Tag Archives: autism

OXO for Kids: Great Tableware For Older Kids With Sensory and Motor Issues

shopping-2.jpeg

shopping-1.jpegshopping.jpeg

Does your child knock over her milk on a daily basis?  Do utensils seem to fly out of your son’s hands?  I treat kids with hypermobility, coordination and praxis issues, sensory discrimination limitations, etc.; they can all benefit from this terrific line of cups, dinnerware and utensils.

Yes, OXO, the same people that sell you measuring cups and mixing bowls: they have a line of children’s products.  Their baby and toddler items are great, but no 9 year-old wants to eat out of a “baby plate”.

OXO’s items for older kids don’t look or feel infantile.   The simple lines hide the great features that make them so useful to children with challenges:

  1. The plates and bowls have non-slip bases.  Those little nudges that have other dinnerware flipping over aren’t going to tip these items over so easily.
  2. The cups have a colorful grippy band that helps little hands hold on, and the strong visual cue helps kids place their hands in the right spot for maximal control.
  3. The utensils have a larger handle to provide more tactile, proprioceptive and kinesthetic input while eating.  Don’t know what that is?  Don’t worry!  It means that your child gets more multi-sensory information about what is in her hand so that it stays in her hand.
  4. The dinnerware and the cups can handle being dropped, but they have a bit more weight (thus more sensory feedback) than a paper plate/cup or thin plastic novelty items.
  5. There is nothing about this line that screams “adaptive equipment”.  Older kids are often very sensitive to being labeled as different, but they may need the benefits of good universal design.  Here it is!
  6. All of them are dishwasher-safe.  If you have a child with special needs, you really don’t want to be hand-washing dinnerware if you don’t have to.

For more information about mealtime strategies, please take a look at Which Spoon Is Best To Teach Grown-Up Grasp? and Teach Spoon Grip By Making It Fun And Sharing a Laugh With Your Child.

thanh-tran-369711.jpg

Advertisements

Help Your Special Needs Toddler Make The Transition To School Routines

 

wu-yi-302799.jpg

 

Many developmentally delayed toddlers move their therapeutic and educational services to a toddler developmental group, A.K.A. special needs program, when they are between 18 and 30 months old.  Not all of them slide into the routine easily.  There can be a few tears and a lot of complaining about fitting into a schedule /leaving a fun activity because it is time for circle or therapy.

After speaking with a handful of clients and doing a few consultations, I thought it might help to provide some strategies to help parents make their child’s first school experience easier:

  1. Learn how teachers mark activity transitions, and commit to using them at home.  Some teachers sing the  “clean-up song”, some ring a bell or turn lights on and off.  Find out exactly how the staff help children, especially non-verbal children, anticipate and adjust to changes.
  2.  You don’t need to copy the exact transition strategy, but make it very similar and use it for activities at home that are the easy transitions.  Examples of easy transitions at home are getting into a bubbly tub, leaving the table once full and satisfied, putting on a coat to go outside and play, etc.  The transitions that are easiest are going to be the calmest, and children learn best when calm.  This positive spin makes the school’s routine more acceptable when a child isn’t completely on board with new situations.
  3. Find out how snack is served, and offer snacks in the same way at home.  If small cups are used for water or juice, practice cup drinking at home with the same sized cup.   If there are specific foods offered, then stock up.   Model your enjoyment of these snacks so that the food is familiar and has your seal of approval.

Good luck this year to all the toddlers that have made the leap to school!!

 

Lining Up Toys Doesn’t Mean Your Toddler Has Autism

 

danielle-macinnes-88493-unsplash.jpg

After head-banging, this is the other behavior that seems to terrify parents of young children.  Seeing a row of vehicles on the carpet makes parents run to Google in fear.  Well, I want all of you to take a deep breath and then exhale.  The truth is that there are a few other behaviors that are more indicative of autism.  Here is what I think that row of tiny toys often means:

Very young children have a natural interest in order and understanding spatial relationships.  Kids like routine and familiarity way more than most adults.  Some children are just experimenting with how lines are formed or seeing how long a row of cars they can create.  Some will even match colors or sizes.  And it is OK if Lightening McQueen has to be the first in the line.  Sometimes routines have purpose.  When your child tells you that you read Goodnight Moon wrong (you just paraphrased to end it early and get him to bed), he is really saying that he likes the familiarity and the orderliness of hearing those words said in that order.  Boring to you, comforting to him.  Experts in early literacy will tell you that his fondness for hearing the same story over and over is actually a developmental milestone in phonemic awareness, the cornerstone of language mastery.

Controlling their environment and creating patterns is another reason to line up those cars.  Young children do not create complex play schemes about races or adventures.  Lining them up is developmentally correct play for very young children, and it can easily expand with a little demonstration and engagement with you.  Build a garage from Megablox and see if your child will enjoy driving each one into the garage to “sleep at night”.  (Don’t mention that in real life we all use our garages as storage units! ) Typically-developing children may even repeat your game later the same day, having learned a new way to play with their toys.

When does lining up toys become troublesome?  When it is the ONLY way that your child interacts with those toys, or with any toys. And when you try to expand their play as above, they lose their lunch because it is all about rigid routines, not object exploration.  If your child is on the spectrum, that line of cars is part of their environmental adaptation plan for security and stability; it’s not actually play at all.  There isn’t a sense of playfulness about changing things around or using these objects for imaginative play.

A lack of developmentally-appropriate play skills is certainly a concern to a child development specialist, but it still doesn’t translate into autism.  Here are a few behaviors in 1-2 year-olds that concern me much more:

  • little or no eye contact when requesting something from you.  They look at the object or the container, not at you.
  • no response when her name is called, or not looking toward people when the name of a family member is mentioned.
  • using an adult’s hand as a “tool” to obtain objects rather than gesturing, pointing or making eye contact to engage an adult for assistance.
  • a non-verbal toddler (over 18 months old) that doesn’t use gestures such as pointing to communicate needs or desires.

Always discuss your concerns with your pediatrician, and consider an evaluation through your local Early Intervention service if you continue to see behaviors that keep you up at night.  They can help you!

If you are looking for strategies to help your child handle daily life tasks such as cutting nails or tolerating hair cutting, take a look at Why Cutting Nails Is Such a Challenge for Autistic and Sensory Kids and What Helps Sensitive Kids Handle Haircuts?.  I have transformed my own reactions to toddler behavior with Dr. Harvey Karp’s Happiest Toddler on the Block methods.  To teach your child self-control skills without punishment or shaming your child, take a look at Stretch Your Toddler’s Patience, Starting Today! and Discipline and Toddlers: What Do You Say if You Don’t Want to Constantly Say “No”? .

Are you struggling with toilet training?  Does your child have low muscle tone?  Then I wrote a book just for you!  The Practical Guide to Toilet Training Your Child With Low Muscle Tone is my e-book that gives you real assistance, not just “don’t rush him” or “wait until you see signs of readiness”.  I teach you how to spot and create readiness, and build your child’s skills so that they can succeed! Read more about my book at The Practical Guide to Toilet Training Your Child With Low Muscle Tone: Potty Training Help Has Arrived! .  You can purchase my e-book on my website Tranquil Babies , on Amazon , or at Your Therapy Source , a terrific site for occupational therapy materials.

cindy-bonfini-hotlosz-354736-unsplash.jpg

The Difference Between Special Needs and Typical Potty Training Approaches: Address Sensory/Behavioral Issues and Use Consistent Routines

tai-jyun-chang-270109.jpgAfter writing The Practical Guide to Toilet Training Your Child With Low Muscle Tone, I have been asked what was different about my book. There must be 100 books on potty training special needs kids. What did I do differently? Simple. I am an occupational therapist, so I have no choice but to use my 360 degree viewpoint to target all the skills needed to do the job. Seeing the path to independence in this way was second nature to me, but not to parents of kids with special needs. Time to offer some support!

The books I reviewed before I started writing were great, but every one lacked at least one important feature. If the authors were psychologists and teachers, they weren’t fully comprehending or directly addressing the sensory and motor aspects of a very physical skill. Oops.

OTs are always aware of the cognitive and social/behavioral components of activities of daily living, but we also have a solid background in physiology and neurology as well. That makes us your go-to folks for skills like toilet training. And that is a major reason why The Practical Guide is so helpful to the frustrated parents of children with SPD,autism, Down Syndrome, Ehlers-Danlos Syndrome, and a host of other diagnoses that result in delays or difficulties with muscle tone and potty training independence. It explains in detail how low tone creates sensory, motor, and social/behavioral problems, and how to address them. Knowledge is power, and knowledge leads to independence.

The other huge difference is that developing consistent sensory-motor-behavioral routines matter more for these kids. Tone isn’t a constant, as anyone with a child that has low tone knows all too well. Fatigue, illness, even a very warm day; these all make kids less stable and can even reduce their safety. Having a really solid routine makes movements easier to execute and more controlled when situations aren’t perfect. Kids with normal muscle tone can shift their behavior on the fly. They can quickly adjust and adapt movement in ways that children with low tone simply cannot. It isn’t a matter of being stubborn or lazy. Kids with low tone aren’t going to get the sensory feedback fast enough to adjust their motor output.

Good motor planning on a “bad day” occurs for these kids when they have well-practiced routines that support safe and smoothly executed movements. What makes the difference isn’t intelligence or attention. It is recalling a super-safe routine effortlessly. This is completely attainable for kids who have speech or cognitive issues as well as issue with low tone and instability. It may take them longer to learn the routine, but it pays them back with fewer accidents and fewer tears.

To learn more about my book, The Practical Guide to Toilet Training Your Child With Low Muscle Tone, visit my website, tranquil babies.com, or view it on Amazon.com!ferris-wheeltai-jyun-chang-270109