23. Advice Strategies for Parents and Carers of Children with Autistic Spectrum Disorder

Advice Strategies for Parents and Carers of Children with Autistic Spectrum Disorder

It is well understood that sensory information from body may not processed accurately in Autistic children. 

Our main sensory organs e.g. eye, nose, skin, tongue and ear is receiving the relevant sensory information e.g. vision, smell, touch, taste and hearing. This is next going to make a plan of physical movement which requires to be organised to do tasks successfully.

For the occupational performances of a child as well as any person, involves a series of complex process, such as body awareness, sequencing, initiation, motor planning and many more.

As an example when a person is going to brush teeth toothpaste has to be put on the brush before it enters your mouth.

There are several other areas should be taken into consideration: adequate attention levels are required if the activity is to be achieved and sensitivities to tactile experiences have to be overcome, e.g. from clothes and towels.

Unlike the normal children, children who are with Autism may not be able to adapt to their environment. So we need to change the environment to make them more able to participate and maximize their potentials.

These changes will be applicable at home, in nursery school, school and any other environment in which the child spends a substantial period of time.

In next few articles I am going to write some common strategies which can be helpful in Autism Spectrum Disorder. But keep this important thing in mind. 

Each child is an individual and the strategy which works for one may not work for another.

Proper assessment will help to find the best pathway so seek the assistance of your Occupational Therapist.  Parents often know ‘at a glance’ which strategies will work for their child, but the Occupational Therapist will be happy to advice if required.

In occupational performance of a child ADL is most important aspect.

Activities of Daily Living

01.Feeding – eating and drinking
02.Dressing
03.Toileting
04.Self- care activities  etc.

Dressing

Sensory:

• Use comfortable clothes; consider type of fabric and length of sleeves. Some materials are aggravate the discomfort.

• If the child cannot tolerate labels, cut them out.

• If the child cannot tolerate seams, undergarments can be worn to reduce friction.

• Try washing and drying clothes in unscented products. Because some smells are unbearable to these children.

• Dressing can be done in front of a mirror so as to provide visual cues to assist with sequencing, motor planning and body awareness.

• Be aware of other visual or auditory noises in the room which may be off-putting.

General facts you have to consider when you are doing dressing for a child with ASD.

• Practice dressing skills at home when there is plenty of time to complete the activity.

• Choose shoes with velcro or add velcro to button backs and zips.

• Organize drawers and put a picture label, if necessary, in front to enable the child to choose their own clothes.

• If the child has balance difficulties, try dressing sitting down.

• Play with dolls or teddy bears that require to be dressed to practice skills.

• Grade the activity so that the parent does some and the child does some.

• A dressing chart with pictures may assist to sequence the activity.

Through  resources

Kithma Wasana Dahanayake
Occupational Therapist