Why Losing Can Lead to Meltdowns in Autism

All kids have trouble learning to lose with grace, but for children in the autism spectrum, losing can lead to an all out meltdown.  A meltdown is different from a tantrum in which the child is in control of his behavior but is acting out to achieve a goal or manipulate an outcome.  A meltdown is the moment at which someone is entirely overwhelmed by emotion and decompensates before your eyes.  The emotional moment may last a very long time; children with autism can take even hours to recover.  

Many children with ASD (autism spectrum disorders) have meltdowns in response to losing a game.  Why?  Here are several reasons:

•  Uncertainty:   Individuals in the spectrum often want things to be routine and predictable.  They have difficulty not knowing the outcome of something ahead of time.  For some kids, if there was a predictable pattern to winning and losing (e.g., I win then you win then I win...), the individual would do better.  But that is the point of the game for most people; the outcome is uncertain and captivates our attention.  What is going to happen?!  For the individual with ASD, the uncertainty is stressful.
• Concrete: Good vs Bad --Concrete thinking is common in the spectrum as well.  Your child may categorize everything into good or bad, or other black-and-white categories.  As my son was growing, he would ask the same thing of me ("Is that person a good guy or a bad guy" or "Is that a good word or a bad word").  It is difficult for your child to, on the one hand, know that winning is the object of a game (no matter what adults say to the contrary) and also realize she is either a winner or a loser, good or bad.  When she uses all her efforts to get into the "good" category and fails, this is overwhelming.  
• Fixed Beliefs --Many individuals in spectrum fixed beliefs that have no clear basis in reality.  They may firmly believe with all their being that something makes the team that is playing good or bad.  For example, they may be extremely attached to the blue uniforms of a team on television, and melt down if the blue team doesn't win.  I have heard some kids say, "I don't know why, but I just feel like it is really really important for the blue team to win."  It is common for people in the spectrum to be unable to distinguish what is "really important" and what is not. 

This leads us to the topic of Emotional Control.  You can think of emotional control as part of the overall concept of executive function which is impacted by the center and front of the brain.  For a good description of emotional control, see Dr Dawson and Guare's descriptions in their books at Smart but Scattered Kids.  Executive function is a significant difficulty for individuals in the spectrum, and emotional control is a big part of that challenge. 

People who have emotional control difficulties may have different manifestations.  In the presence of overwhelming situations,  they may:

• Shut down (withdraw, lose their words, freeze, be unable to act)
• Act Out, Explode, or Meltdown (pushing someone away, crying, yelling)
• Become very anxious (significant fear, worry, and upset)

Because they are less able to manage their own emotional and physical experiences, they often become overwhelmed by emotion and unable to function appropriately through the challenges.  

It is important to understand that, for these individuals, the difficulty managing emotion after losing a game has a neurologic base and cannot be generally managed hearing someone say "stop it" or "don't be a cry baby." 

Some ideas for managing these situations coming up in my next post!

Sensory Activities for Older Children

The Occupational Therapist for my 8 year old son has suggested that we get back into some sensory activities to help him with his autistic spectrum symptoms. 

There are many ideas for sensory play for toddlers out there, but not as much for older children.  I decided I wanted to try to integrate sensory activities into some functional tasks... like cooking and bathing for example.  

This morning I made muffins with peanut butter, banana and eggs as part of the ingredients.  I asked him to help me cook.  My idea was to have him get his hands into the batter to mash up the bananas, but he wasn't going for that today!  We will try another time.  I did show him, however, how to separate eggs with his hands just like Bobby Flay!  He let me crack an egg right into his open hand, let the egg whites spill out into the bowl underneath, and put the egg yolk into the batter.  

In his bath, he is experimenting with different textures and senses as well.  He loves the shaving cream play in the bath but is not as keen on the more greasy coconut butter lotions.  Next up...we are going to try an apricot scrub with a light scent and a somewhat textured feel.  

Experiment with your older children, and see how you can integrate sensory experiences into everyday functional tasks!

Celebrating the Holidays with Special Needs Children

Trees, lights, decorating cookies, shopping, visiting family, school vacation, wrapping and opening presents, singing traditional songs of the season, and church services...

The best things about the holidays, right?

We all have our favorite part of the holiday season.  It usually comes wrapped with childhood memories of what was or what we wish had been.  We try to recreate scenes from Christmas past.  Capturing those great pictures of the kids for Christmas cards.  Surprising people with gifts on Christmas morning.  Visiting Santa and watching favorite Christmas movies on TV.

For children with special needs, all or most of the above may be very difficult and not enjoyable at all.  My dreams for the season are often not my son's dreams.  He is 7 years old and in the autistic spectrum.  Every year, I'm surprised by how much he struggles during the holidays.  Just this year, I spent some time crying at a coffee shop as I took a break from trying to cook for Thanksgiving.

As I try to regroup, these are my thoughts...

1. Anticipation and Surprise
For most of us, anticipation and surprise is what Christmas is all about.  But for my son, anticipation feels like anxiety.  He prefers to know what is coming.  He likes a predictable schedule.  He can seem "off" from before Halloween until after Christmas break.  "Off" could look like meltdowns, crying at small things, wanting to be constantly close to a parent, or wanting to be isolated like under a "tent" in his room or behind a chair.

** One thing we have tried is to ask Joshua if he wants to know the "schedule for the day" even when school is out.  This let's him know what unusual things may be in the schedule, or what usual things are cancelled because of the holidays.  Sometimes we ask him if he wants to draw out or write out his schedule.  Other times, he just wants to hear it. Here is an example of a visual schedule.

**Joshua wants to know what he is getting for Christmas ahead of time.  Yesterday, he and I ordered his gift together over the internet.  Now he feels good that he is getting something he will enjoy, but he doesn't have to manage that nervous energy until Christmas morning.

**You could also develop a social story like the ones at this link.

2. Crowds, Commotion, and Loud Noises
There is a lot more activity during the holidays than other times of year.  Even at his "typical" activities like fencing and school, there are Christmas songs, concerts, and his school even takes all the kids to a store to buy toys for charity.  These activities can be overwhelming because of the noise, scents, bumping, and bustling.

At any time of year, Joshua can be loud and physically active; however, sometimes this is most noticeable when he is actually overwhelmed.  When he is crashing through the house and can't stop, I know he is having a hard time.  There was a time when I thought he needed to "run off" this energy, but now I know that he most often needs help with calming during these times.

**He may need us to set up a quiet place like an indoor tent.  He can go inside and watch videos or play an app on a tablet. Try these ideas for creating a cozy resting place.

**Deep pressure and proprioceptive input can be also be calming and centering.  Try these sensory strategies OR these!

3. Diet

Holidays often have lots of treats, traditional dishes, and a deviation from normal diet.  In addition, Joshua follows a gluten free, casein free (dairy) diet to help manage his autistic symptoms.  Joshua typically does best when he has enough protein and very little simple sugar as well.  We try to cook healthy and organic as much as we can, but still have treats for Joshua at every holiday and special occasion.

**Joshua eats a lot of healthy foods, but he often rejects new or unusual foods.  Many of the traditional holiday foods are out of our typical routine (e.g., most of the Thanksgiving dishes).  While I may be working very hard to make stuffing, gravy, etc. Joshua often wants his usual dishes.  Or, he may ask for holiday dishes because other kids talk about them, but then often reject them when they are on his plate.  This Thanksgiving, Joshua ate coconut milk ice cream and that was it.  He rejected each of my Thanksgiving offerings.  I have to just anticipate that he may want his usual foods; I need to choose which ones I will make in combination with a few holiday dishes for us.  

**We try to really focus on protein and healthy eating, so sugar rushes don't add to his symptoms and struggle.

4. Little Bits at a Time
**We try to enjoy little bits of the holiday at a time.  Our church holds Christmas service during the week before Christmas, so we are able to go to service and then not plan anything else that day.  

**We don't have family in our area; rather than driving 8 hours to see family and stay in their home, we opt for a quieter holiday in our own familiar setting.  

**We spread out his presents across multiple days, rather than opening all the presents Christmas morning in a flurry of craziness.  So, he opens one large present on Christmas morning (of course he already knows what it is) and then across the following days, we dole the rest of the small presents over time.  

5. Take Care of Ourselves

As I was crying in the coffee shop this year, I remembered that taking time to myself is really important.  I can't do it without breaks and a chance to regroup.  So I either need a to find a babysitter, a willing neighbor, or take turns with my husband to get out of the house and breathe.  

Celebrating Halloween with Special Needs Kids

Celebrating any holiday with special needs kids can feel overwhelming.  There can be a lot of adrenaline and intensity at holiday times, unusual changes in diet, and noticeable disruption of routine.  There is also usually a big enphasis on cultural specific ways of celebrating, some of which your child may be unable to participate in or tolerate. 

Here are some Halloween tips:

1. Sensory Issues
If your child has sensory symptoms, pick a costume that makes sense for your specific child.  Avoid things that are itchy, smell "funny", or are too tight.  In contrast, maybe snug parts of a costume feel good to your child.  A hat or turtleneck may help some kids feel more centered and secure.  Having them carry a weighted backpack or some type of accessory with the costume that is heavy can also help kids feel calmer.  Some kids might avoid face paint or masks, while others may like that feeling on their face.  Do the best you can to select what makes sense for your child, and know that you will do your best to plan...and then be flexible when costume time comes if your child won't wear what you had picked out.  Have some options in your head just in case... like plan B...C...and D.

2. Anxiety and Inflexibility
Try using social stories to prepare your child for the unusual things about the holiday.  For example, what happens differently at school or home.  If the child is old enough, have them write a story with you or tell you the story. 

3. Extra Calming Times
Plan extra calming times into your routine a few weeks before and after the holiday.  Maybe your child feels better when they can lay under a table with a heavy blanket and watch YouTube videos.  Maybe they like to play LEGOs in their room with a dim light on. 

4. Learn to Recognize what Behavior Means
For some reason, I'm usually surprised when my son has trouble before and during the holidays.  Even this year...I was not expecting some of the behaviors that have "come out" such as anxiety, wanting to touch and climb on visitors, melting down if he loses a game.  My son can also "lose his words."  Although my son does talk, when he is under stress I hear myself saying more and more "use your words please" and "have you lost your words today?"  My husband reminded me that we need to expect some changes before any holiday or change in routine (e.g. traveling, the beginning or end of school, etc). 

5. Dietary Needs
My son follows a gluten free and casein free diet to help manage some of his autistic symptoms.  We have a game now, that he goes trick or treating, brings back "a stash" and then he comes to my "candy store."  I pretend to be a shop owner and he comes in wanting to trade some of the candy he can't eat, for other treats I have in my store.  Then he has choices and can choose what he likes. 

6. Be Flexible
Sometimes we have high expectations for any holiday and how it should look if it is "good."  We might feel very disappointed if our child doesn't want to wear a costume or leave the house.  Maybe our child prefers to hand out candy rather than going from house to house.  Maybe they won't pose for a picture or meet their friends outside.  Every holiday may be different...every year may be different.  Take pictures when you can and build what memories you can, but let the rest go.  Let it be good in it's own way.  If your child wants to stay home and hand out candy, embrace it.  If they just want to wear face paint but no costume, go for it.

7. Take Care of Yourself
As a parent, you are doing the best you can.  Some other parents may give you advice or feel critical of your child for not looking and acting like everyone else on Halloween.  Maybe your child is nonverbal or won't wear a costume.  Maybe they can't choose a piece of candy from such a huge variety in a large bowl.  It could be that they have trouble self-regulating and grab too much impulsively.  Perhaps they melt down in front of others. Not everyone will understand, but some will.  You may feel alone, but there are a whole community of parents out there who support and embrace you. 

Does Your Child Have 'Super Powers?": Talking to your kids about their autistic spectrum symptoms

My son is 7 years old and has a diagnosis in the autistic spectrum.  One of the features of the spectrum is that some children and adults can have many sensitivities that feel overwhelming at times.  My son has many sensory symptoms like this: the sun is too bright, crowded places are noisy and chaotic, being touched can feel overwhelming.  The strength of these symptoms seems to be variable through different ages and seasons of life for him.  When he is having a hard day, he has more symptoms.  I remember one season when he was 4 years old.  He was so sensitive at that time that it was hard to function.  He didn't want me to use any of our kitchen appliances because they were too noisy.  Even if he was in a different room with the door closed, he seemed bothered by the noises.  We even considered taking the appliances to the basement! 

One decision facing parents whose kids are struggling is how to discuss the struggles without making the child feel chastised or bad about themselves.  In this case, we started talking to him about his super powers!  He could really resonate with this concept.  We talked about how not everyone could see and hear what he could.  His super powers (hearing, vision, etc) could be really valuable and wonderful (e.g., he can pick out details in a picture that no one else sees).  We also talked about how his powers can make life hard or uncomfortable.  

One of our goals was to teach him how to monitor how his powers were doing that day.  We would say, "Are your super powers bothering you today?" or when he could see or hear something we couldn't, we might say "Ah!  Your super powers are turned on.  I didn't even notice that noise."  Then we would ask him to start monitoring his own powers and telling us what he needs that day.  We would say, "If your super powers are really strong today, what can we do to make it feel better."  We would start to teach him options for coping with really strong inputs.  For example, we might suggest sunglasses outside.  I would warn him before I turned on kitchen appliances so he could decide whether he wanted to put his hands on his ears, go upstairs to his room, etc.  

He really responded to the concept of super powers having good aspects as well as challenges.  And he also started monitoring how he was doing on a certain day, and letting us know (with prompts).  Pretty soon, he could start to choose from options about how to cope on that day. 

What super powers do your kids have?  How do you talk to your kids about their strengths and challenges? 

Picky Eater? Meltdowns? Constant Motion? Sensory Symptoms in kids: What to look for and how to make things better

 Enjoy this video with Tom of newparentinghangout.com (Australia) and myself on the topic of sensory symptoms in kids. 

How the Brain Impacts Behavior: What All Parents Should Know About Their Kids With Brains

I am a Neuropsychologist, which means I have a PhD specializing in how brain function impacts thinking skills, behavior, emotions, and personality.  My job in a medical center includes advising medical staff on how conditions involving the brain will likely impact the behavior of their patients. I also have a 7 year old son in the autistic spectrum.  

Although the brain does not control behavior, the substrate of the brain and how it is wired does influence behavior and the range of behaviors people are capable of.  This is important for parents to know, as their kids are likely each different with regard to their gifts, challenges, and what they are capable of at different ages and in different settings. 

These are 5 things about the brain every parent should know:
1. All Behavior is Communication
All behavior communicates something.  If you see your child melting down, what is that behavior communicating?  What about when your child is a picky eater? What does it mean when your child's behavior changes from day to day?  
2. Many Behaviors Are Influenced by Brain Function
Whether your child has developmental delays, is right on time, or is gifted, some of the behaviors you see are likely to have some basis in how their brain is wired.  
3. Discipline Alone is Not Likely to Produce the Most Success
Discipline is asking your child to self-regulate, that is to control their own behavior, using their cortical function (their thoughts and will).  The reason the success of discipline is limited, is that it assumes that the child can control the behavior in question, and that the reason for the problematic behavior is a decision on the part of the child not to behave.  Don't get me wrong, I'm all for discipline, but only in combination with identifying why the behavior occurs, and then teaching the child how to meet their needs without harming others or while remaining safe. 
4. Make Sure Your Expectations For That Child Are Reasonable
There is nothing that creates a recipe for failure and frustration more than asking someone to do something they are not capable of.  For example, if I sit my 2 year old down and try to teach him nuclear physics, he will be overwhelmed and unable to achieve the goal, and I will be frustrated that he isn't doing what I ask him to do!
5. Behaviors That Stem From Brain Function Will Be Inconsistent
Many people make the mistake of saying, "If they want to they can do it" because the person's behavior is inconsistent.  In actuality, if the brain is involved, there will be inconsistency in behavior at different times and across different settings.  If there is inconsistency, we should start to wonder if the brain is involved in any way.  

So, with that in mind, let's take meltdowns as an example.  Meltdowns may communicate that a child is overwhelmed, overtired, or unable to communicate with words.  A lot of times, people who are feeling a strong emotion, become "at a loss for words."  They actually can't activate the language centers enough to put their emotions and thoughts into words.  Maybe your child is feeling frustrated or upset and doesn't know how to manage that emotion.  Your child may be overstimulated (too much chaos, sensory input) in a crowded place like a store or a school.  After figuring out what the behavior is communicating, you have a great opportunity to help your child by taking them to a quieter place, teaching your child ways to calm down, and see if language returns better as your child calms down.  Discipline alone, which would require that your child regulate their own behavior even when they don't know how or feel overwhelmed, will be less effective. 

Let's take the preschool child who is banging his/her legs against the chair while waiting for lunch at preschool or daycare.  Let's say they have been waiting for 20 minutes and the meal is running late.  The teacher tells them to stop banging their legs because it is impolite; the teacher explains the disciplinary consequence if they continue to be rude at the table.  But, remember, all behavior is communication.  Can we expect this preschool child to sit quietly at a table for 20 minutes?  What the teacher doesn't realize is that banging his/her legs against the chair is giving the child proprioceptive input into the ankle joints.  Guess what proprioceptive input does?  It helps with self-regulation...calming a person who is hyperactive and antsy, while alerting a person who is falling asleep or losing focus.  So the child is actually trying to self-regulate by banging his/her legs; they are unable to regulate from top-down (from cortex thinking brain centers to lower centers) so they use a bottom-up brain strategy (sensory input comes from a lower part of the brain and helps regulate behavior when thoughts cannot).  

There are so many more examples.  See my other posts about kids, anxiety, autistic spectrum, and sensory symptoms for more.  

What Is High Functioning About Autism?

 

What is High Functioning about Autism?  

(above see Temple Grandin and Steven Wiltshire--Each with autism and great giftings)

You may hear the description "high functioning" connected to the word autism.  What does that mean? Does it mean the person is high functioning with relationships, work, play, mood?  Does it mean there are no struggles or challenges?  Are these individual higher functioning than others outside the spectrum?  Great questions!

High functioning only refers to an individual's cognitive function.  There is a misperception that most individuals in the autistic spectrum are low functioning cognitively.  In fact, when I was in graduate school, we learned that 2/3 of individuals in the spectrum are intellectually handicapped and measure in what we call the Mentally Retarded range.  Turns out, that was a huge error! While it is difficult to measure exactly  how many people are in the autistic spectrum from different ranges of "intellect"--it is clear that autism does not discriminate on the basis of intellect. In fact,it is becoming clear that many people who are in the gifted range of intellect are within the spectrum.  They may be described as having high functioning autism or Asperger's Disorder.  Some argue there is a difference between the two and others argue they are the same.  For the sake of this discussion, we don't need to solve that question! 

But let's get back to the original question.  Does that mean the individual is "high functioning" in life?  No.  These individuals may be high functioning and accomplished in life, but many have significant struggles in certain areas, or at least need some accommodations or help to maintain their really functional life.  Why?  Consider this--
     1. Although I said high functioning refers to cognition, I should say it refers to intellect.  There is a cognitive domain called executive function that is very problematic in the autistic spectrum.  It involves things like multi-tasking, initiating a task, time management, flexible thinking, quick attention, thinking outside the box, sequencing through a task with multiple steps, etc.  (See my other posts on executive function by clicking on the tags/labels on the right hand column). 
     2. In addition to significant problems with executive function, individuals in the spectrum also tend to have difficulty with social communication, facial recognition, and imaginative play with others.  Therefore, relationships can be problematic and difficult to maintain well. 
     3. Individuals in the spectrum often have significant sensory symptoms (see sensory tag). This can mean that they feel drained in their environment, well before others would.  They may need things "just so" to get through the day well (e.g., wearing a certain type of clothes, eating certain foods, dimmer lights etc). 
     4. Anxiety is very prevalent in the spectrum.  Anxiety and executive function problems may cause rigidity in day to day functioning.  Also, anxiety is more difficult to treat with medications in the spectrum than outside (although can certainly be helped with medication).  Counseling may be difficult because it can rely on thinking abstractly in an interpersonal setting.  E.g. "What are you feeling?"  Counselors who specialize in treating individuals in the spectrum may use an approach based on problem solving, teaching self-monitoring, and learning social skills. 
      5. Sleep disturbance is often present.  This can be very disruptive if the individual is unable to initiate sleep, maintain sleep, and have good functioning during the day when they need to be at work, engaging with family, etc.  
      6. Individuals in the spectrum may have special interests that consume all their time. They may have collections that turn into hoarding.  They may spend so much time playing video games, organizing baseball cards, and building lego sets, that they don't maintain other aspects of their life well.

So beware--- If you see a child or adult struggling, consider whether they may have spectrum symptoms.  Being "high functioning" with intellect does not rule out a neurologic problem causing pain and impairment. I once heard a preschool teacher refer to a young boy in her class by saying "I don't know what's wrong with him! He's not stupid!"  As a culture, we are not good at recognizing high functioning autism, as this boy clearly had.  She was right--he wasn't stupid.  He was a gifted artist and a bright boy.  But, he was struggling, as were his parents, and they were unable to get help and assistance because autism was the furthest from their mind.  Why?--because he wasn't stupid.  

Let's increase our understanding of autism, both "high functioning" and for individuals with less language and problem solving.  Let's focus on recognizing the symptoms in the young and old.  We will improve our schools, homes, and communities. 

Sensory Strategies to Help Infants and Children Calm

Everyone uses sensory strategies to feel better, whether they realize it or not.  What is a sensory strategy?  How about when we use lavender or vanilla scents in soaps or lotions and take a deep breath...ahhh, that feels good.  Consider your morning routine-- maybe you take a hot shower and the heat feels good.  Maybe you make hot coffee and eggs for breakfast, and the heat and smell of the meal is filling as much as the calories themselves.  Maybe a massage feels great, or cuddling up in a chair with a blanket.  Maybe being "tucked in" tight in the covers at night or sleeping among multiple pillows feels wonderful.  

Those are all sensations that help our body feel calm and relaxed and wonderful.  Children respond to sensory strategies too, they just may not notice what feels good.  Some kids have "normative" sensory experiences and may regulate themselves fairly well during the day but enjoy some calming sensory inputs here and there.  Other children may have sensory processing disorder or be within the autistic spectrum.  These kids may need more calming input than other children because of the way their nervous system is wired. Some calming strategies may include deep pressure and/or gentle movement (vestibular input).

Here are some ideas for calming sensory inputs--
1. swaddling blankets or slings for infants

This deep pressure feels wonderful and cuddly to infants.  The one thing I wished I had purchased before bringing my son home as an infant was a swaddling blanket that was actually created for that purpose.  These baby slings are the same concept.  Not only does the infant experience deep touch, which is calming, but they are close to their parent, warm, and comforted. Also, if the parent is bouncing them or swaying back and forth, they are receiving gentle vestibular input (movement) and this also feels calming.
2. For bigger kids, consider different techniques to give them deep touch, pressure, and vestibular input for comfort.
.........a.  Bean bag chairs
You can use simple ones that you pick up at a store or can use more specialized ones as below; these can be found through sensory catalogues and internet sites with products for sensory dysfunction or autistic spectrum.

 ........b. Hammocks or hammock swings
Think about how a hammock envelopes you and even gives you a gentle swaying feeling that is comforting and calming.  The hammock swings below are a bit more specialized and can be found in sensory catalogues. 

.......c. You can also wrap your child with gentle but firm pressure in something like a yoga mat.  Play a game and tell them you are making an "Thomas" taco for example. 

Or you could make a "Thomas" sandwich using pillows in which the child is laying on a large pillow and has a pillow on top.  You can apply gentle pressure on the top pillow pretending you are assembling the sandwich. Encourage the child to tell you what feels good, when to keep going, and when to stop.  
.......d. Use a heavy blanket over your child.  There are even specialized weighted blankets that are heavier than the norm and are used for calming kids with anxiety, sensory needs, autistic spectrum, and more.  Many sites on the internet sell weighted blankets and I have a previous post on just that subject (Information on Weighted Blankets).  The picture below shows a child in a cute little "envelope" in which the top portion is weighted.

Whatever is calming for you or your child, use it.  Our brain responds well to sensory input that helps us regulate our nervous system.  Play detective to see what types of input, when and how much feel good to you or your kids.  If you would like more professional input in this area for your child, an Occupational Therapist can help.

Cozy Places for Kids to Rest

My 6 year old son is in the autistic spectrum.  When he is stressed, overloaded, or exhausted, he may hide under tables.  Lately he has been spending hours with his whole body covered under a blanket, playing minecraft on our ipad.  

When I can see he is stressed, I know I need to provide a place for him to feel calm, cozy, and centered.  We used to have a small tent we set up in the basement, although that has been broken for a while. 



I found some nice looking pictures of resting places that I may want to imitate.  This first one uses an old baby mattress and a draped tent to make a nook.

This is a tent theme as well, with some type of frame for support and some comfy pillows.

I have seen this type of set-up as well, with a resting place under a table.  Then pillows or a small mattress can be put under there with flashlights, books, etc.

We all need a comfortable place to rest and regroup, don't we?  These look so inviting.

Strategies for Calming, Waking Up, and Focusing

As a Neuropsychologist in a medical center and a mother of a child with sensory processing challenges, I have learned about proprioceptive input.  What a big word for input into the joints and muscles.  This means the sensation your body processes when you pull something, push something, or carry something heavy.  

Proprioceptive input helps bring us to "the center."  If someone is high strung, anxious, or hyperactive, this type of sensory input helps calm them.  If someone is sleepy, distracted, or can't focus, this type of input helps waken them, alert them and help them to focus on what is important.  So either way, too sleepy or too jazzed, joint input helps center us. 

How can we use this to help our daily lives?  If you are a parent with a child who has alerting and focusing as they are getting to school in the morning, perhaps some heavy work first thing would help.  Or perhaps you have a child who is too hyper to settle down for bed.  Maybe you yourself would like something to feel more centered.  

Try these ideas to increase some joint input:
 1. Pull something heavy

2. Push against something with resistance

3. Carry something weighted

4. Chew something that will provide work input into the jaw like something crunchy or chewy.  Chewing gum actually helps with concentration. 

5.  Try a stretching routine, yoga, push ups, or pull ups. 

So next time your child has a hard to alerting or calming, instead of a time out, try teaching them a new way of self-regulation.  Thoughts and ideas (e.g., motivations, decisions) are often less successful for this type of change than using a more intrinsic sensory approach to help our bodies center and regulate.