The Ultimate Guide to Stimming and Autism: What You Need to Know
As a parent of a child receiving applied behaviour analysis (ABA) therapy for autism, you might have observed your child exhibiting behaviours that are repetitive or may seem uncommon. These behaviours, referred to as “stimming,” serve a significant role in the way your child engages with their environment.
“Stimming,” an abbreviation for “self-stimulating behaviours,” is a coping strategy often seen in children with autism. These behaviours are believed to generate an enjoyable sensation and if stopped abruptly, can provoke negative reactions.
Many parents and guardians of children with autism often ask how they can stop stimming altogether. But what’s even more important is to learn effective methods to gradually and safely guide the child away from stimming, especially when it becomes disruptive or detrimental. Thankfully, ABA therapy provides strategies to manage stimming if it starts to cause complications in social or operational scenarios.
Understanding these behaviours might seem challenging if they differ from your initial expectations. But only by truly understanding stimming can we better assist our children in their journey. Read on to find out what you need to know about stimming.
What are examples of stimming?
Stimming behaviours can take many different forms, and they may vary from child to child. However, some common examples of stimming include:
Hand flapping or finger tapping. This involves rapid, repetitive movements of the hands or fingers. For example, your child may flap their hands up and down or tap their fingers together repeatedly.
Rocking back and forth. Your child may rock their body back and forth, sometimes while sitting or standing. This can be a way to self-soothe or calm themselves down.
Spinning. Your child may spin around in circles, sometimes for extended periods. This can be a way to feel the sensation of movement or to relieve stress or anxiety. They may also like to look at spinning wheels and objects.
Repeating words or phrases. Your child may repeat the exact words or phrases over and over again. This can be a way to self-stimulate, or to communicate their needs or desires.
Flapping objects. Your child may flap or wave objects in front of their face, such as a string or a toy. This can be a way to create visual stimulation or explore different objects’ sensory qualities.
Stimming behaviours can change over time, and your child may develop new ways of self-stimulating as they grow and develop.
What are examples of stimming?
Stimming is a behaviour that’s commonly associated with autism, but it’s not exclusive to this condition. There are a variety of conditions that can cause stimming, including anxiety, ADHD, and sensory processing disorder.
Autism
Autism is a neurodevelopmental disorder that affects how a person perceives and interacts with the world around them. One of the hallmarks of autism is the presence of repetitive behaviours, often referred to as stimming.
ADHD
ADHD, or Attention-Deficit/Hyperactivity Disorder, is a condition that can affect a person’s ability to focus and regulate their behaviour. For example, people with ADHD may struggle to sit still, stay focused, or control their impulses, causing stimming practices.
Anxiety
Anxiety can cause a person to engage in repetitive behaviours as a way to cope with feelings of stress or worry. For example, you might find yourself tapping your foot or biting your nails when you’re feeling anxious. Similarly, people with ADHD may use stimming to help them focus or regulate their emotions.
Sensory processing disorder
Sensory processing disorder can also contribute to stimming. This condition affects the way a person’s brain processes sensory information, making certain textures, sounds, or smells overwhelming or uncomfortable. Engaging in repetitive behaviours, such as rocking or humming, can help a person with a sensory processing disorder feel more in control and calm.
In what ways can ABA be used to manage stimming?
Through ABA therapy, parents and caregivers can adopt effective strategies to navigate and address stimming behaviours in children with autism. These are some of those strategies:
Functional Communication Training
Functional Communication Training (FCT) is a technique in which the child is taught alternative ways to express their stimming needs or desires, using tools like pictures, symbols, or gestures, instead of overly relying on repetitive self-stimulatory behaviours. The goal of this approach is to replace excessive stimming with other, more appropriate, forms of communication that suit the child’s needs better.
Social Skills Training
Children with autism might have difficulties with social skills, which could contribute to stimming. Social skills training focuses on teaching children with autism essential skills for successful social interactions, such as managing stimming during conversations, interpreting social cues related to stimming, and understanding others’ perspectives about their stimming behaviours. This method enhances the child’s understanding by teaching conversation management, training in recognising and responding appropriately to social cues about stimming, highlighting perspective-taking, and improving role-playing skills.
Visual Support
Visual support, like picture schedules or visual cues, can help children with autism understand what’s expected of them, thus reducing their dependence on stimming. For example, a visual cue, such as a picture of a stop sign, could be used to signal when to stop a specific stimming behaviour. Visual supports can also assist in teaching new skills, such as social or self-help skills, and help the child remember and adhere to rules and routines.
Tackling The Root Cause
Children may engage in stimming behaviour in response to overstimulation. Mitigating these external stimuli could potentially lessen such behaviour. However, it’s essential to desensitise the child to these stimuli in a progressive and controlled manner. This involves gradually exposing them to these external stimuli, thereby allowing them to develop adaptive coping mechanisms through a well-structured, incremental process.
Redirection
It could help to divert a child’s focus away from stimming behaviours to prevent them from becoming habitual. A successful strategy might involve redirecting their attention to activities that utilise the specific stimming action. For instance, if a child tends to engage in hand flapping, prompt them to mimic certain hand movements. This way, the child is still using their hands but more intentionally, helping to shift attention away from the flapping behaviour.
Positive Reinforcement
Positive reinforcement is a standard technique used in Applied Behavior Analysis (ABA) therapy to minimise undesired behaviours and promote desirable ones, including the reduction of disruptive stimming in children with autism. For example, praising and rewarding the child when they manage their stimming appropriately can reinforce this positive behaviour and motivate them to continue using it.
My child is stimming — What to do next?
In the context of ABA therapy, stimming, or self-stimulatory behaviour, is viewed as a functional behaviour that serves a purpose for the individual. These behaviours can help an individual with autism to self-regulate, manage anxiety or stress, or provide a source of sensory stimulation.
ABA therapy, however, does not seek to eliminate stimming outright. Instead, it aims to understand the function of these behaviours and how they help the individual cope with their environment. The goal is to support the individual in learning to use these behaviours in a way that is adaptive and does not interfere with their learning, social interaction, or daily living skills.
For example, if a child is flapping their hands excessively and it’s preventing them from participating in school activities, an ABA therapist might work with the child to develop alternative behaviours that serve the same function but are less disruptive, such as squeezing a stress ball or fidget toy. However, it is important to note that this approach is usually a last resort.
Additionally, ABA therapy takes into consideration the context and intensity of the stimming behaviour. If the behaviour is causing self-injury, extreme social isolation, or significantly interfering with learning or daily activities, an ABA therapist might create a plan to gradually reduce the behaviour while simultaneously teaching more adaptive coping mechanisms.
Finally, ABA therapy encourages parents and caregivers to support their child’s unique needs and behaviours, including stimming. This might involve creating a safe and accepting environment, providing sensory tools or calming strategies, or learning to recognize when a child is likely to engage in stimming behaviour.
At AutismSTEP, we tailor a customised treatment plan that meets your child’s needs and goals. By working together and supporting one another, we can help children with autism thrive and reach their full potential.
To help you make an informed decision on the type of therapy your child needs, please schedule a consultation with us today, or call +65 6456 9950.
Down Syndrome vs Autism: What We Know So Far
Autism spectrum disorder (ASD) and Down syndrome are extraordinary conditions that can sometimes baffle or melt hearts but always leave a lasting impression. While they may seem like apples and oranges at first glance, there’s more to these conditions than meets the eye. While these two conditions may seem worlds apart, they share a common thread — being exceptional in their ways.
As a parent, it can be overwhelming to learn that your child has either of these conditions, particularly if you don’t know how to help them thrive in the future. Finding help becomes a top priority. It’s good news that healthcare professionals can help parents and kids achieve their goals.
In this blog, we’ve rounded up all you need to know about Down syndrome vs autism and how to find the support and resources you need.
Getting back to the basics: What are Down syndrome and ASD?
As parents, you want to understand and support your children to the extent of your abilities, no matter their challenges. Two conditions that may be unfamiliar to some parents but are essential to know are Down syndrome and Autism Spectrum Disorder (ASD). While these conditions are distinct, they share commonalities and affect individuals uniquely.
Down syndrome is a genetic condition that occurs when there is an extra copy of chromosome 21. This additional genetic material can cause a range of physical and intellectual characteristics, such as low muscle tone, distinct facial features, developmental delays, and intellectual disabilities. However, it is critical to note that while individuals with Down syndrome may share certain physical features, they are each unique individuals with their personalities, talents, and abilities.
On the other hand, ASD is a neurodevelopmental disorder that affects communication, social interaction, and behaviour. ASD is a spectrum, meaning it manifests in different ways and varying degrees in individuals. For example, some individuals with ASD may struggle with social interactions, show repetitive behaviours, have sensory sensitivities, or struggle with communication skills. However, it’s also essential to note that individuals with ASD have distinct personalities, strengths, and talents.
Down syndrome and ASD can present challenges for individuals and their families but offer growth, learning, and celebration opportunities. Parents must remember that their child’s diagnosis does not define their worth or potential. Individuals are unique and can thrive with the proper support, understanding, and opportunities.
A child can have both Down syndrome and autism, as individuals with Down syndrome can also exhibit traits or symptoms of autism and vice versa. However, a proper diagnosis and assessment from qualified healthcare professionals would be necessary to confirm the presence of both conditions in a child.
Down syndrome vs ASD: similarities and differences
Similarities between Down syndrome and ASD
As parents, it’s essential to understand the similarities and differences between Down syndrome and autism to support your children with these conditions better. While both are developmental disorders, their distinct characteristics set them apart.
Cognitive development
One similarity between Down syndrome and ASD is that they both affect cognitive development. Individuals with Down syndrome typically experience intellectual disabilities, impacting their learning, language development, and problem-solving skills. Similarly, individuals with ASD may have difficulties with cognitive functions, including language and communication, mental flexibility, and executive functioning skills.
Social interaction
Another similarity is that both conditions affect social interactions. For example, children with Down syndrome may exhibit friendly and sociable behaviour but struggle with social cues and interpersonal judgement. Similarly, children with ASD often face challenges with both verbal and nonverbal communication, social interactions, and understanding social norms, which can impact their ability to form and maintain relationships.
Differences between Down syndrome and ASD
However, there are also notable differences between Down syndrome and ASD.
Cause
One key difference is the cause. Down syndrome is a genetic condition caused by an extra copy of chromosome 21, while ASD’s exact cause is still unclear. However, it may involve genetic and environmental factors.
Symptoms
Children with Down syndrome may exhibit physical characteristics such as low muscle tone, distinctive facial features, and congenital heart defects. In contrast, children with ASD may exhibit repetitive behaviours, sensory sensitivities, and difficulties with communication and social interactions. These behaviours may not be as prevalent in Down syndrome patients.
Nevertheless, individuals with ASD may exhibit a wide range of abilities and challenges, as ASD is a spectrum disorder. For example, some individuals with ASD may have above-average intelligence or excel in specific areas, while others may require more support with daily activities.
How ABA therapy can help children with Down syndrome and autism
ABA (Applied Behavior Analysis) therapy can help parents and children with Down syndrome and/or autism by providing structured and evidence-based interventions to address behaviour challenges, improve communication, promote social skills, and enhance overall functioning.
ABA therapy uses positive reinforcement, behaviour modification, and skill-building exercises to improve adaptive skills. It can be tailored to each child’s unique needs and abilities and can be implemented in various settings, such as homes, schools, and community settings. ABA therapy can be a valuable tool for parents and caregivers in helping their child reach their full potential and improve their quality of life.
Roles of parents
Parents must approach each condition individually and seek appropriate resources and support for their children. Early intervention, therapies, educational support, and community resources can play a vital role in helping children with Down syndrome and ASD reach their full potential.While these conditions share some similarities in cognitive and social development, they also have distinct differences in their causes, symptoms, and behaviours. Therefore, it’s vital to understand and embrace the unique characteristics of each condition and provide appropriate support and resources to help the children thrive. With love, understanding, and access to suitable support systems, individuals with Down syndrome or ASD can lead fulfilling lives. They can also make meaningful contributions to their families and communities.At AutismSTEP, we tailor a customised treatment plan that meets your child’s needs and goals. By working together and supporting one another, we can help children with autism thrive and reach their full potential.To help you make an informed decision on the type of therapy your child needs, please schedule a consultation with us today, or call +65 6456 9950.
Why is My Child Talking to Themselves? Exploring the Causes of Echolalia in Children with Autism
As parents, it can be daunting and disheartening to discover that your child has been diagnosed with autism. You may worry about how the diagnosis will affect them long-term or whether they will face any challenges in their everyday life. However, understanding key behaviours associated with autism can help you approach their care more proactively. For example, one concept often associated with autism is echolalia — a phenomenon where an individual repeats words or phrases heard from another person.
In this blog, we’ll discuss everything you need to know about echolalia in autism — what causes it and how ABA therapy can help your child.
What is echolalia?
Echolalia is a term used to describe the repetition of words or phrases spoken by others. This behaviour is often seen in individuals with autism spectrum disorder but can also occur in individuals with other developmental or neurological disorders.
There are two primary forms of echolalia — immediate echolalia and delayed echolalia.
Immediate echolalia
When your child repeats something immediately after they hear it, that’s immediate echolalia. Immediate echolalia is sometimes a way for the child to involve themselves in the conversation before they understand it.
Misunderstandings sometimes occur because others may think the child is answering a question when they merely repeat the last words they heard. For instance, the caregiver might ask, “Do you want to play outside or stay inside?”. The child may say “stay inside” and subsequently throw a tantrum because he merely repeated the last two words he heard (stay inside) when he preferred to play outside. Another example is when the caregiver asks, “how are you?” The child replies “, how are you”.
Immediate echolalia can indicate a desire to be included in the conversation and to learn and comprehend language. To increase the child’s understanding of the words used in conversation, it helps to have various visual and tactile support to accompany your words—for instance, gestures, picture cards, and other objects.
Delayed echolalia
Delayed echolalia is a repetitive speech pattern in which an individual repeats words, phrases, or sentences they have heard before, but not necessarily in response to immediate stimuli. This behaviour is commonly associated with autism, although it can also occur in individuals with other developmental or neurological disorders.
There are three main reasons for a child’s delayed echolalia.
Self-stimulation
Instead of using speech to interact and communicate with others, the child is speaking to entertain or stimulate themself. For instance, when the child is repeating phrases from a video they have previously watched, they are replaying the video in their head and entertaining themself with it. Although this might be harmless, it can impede and compete with real-life interactions.
Communicating a mood or an emotion
Sometimes, the child might remember an emotion they felt when a sentence was said and adopt it to express their feelings. For instance, if they had supposed happiness at the phrase “Come on, let’s have french fries for lunch”. Then, they might start uttering the exact word whenever they feel similarly happy. When the child does this, it helps them to re-frame his emotions by recognising his feelings and teaching him to express them so that it is context specific.
As a way for the child to process the events of the day
In some cases, a child might mimic what they heard throughout the day to process their experiences. Although it seems like a harmless activity, it is socially inappropriate. A helpful tip we often use is offering the child alternative and more socially-accepted ways to process the events–such as writing it down instead of saying it out loud or carrying a visual schedule around to help them process the events of the day or a behavioural chart to remind them that they should only direct verbal communication to someone and not engage in echolalia.
What causes echolalia in autism?
Interaction, and behaviour. One of the characteristic features of autism is echolalia, which is the repetition of words, phrases, or sentences that have been heard before. Echolalia is typical behaviour in children with autism, although it can also be observed in individuals with other developmental or neurological disorders.
While echolalia can be a helpful communication tool for some individuals with autism, it can also be a hindrance in certain situations. It can make it difficult for individuals to initiate conversations and communicate back and forth. It can also lead to misunderstandings, as repeated words or phrases are only sometimes relevant to the discussion.
Self-stimulation
Echolalia is typical behaviour in children with ASD, and it can serve various purposes, including as a form of self-stimulation. Self-stimulatory behaviour, or “stimming,” refers to repetitive behaviours that individuals with ASD engage in, often to regulate their sensory experiences or to provide comfort and familiarity in challenging situations. Stimming can include many other behaviours, such as flapping hands, spinning in circles, or repeating words or phrases.
Echolalia as a form of self-stimulation may provide children on the spectrum with comfort and familiarity, mainly when in new or challenging situations. It also helps them to regulate their emotions, as repetition of familiar words or phrases can have a calming effect. Further, echolalia may serve as a means of communication for autistic children, particularly those with limited verbal skills.
Prefabrication
Prefabrication, or the repetition of a previously heard word or phrase, is a type of echolalia common in children with autism. They use prefabrication to learn and process language. By repeating words and phrases that they have heard before, children with autism can reinforce their understanding of language and build their vocabulary.
Self-talk
For children on the spectrum, using memorised phrases or scripts can be a helpful communication and social interaction strategy. However, many children with autism struggle with language and communication and may find it hard to initiate conversations or express their thoughts and feelings.
Memorised phrases or scripts can provide a framework for social interaction, allowing children with autism to participate in conversations and social situations more easily. This can also help them to cope with complex problems or transitions by giving them a set of familiar phrases to rely on.
Self-talk
Excessive screen time or over-reliance on screens for communication could contribute to echolalia in some cases, significantly if it limits a child’s exposure to diverse language models or opportunities for interactive communication. However, it is essential to note that the causes of echolalia in children are complex and multifactorial.
For example, a child obsessed with a particular video or nursery rhyme watches it repeatedly. Even when they aren’t watching it, the video replays in their minds. The child repeats what is being replayed whenever this happens, regardless of context.
Obsession
Excessive screen time or over-reliance on screens for communication could contribute to echolalia in some cases, significantly if it limits a child’s exposure to diverse language models or opportunities for interactive communication. However, it is essential to note that the causes of echolalia in children are complex and multifactorial.
For example, a child obsessed with a particular video or nursery rhyme watches it repeatedly. Even when they aren’t watching it, the video replays in their minds. The child repeats what is being replayed whenever this happens, regardless of context.
How can you treat echolalia in a child with autism?
While echolalia can be a normal part of language development in young children, in some cases, it can interfere with social communication and limit the child’s ability to express themselves. The good news is that there are strategies you can take, along with your healthcare provider, to help treat your child’s echolalia.
Functional Communication Training
Functional Communication Training (FCT) involves teaching the child alternative ways to communicate their needs and wants, such as using pictures, symbols, or gestures, rather than relying on echolalia. This treatment option aims to replace echolalia with more appropriate communication better suited to the child’s needs.
Social Skills Training
Children with autism may struggle with social skills, contributing to echolalia. It focuses on teaching children with autism the necessary skills for successful social interaction, including conversation skills, understanding social cues, and perspective-taking. The method helps children by teaching conversation skills, training on recognising and responding appropriately to social cues, emphasising perspective-taking, and strengthening role-playing skills.
Speech Therapy
Speech therapy can be an effective intervention for children with autism who struggle with language and communication skills. Speech therapy can help children with autism develop their language and communication skills, including building vocabulary, understanding grammar and sentence structure, improving articulation, and developing fluency.
Visual Support
Visual support, such as picture schedules or visual cues, can help the child understand what is expected of them and reduce their reliance on echolalia. For children with autism, visual support can help them better understand what is expected of them and reduce their dependence on echolalia. For example, a visual cue may be a picture of a stop sign to help the child understand when to stop a specific behaviour. These can also teach new skills, such as social or self-help skills, or allow the child to remember and follow the rules and routines.
Positive Reinforcement
Positive reinforcement is a common technique used in Applied Behaviour Analysis (ABA) therapy to reduce unwanted behaviours and increase desired ones, including reducing echolalia in children with autism. For instance, praising and rewarding the child when they use appropriate communication can reinforce their positive behaviour and encourage them to continue using it.
Reduced screen time
Reducing screen time may be one approach that could be considered part of a comprehensive intervention plan for addressing echolalia in children. However, the effectiveness of reducing screen time as a standalone intervention for echolalia may vary depending on the underlying cause of echolalia and the individual needs and characteristics of the child.
The takeaway
Echolalia is a common struggle among children with autism that can interfere with their social interactions and overall quality of life. However, with the proper support and intervention, children with autism can learn to communicate more effectively and reduce their reliance on echolalia.
It’s important to note that echolalia can be complex, and there is no one-size-fits-all approach to treating it. However, a multidisciplinary approach involving speech therapists, occupational therapists, and behavioural therapists can help to develop a customised treatment plan that meets the unique needs of the child with autism.
Suppose you are a parent or caregiver of a child with autism struggling with echolalia. In that case, various strategies and interventions may be helpful, including speech therapy, visual supports, and positive reinforcement through ABA therapy.
At AutismSTEP, we tailor a customised treatment plan that meets your child’s needs and goals. By working together and supporting one another, we can help children with autism thrive and reach their full potential.
To help you make an informed decision on the type of therapy your child needs, please schedule a consultation with us today, or call +65 6456 9950.
Autism rates have tripled. Is it now more common or are we just better at diagnosis? – AutismSTEP
Autism rates tripled among children in the New York and New Jersey metropolitan area from 2000 to 2016, according to a study published Thursday in the journal Pediatrics.
The authors, a team from Rutgers University, calculated the trend by analyzing Centers for Disease Control and Prevention estimates of the number of children who’ve been identified as having autism spectrum disorder by age 8.
Although there is no medical test for autism, the CDC has established a network of 17 sites across the country that estimate autism rates based on a combination of formal medical diagnoses and records from schools and health care providers.
Nationally, the rise in autism rates has been similar to the trend in New York and New Jersey, according to a 2021 CDC report. One in 54 children had been diagnosed with autism by age 8 in 2016, compared to 1 in 150 in 2000.
Advances in diagnostic capabilities and greater understanding and awareness of autism spectrum disorder seem to be largely driving the increase, the Rutgers researchers said. But there’s probably more to the story: Genetic factors, and perhaps some environmental ones, too, might also be contributing to the trend.
Precisely what those other factors are is still unknown, but researchers are at least clear on one fact: Autism has nothing to do with vaccines.
“We know for sure, for so many years now, that vaccines don’t cause autism,” said Santhosh Girirajan, an associate professor at Pennsylvania State University who studies the genetic underpinnings of neurodevelopmental disorders and wasn’t involved in the new study.
“On the other hand, what we really don’t know is: What are the real, clear environmental factors that you should be avoiding?”
The Rutgers study found that in New York and New Jersey, the share of 8-year-olds diagnosed with autism who don’t have intellectual disabilities rose more sharply than the share of those who do — a fivefold increase from 2000 to 2016, compared to a twofold increase.
For full article, please visit: https://www.nbcnews.com/health/health-news/autism-rates-rising-more-prevalent-versus-more-screening-rcna67408
Jing Xuan’s Transformation – AutismSTEP
“I was desperately looking for help online the night when I realized my son is showing all the red flags of Autism symptoms. He was only 3 years old and why is such thing happening to him?! I emailed many organisations however only few got back to me. AutismSTEP was one of them. AutismSTEP was the only company that seems to sincerely care about my child. The rest of the organizations simply tell me about the package without first trying to understand more about my child.
Without much hesitation, I arranged for the 1st meetup with AutismSTEP. They really took time to understand about my child and was even upfront to me about what are the areas they are probably not the best person to help. I deeply appreciate how frank they are and sign up immediately. I was really desperate to see improvement but they did tell me that it will take around 3 months to see substantial improvement. I told myself to be patient.
Over the course of 3 months, my family was amazed by the improvement that we saw. He is so much more attentive and able to sit down and focus on the things that we do with him. His eye contact is also amazing now! All the skills like pointing, imitation, writing and following instructions are so much more consistent now!
I can’t thank AutismSTEP enough! They have came during my lowest point in life and now I see so much potential in my child! Thank you so so much for helping my child!”
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If you are facing some challenges with your child’s development, here are the areas that we are able to help you with:
>> Engage in sustained eye contact
>> Respond to name and instructions consistently
>> Ability to talk
>> And so much more…
S’porean Mum Fought For Son’s Education After His Autism Diagnosis, Today He’s Accepted Into NTU – AutismSTEP
Man With Autism Gets Accepted To NTU, Mum Advocates For Early Intervention
Any mother wishes the best for their child, and Freya Lim, 49, is no exception.
When Joshua Yap, 21, was diagnosed with Autism Spectrum Disorder (ASD) as a toddler, Freya decided that she’d raise him no matter what — and after years of efforts and challenges, she can now be proud.
For Joshua has been accepted to a local university, is socially active, and even tutors primary school children in badminton, one of his favourite pastimes.
All of this appeared impossible when Joshua was two, as he had developmental delays and could not utter a word.
Instead of giving up or denying his condition, she sent him for years of therapy while learning plenty herself about how to raise a child with autism.
She even continued working full-time as a video producer while taking care of Joshua so that she could continue getting him professional help.
Difficulties of being a mother to a child with autism
After her son Joshua was born, Freya Lim had recurring nightmares of being in a race.
But while other participants carried one haversack, Freya had to struggle with three. She’d also have recurring dreams about drowning underwater.
It seemed to be a metaphor for what she was going through as a caregiver to a child with autism spectrum disorder (ASD).
But these days, Freya tells MS News that the nightmares have eased. And perhaps this is because Joshua has grown up into an independent, social, and compassionate young adult.
He’s been accepted to the Nanyang Technological University (NTU) and will begin his studies when he finishes his full-time National Service in Oct 2024.
For full article, please visit: https://mustsharenews.com/man-autism-ntu-freya-joshua/
Autism and Global Developmental Delay (GDD): How Do They Differ?
As a parent, it can be overwhelming to try to understand all the different types of developmental delays that your child could potentially have. You know that something isn’t ”right,” but it might be challenging to understand what exactly is going on and how each diagnosis differs from the other.
For example, you may have recently been told that your child is experiencing either autism spectrum disorder (ASD) or global developmental delay (GDD). While both disorders affect social and cognitive growth, there are some critical differences between them.
We know that this can be a confusing time for parents receiving any diagnosis – so today, we will aim to shed light on autism and GDD, helping you gain more insight into your child’s condition.
What is an autism spectrum disorder (ASD)?
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects how a person communicates, interacts with others, and processes information.
ASD is typically diagnosed in early childhood, and early intervention can help improve outcomes for children with ASD.
While there is no cure for ASD, many treatments can help manage symptoms, including applied behaviour analysis (ABA) therapy.
It’s important to note that every person with ASD is unique, and the challenges they face can vary widely. Having ASD does not mean a person is less intelligent or capable than others. With the proper support and understanding, people with ASD can lead happy and fulfilling lives.
What is global developmental delay (GDD)?
As any parent knows, watching your child develop and learn new things can be the greatest joy in life. But when a developmental delay is present, it can bring both confusion and worry. Global developmental delay (GDD) is a term used to describe physical and mental developmental delays that are more severe than what would typically be seen within the general population. GDD affects many facets of growth and overall functioning, making understanding this disorder even more critical for the parents of children diagnosed with GDD.
Children with GDD may struggle with language and communication skills, such as understanding spoken language or expressing themselves. They may also have delays in gross motor skills, such as crawling, walking, or running, or in fine motor skills, such as grasping objects or using utensils.
The causes of GDD can vary and may include genetic factors, brain injuries, infections, or environmental factors. Treatment for GDD typically involves early intervention services, such as speech therapy, physical therapy, and occupational therapy, to help children catch up in areas where they are delayed.
Differences between autism and GDD
Autism and global developmental delay (GDD) are two different developmental disorders that can affect children.
Autism is a neurodevelopmental disorder affecting a person’sperson’s ability to communicate, socialise, and interact. Individuals with autism may also have restricted and repetitive behaviour patterns, interests, or activities. The symptoms of autism typically appear in early childhood, and the severity of the disorder can vary widely.
Global developmental delay, on the other hand, is a broad term used to describe a condition in which a child has significant delays in two or more areas of development, such as language, cognitive skills, social skills, or motor skills. GDD is often diagnosed in children under five and can be caused by various factors, including genetic abnormalities, brain damage, or environmental factors.
The main difference between autism and GDD is that autism is a specific developmental disorder with well-defined symptoms. At the same time, GDD is a more general term to describe a range of developmental delays. Children with GDD may or may not have autism, but they may have delays in areas such as speech, motor skills, or social skills that are not characteristic of autism.
It is important to note that autism and GDD are complex conditions that can present differently in different children. Therefore, a proper diagnosis and early intervention can be crucial for children with either disorder to receive appropriate support and treatment.
How ABA therapy can help children with autism
Applied Behavior Analysis (ABA) therapy is a widely recognised and evidence-based intervention for children with autism spectrum disorder (ASD). ABA therapy uses positive reinforcement and other behaviour modification techniques to teach children new skills to increase desirable behaviour.
ABA therapy can help children with autism by:
Building communication skills. ABA therapy can help children with ASD develop and improve their communication skills by teaching them to express their needs and wants using appropriate language or communication methods, such as sign language or picture exchange systems.
Teaching social skills. Children with autism often struggle with social interactions, such as making eye contact, initiating conversations, or taking turns. ABA therapy can teach these social skills in a structured and individualised way to help children improve their social interactions.
Reducing problem behaviours. Children with autism may engage in challenging behaviours, such as tantrums, self-injury, or aggression. ABA therapy can help reduce these problem behaviours by identifying the triggers and teaching children more appropriate ways to express themselves.
Improving academic skills. ABA therapy can also help children with autism improve their academic skills, such as reading, writing, and math, by breaking down complex tasks into smaller, achievable steps.
Enhancing daily living skills. ABA therapy can teach children with autism crucial daily living skills, such as personal hygiene, dressing, and grooming, to help them become more independent.
How ABA therapy can help children with GDD
ABA therapy can also benefit children with Global Developmental Delay (GDD). Since GDD is a broad term used to describe a condition in which a child has significant delays in two or more areas of development, such as language, cognitive skills, social skills, or motor skills, ABA therapy can help address specific areas of need for each child.
Here are some ways in which ABA therapy can help children with GDD:
Teaching important skills. ABA therapy can help children with GDD learn new skills and behaviours, such as communication, play, self-care, and academic skills. The treatment is tailored to each child’s specific needs and can be adjusted as the child progresses.
Improving socialisation. Children with GDD may struggle with social interactions and communication. ABA therapy can teach socialisation skills and help children develop appropriate social behaviours, such as turn-taking, sharing, and making eye contact.
Fostering Independence. ABA therapy can help children with GDD become more independent by teaching them self-help skills, such as dressing, grooming, and feeding themselves.
Helping children become ready for school. ABA therapy can help children with GDD prepare for school by teaching them academic and pre-academic skills, such as letter recognition, counting, and pre-reading.
ABA therapy can be tailored to meet the individual needs of each child with GDD. It is typically a long-term intervention requiring ongoing monitoring and adjustments to ensure effectiveness.
Nevertheless, ABA therapy can give children with GDD the tools and skills they need to succeed and reach their full potential.
The takeaway
It is imperative to be aware of the differences between autism and global developmental delays if you are looking for a professional diagnosis. In these moments, knowing what can go behind the diagnosis is critical. ABA therapy has become a popular approach for treating individuals with autism. However, the efficacy of global developmental delay can vary depending on the severity and cause of the disability. Understanding this difference in approaches allows us to make more informed decisions regarding treatment plans.
Furthermore, while therapies may not be able to cure or eradicate developmental delays and autistic disorders, they can aid in increasing an individual’s ability to cope and lead a meaningful life.
To help you make an informed decision on the type of therapy your child needs, please schedule a consultation with us today, or call +65 6456 9950.
ADHD and Autism: A Parent’s Guide to Dual Diagnosis
Receiving an autism spectrum disorder (ASD) diagnosis for your child may be overwhelming. You are unsure how your child will cope with everyday activities and struggles. In some instances, however, children in the spectrum and may also present symptoms of another neurodevelopmental condition called attention deficit hyperactivity disorder (ADHD).
Are you the parent of a child with two seemingly related diagnoses? ADHD and autism have distinct clinical markers, but they also have similar characteristics and behaviours. Many parents struggle with the unique challenges that come with raising a child who has been diagnosed with both these conditions. Dual diagnosis can be an overwhelming experience, but finding the correct information and strategies can help you become empowered in your parenting journey.
In this blog, we’ll discuss ADHD and autism, how they differ, and what steps you can take to ensure your child will receive the care they need.
What are ADHD and autism?
ADHD is one of childhood’s most common neurodevelopmental disorders, characterised by problems in attention, concentration, impulse control, and activity level. This means that children with ADHD may have trouble paying attention, controlling their impulse behaviours, and can become overly active. The condition usually begins during childhood and can last into adulthood.
Meanwhile, autism is also a neurodevelopmental disorder that affects how people interact with others, communicate, behave, and learn. Other characteristics are atypical behaviours and activities, including unusual reactions to sensations, problems transitioning from one activity to another, focus on details, and repetitive interests.
The most common signs and symptoms of this condition include social communication and interaction challenges, such as avoiding eye contact, not responding to their name by nine months old, and not showing facial expressions of their emotions, to name a few.
Autistic children may also present restricted or repetitive behaviours like lining up toys, repeating words or phrases over and over, and being obsessed over interests. They also have delayed speech and movement skills, problems with cognitive and learning skills, and unusual mood or emotional reactions.
Differences between ADHD and autism
Telling the differences between ADHD and autism can sometimes be hard, particularly in younger children. Some symptoms of the two illnesses are similar, although they may have different underlying causes. Here’s a breakdown of the significant differences between the two conditions.
Attention span
One difference between the two conditions is that autistic children can focus on one thing for prolonged periods, especially when it is a topic of interest. However, they may find it hard to concentrate on a task that doesn’t interest them. On the other hand, children with ADHD will have a problem focusing on a specific task, even if it’s something they love. At times, they can hyper-focus on one activity for a short period.
Communication
Children with autism may find it difficult to express their emotions and thoughts, struggle with eye contact, and play differently, as they do not understand taking turns and imaginative play—meanwhile, children with ADHD can talk continually, interrupt others who are talking and want to have the last word.
Emotional expression
One of the problems autistic children face is emotional expression and regulation. As a result, they have trouble articulating their feelings. People with ADHD do not have this type of problem, but they may find it hard to express their emotions due to inattention or hyperactivity.
Social situations
Regarding social skills, people with autism have difficulty picking on social cues and may struggle to build connections with others. People with ADHD may also find socialising hard because they have trouble sitting still and focusing.
Routine and structure
A schedule or structure can soon bore children with ADHD, especially if they find it unenjoyable and uninteresting.
In contrast, children on the spectrum display routine and repetitive behaviours.
Co-occurring ADHD and autism: Is it possible?
Can ADHD and autism occur in one child? Unfortunately, the answer is yes. In the past, a child will not be diagnosed with autism and ADHD, even if they manifest symptoms of both conditions based on the guideline released by the Diagnostic and Statistical Manual for Mental Disorders (DSM).
However, the release of the 5th edition of the DSM (DSM-5) in 2013 paved the way for diagnosing co-occurring conditions. From then onwards, children can be diagnosed with autism and ADHD, helping doctors taper treatment options to help them thrive and live fulfilling lives.
Hence, as co-occurring diagnosis, your child can have ADHD and autism. With an estimated 1 in 54 children receiving a diagnosis of autism.
In a nutshell, there are overlapping characteristics between autism and ADHD. For instance, both conditions seem to stem from genetics and tend to run in families. Plus, both conditions can manifest similar signs and symptoms, such as fidgeting or trouble settling down, social awkwardness, hyperfocus or extreme focus only on things they love, and impulsiveness.
Therefore, it’s essential to spot these symptoms because in some cases, ADHD signs can mask autism, making it hard to diagnose.
The takeaway
The good news is that both conditions are treatable. With the right treatment plan, your child can learn to cope with their symptoms and lead a happy and fulfilling life. However, if your child displays symptoms of ADHD and autism, it is crucial to seek professional help to get an accurate diagnosis. Our team will be happy to answer all your questions and help you create a treatment plan for your child.
To help you make an informed decision on the type of therapy your child needs, please schedule a consultation with us today, or call +65 6456 9950.
What is Profound Autism?
While some autistic people are verbal and can handle daily tasks on their own, those on the other end of the spectrum require constant care and supervision. A term has recently been coined to describe them.
Over a year ago, the Lancet Commission on the Future of Care and Clinical Research in Autism officially introduced the term “profound autism”, which describes individuals who need round-the-clock, lifelong care. Their intellectual disabilities, limited communication skills, and inability to speak for themselves make it difficult for them to perform daily tasks. However, experts say the term is appropriate for teens and adults. It may not apply to children younger than 8 years old since therapy is available to help them cope with autism symptoms.
AutismSTEP provides ABA therapy tailored to your child’s needs. You can help unlock your child’s potential and guide them to live a fuller life with ABA therapy. Ring us at +65 6456 9950 or tap here ➡️ https://www.autismstep.com/contact/ to know more!
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Lack of Eye Contact: What is the root cause?
Does your child with autism look away and find it difficult to look others in the eye? It’s a common symptom of autism, but in a recent study, it’s more to just a lack of concern.
People with autism avoid eye contact, which is commonly interpreted as a sign of social indifference. But researchers found that this behaviour is a way to decrease unpleasant excessive arousal that stems from a part of the brain being overactivated.
Forcing your child to look into someone’s eyes may create much anxiety. However, behavioural therapy can help them overcome this overreaction and be able to handle eye contact in the long run.
Read the study here https://bit.ly/3ujuDow
If you want to know more about autism and how ABA therapy can help your child, ring us at +65 6456 9950 or tap here ➡️ https://www.autismstep.com/contact/
#AutismStep #autism #ASD #autismSG #autismsingapore #socialstories #ABA #therapy #autismawareness #autismsg #childwithautismsg #childrenwithautismsg #kidswithautismsg #autismtherapysg