2-3” my way out of any behavioral challenge with my son. Instead, I would reach “x-y-z’ and wonder what I did wrong. Brady wouldn’t respond, and in some cases, the conflict would escalate.

Interestingly, the problem with my parenting was the same as my wrench skills – I wasn’t oriented correctly. I was parenting Brady as if his brain were wired like other typically developing kids. I had to flip my perspective. I had to learn new strategies for parenting a child who is neurodiverse, otherwise I would risk irreparable damage to my son and our relationship, just like my fruitless efforts to loosen that screw.

Through books, videos, and in person parent trainings, I finally started to work in concert with my son, instead of fighting against him. Here are a few highlights of what I learned:
Don’t compare your child’s developmental milestones to other kids. Parent your child based on his stage, not his age.

  • Emphasize positive reinforcement for the right behaviors. Genuine excitement over his smallest victories will create a desire for him to repeat them.
  • Keep your cool when corrections are necessary. Losing your temper only fuels your child’s big emotions.
  • Determine something (a snack, money, a toy, etc.) that motivates your child, and provide regular, frequent opportunities for him to earn it.
  • Therapies are important, but don’t forget to celebrate and nurture the gifts, talents, and passions of your child.

These skills won’t promise you a completely smooth parenting experience. Occasionally you may still need to put some muscle into that wrench, but as long as you’re approaching your child with the right perspective, you should be able to stay in the groove.

https://amzn.to/3YPi3O8

Kari Baker always loved a good plan. But when her only son Brady was diagnosed with autism (at 3 years old) and ADHD, her plans for a typical parenting experience were shaken to the core. 

Finding KIND is an account of Kari’s initial awakening to Brady’s neurological differences, the early years adapting to life as an autism mom, and later accepting and appreciating Brady for exactly who God made him to be.

Ultimately, Kari’s experiences as a KIND Mom offer practical suggestions for thriving when the best laid plans go awry. Anyone who knows and loves a kid with invisible neurological differences or who is exploring faith in the midst of life’s challenges will find hope and encouragement in Kari’s story. 

“As a developmental pediatrician, I often wonder how parents of children with autism and other disabilities cope. And would I ever be able to rise to that challenge? Kari Baker shares some of her life secrets in this gem of a book. It is an ode to the impact of positive, mindful and persistent parenting of exceptional individuals. Certainly germane to parents of children with autism, but in reality, a lesson for the rest of us.”

 – Raun Melmed, MD, Co-founder and Medical Director of Southwest Autism Research and Resource Center and Director of Cortica Scottsdale, and Author of “Autism and the Extended Family: A Guide for Those Who Know and Love Someone with Autism” and “Autism Parent Handbook: Starting with the End Goal in Mind”

To learn more, visit https://www.bookpublicityservices.com/blog/finding-kind-kari-baker

The post Finding KIND: Loving Kids with Invisible Neurological Differences first appeared on The Mom Kind.

All children need to learn to exercise and to appreciate the importance of exercise and why it needs to be a part of daily life so much. If you have children with special needs, however, there are some things to consider. Making sure they have the right resources and accommodations to exercise is key. In this article, we are going to take a look at how to encourage exercise in special needs children.

Safety First

Even when adult exercises, safety is the number one important thing. So it’s hardly surprising that it would be the same for a child with special needs. As long as you are considering safety primarily, you will be looking after your child effectively, and that is the most important thing of all when trying to get them to exercise more.

In order to make safety a priority, you will need to think about a number of things, including knowing how to prevent many of the major injuries – see https://www.origym.co.uk/blog/how-to-prevent-acl-injuries/ for an example of this.

You will also need to make sure that you are not pushing your child too hard to exercise. Doing so can result in injuries.

Find The Right Exercise For Them

If you want your children to enjoy exercise as much as you would like, then you need to make sure that you work on finding the right activity for them as an individual. This is something that you might need to work on for a long time and use a lot of trial and error to be sure. But it is necessary if you are going to make it work out well.

Pacing

All that being said, you should be careful not to push them too hard, as in many cases that will lead to a number of problems. You might find that they are more likely to suffer physically or mentally, and probably they will be much less likely to enjoy it on the whole, which should be the main focus here overall.

That being said, if you pace it out too slowly, then you will find it harder to instill in them a particular excitement for the exercise, which is necessary if you hope to make it fun for them. Pace it right, and you will find that it makes all the difference.

Encouraging Exercise in Special Needs Children

Getting any child to exercise can be a struggle to do. With the right tools, it is possible to not only get them to exercise but enjoy it as well! As an added bonus, when we exercise it helps both our mood and sleep. Talk about a win-win scenario!

The post How to Encourage Exercise in Special Needs Children first appeared on The Mom Kind.

Exposing the first signs of autism in pregnancy! This could change everything we know about early detection. Researchers have just made an incredible breakthrough in understanding autism.

They’ve found that mini-brains grown from children with autism are about 40% larger than those from neurotypical children during the first trimester of pregnancy. This unusual brain growth could be one of the earliest indicators of autism in a developing baby.

One of the scientists, Alysson Muotri, points out that the bigger the brain, the better isn’t always true. According to Courchesne, understanding these early differences is crucial for developing future treatments to manage symptoms. This discovery offers hope for early intervention and better management of autism.

Stay tuned for more updates on this fascinating topic!

The post Breaking News! The Earliest Sign of Autism first appeared on The Mom Kind.

Human beings are social animals. Our well-being depends on having healthy relationships and interactions with other people. And the foundation of healthy relationships and interactions is communication. We express our feelings and thoughts through communication, both verbally and nonverbally, every day to interact with the people in our community.

Enhancing Communication Skills in Individuals with Autism: An ABA Approach

By Blain Hockridge

For people with autism spectrum disorder (ASD), though, the communication that most of us take for granted may be extremely difficult. This challenge deprives them of a vital, enriching part of the human experience. Luckily, Applied Behavior Analysis (ABA) has developed many empirically validated techniques to help those with autism communicate more effectively.

Verbal Behavior Training

Verbal Behavior Training involves connecting a person’s words with their purpose or “function.” It was developed by the behaviorist B.F. Skinner, who classified language into individual skills, or “operants.” The main operants include mands, echoics, and tacts.

Manding, or requesting, is the first skill taught in Verbal Behavior programs and one of the most important. The function of a mand is to obtain something that the learner wants, such as food or toys. A therapist or caregiver will contrive opportunities for the learner to vocally or gesturally (such as by pointing) indicate what they want, and then deliver that item to the learner. Manding is an essential skill, as it allows the learner to indicate what they want to others.

An echoic is simply the act of vocally imitating. Teaching this involves providing reinforcement for successfully repeating a sound or word that the teacher emits. This is a crucial skill to acquire for a learner, as imitating others is how we learn new sounds and words. Teaching echoics is often used in conjunction with teaching mands, by getting a learner to successfully repeat a word (such as “toy”) and then rewarding them when they say the word in the presence of the item that the word represents; in this case, by giving them the toy.

Tacting involves the learner labeling something in their environment to obtain a caregiver or peer’s attention. Tacting is usually taught by showing pictures or providing items to learners in their natural environment and then vocally praising them for successfully labeling the item.

Functional Communication Training

Related to Verbal Behavior Training is a method of teaching communication called Functional Communication Training (FCT). This involves replacing a learner’s undesirable behaviors, such as aggression, with functional communication skills to provide the learner with positive tools to achieve their wants and needs.

This is done primarily through a tactic called differential reinforcement, which is when a teacher ignores or redirects the learner’s undesirable behavior and then prompts a functionally equivalent communication skill. This can help reduce the frustration that can occur when a learner can’t communicate what they want. The communication skill can be vocal or involve Augmentative and Alternative Communication (AAC).

Augmentative and Alternative Communication (AAC)

Augmentative and Alternative Communication simply refers to various ways of communication that don’t involve vocal speech. AAC can be “no-tech,” “low-tech,” or “high-tech.” A “no-tech” AAC can include gesturing, signing, or facial expressions. These behaviors are “shaped” to reinforce successive approximations of the desired behavior. For example, moving a fist towards a desired item may be reinforced initially until a full finger point is required to obtain the item.

A “low-tech” AAC may use a Picture Exchange Communication System (PECS). PECS involves using a book or board containing pictures of items the learner must hand to a teacher or caregiver to obtain the desired item. A “high-tech” AAC may be a tablet that a learner can use to vocalize the desired speech when the appropriate button is pressed.

A whole world of possibilities opens up when we first learn to communicate. Suddenly, we have more control over our environment and no longer depend on others to determine what we want. While typically functioning people may take this ability for granted, for millions of people with autism, communication can be a real struggle. Luckily, with the help of Applied Behavior Analysis, increased awareness of autism, and caring psychologists and caregivers, these people can obtain the vital communication skills that provide a better and more enriching life.

The post Enhancing Communication Skills in Individuals with Autism: An ABA Approach first appeared on The Mom Kind.

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