Autism Spectrum Disorder and Meltdowns

Both children and adults  with autism often display a co-occurring disorder of anxiety. Meltdown typically occur when an event triggers a reaction which can be due to a new or unfamiliar situation that is seen as a potential threat.

The following articles provide information on managing autistic meltdowns:

11 things autistic people say can trigger  meltdown

How autistic meltdown differ from ordinary temper tantrums

How to ease autism meltdowns on the go

How to handle meltdowns

Managing autism meltdowns, tantrums and aggression 

Tantrum vs. autistic meltdown: what is the difference? 

The difference between meltdown and tantrums

What is an autism meltdown?

What it’s like to have a severe autism meltdown

When my son with autism melts down, here’s what I do

What is Executive Function Disorder?

What is Executive Functioning?

According to CHADD org, Executive function skills refers to brain functions that activate, organize, integrate and manage other functions which enables individuals to account for short- and long term consequences of their actions and to plan for those results.

According to Rebecca Branstetter, author of The Everything Parent’s Guide to Children with Executive Functioning Disorder, These skills are controlled by the area of the brain called the frontal lobe and include the following:

  • Task Initiation- stopping what you are doing and starting a new task
  • Response Inhibition- keeping yourself from acting impulsively in order to achieve a goal
  • Focus- directing your attention, keeping you focus, and managing distractions while you are working on a task
  • Time Management- understanding and feeling the passage of time, planning  good use of your time, and avoiding procrastination behavior.
  • Working Memory- holding information in your mind long enough to do something with it (remember it, process it, act on it)
  • Flexibility- being able to shift your ideas in changing conditions
  • Self-Regulations- be able to reflect on your actions and behaviors and make needed changes to reach a goal
  • Emotional Self-Control- managing your emotions and reflecting on your feelings in order to keep yourself from engaging in impulsive behaviors.
  • Task Completion- sustaining your levels of attention and energy to see a task to the end.
  • Organization- keeping track and taking care of your belongings (personal, school work) and maintaining order in your personal space.
What Causes Executive Functioning Disorder?
  • a diagnosis of attention deficit hyperactivity disorder (ADHD)
  • a diagnosis of obsessive-compulsive disorder (OCD)
  • a diagnosis of autism spectrum disorder
  • depression
  • anxiety
  • Tourette syndrome
  • Traumatic
Signs and Symptoms
  • Short-term memory such ask being asked to complete a task and forgetting almost immediately.
  • Impulsive
  • Difficulty processing new information
  • Difficulty solving problems
  • Difficulty in listening or paying attention
  • issues in starting, organizing, planning or completing task
  • Difficulty in multi-tasking

Issues with executive functioning often leads to a low self-esteem, moodiness, insecurities, avoiding difficult task. and low motivation

Managing Executive Functions Issues
  • Create visual aids
  • use apps for time management and productivity
  • Request written instructions
  • Create schedule and review at least twice a day
  • Create checklist

 

New System Shown to Improve Early Diagnosis of Autism

Published by: Psych Central
Written by: Rick Nauert PhD

Researchers at Indiana University School of Medicine have developed a new system to screen and evaluate children for autism spectrum disorders. The primary care-driven system will be implemented statewide with a goal of determining if a children has an autism spectrum disorder (ASD) at an earlier age.

A 2020 report from the Centers for Disease Control estimates that 1 in 54 children in the United States is identified each year with ASD. While children can be diagnosed with ASD as early as 2 years old, most children are still being diagnosed after the age of 4.

A growing body of evidence supports the value of early diagnosis and treatment. Studies have found that early evidence-based interventions can significantly improve the quality of life of those with ASD as well as of their caregivers and families.

This study, published in Pediatrics, is the first of its kind in the U.S. to include health care systems across an entire state.

“One of the unique aspects of this effort is its scale. While similar innovative diagnostic approaches have previously been tested across the country, our primary-care based Early Autism Evaluation hubs provide data representing much of the state of Indiana,” said lead author Rebecca McNally Keehn, Ph.D., H.S.P.P. Click here to read the rest of the story.

Supporting a Special Needs Child with Sickle Cell Anemia in the Classroom

 

What is Sickle Cell Anemia?

According to the Centers for Disease Control and Prevention (CDC), SCD is a group of inherited red blood cell disorders. Healthy red blood cells are round, and they move through small blood vessels to carry oxygen to all parts of the body. In someone who has SCD, the red blood cells become hard and sticky and look like a C-shaped farm tool called a “sickle”. The sickle cells die early, which causes a constant shortage of red blood cells. Also, when they travel through small blood vessels, they get stuck and clog the blood flow. This can cause pain and other serious problems such infection, acute chest syndrome and stroke.

What is an Intellectual Disability?

DSM-V defines intellectual disability as a disorder with onset during the developmental period that includes both intellectual functioning including abstract thinking, judgment, academic learning, problem solving.  Adaptive functioning including limitations in activities of daily living, communication, social participation, and independent living across multiple environments such as home, school, work and community. Deficits are on the onset during the developmental period.

According the American Association on Intellectual Disabilities (AAIDD), Intellectual Functioning refers to general mental capacity such as, learning, reasoning and problem-solving.

Types

Although historically, the levels of severity was based on I.Q. scores, this has changed to adaptive functioning which determines the levels of support required.

Mild
  • Social Domain- There may be difficulties in regulating emotions and behaviors in an age-appropriate manner. There tends to be a limited understanding of calculated risk, and social judgment.
  • Practical Domain- May need assistance in independent living skills such as grocery shopping, transportation, banking and food preparation.
Moderate
  • Social Domain: Capacity for relationships is evident in ties to family and friends and may have successful friendships across life and sometimes relationships in adulthood.
  • Practical Domain: Can care for personal needs involving eating, dressing and hygiene and as an adult participate in all household task.
Severe
  • Social Doman: Spoken language is limited. Speech may be ingle words or phrases. The individual understands simple speech.
  • Practical Domain: Requires support for all activities of daily living, including meals, dressing and bathing. The person will require supervision at all times. Unable to make responsible decisions regarding self-care.
Profound
  • Social Domain: Has limited understanding of symbolic communication in speech and gestures. The person expresses his or her own desires and emotions through non-verbal communication.
  • Practical Domain: The child or adult is dependent on other people for basic needs including self-care and independent living including health and safety.

A sickle cell “crisis” occurs when the red blood cells decrease and the irregular sickle cells block the blood vessels leading to organ damage and pain. A person with an intellectual disability may not be able to communicate they are experiencing a crisis. signs and symptoms to look for include:

  • Pain
  • Tiredness
  • Fatigue
  • Leg Ulcers

Ways to support a student with sickle cell includes the following:

  1. Offer water throughout the day including frequent small amounts of water
  2. allow for accommodations during extreme weather conditions
  3. Watch for signs of a stroke
  4. Allow the student opportunities to make up homework if missed days from school are due to an illness or crisis.

Resources

Kids Health
Mayo Clinic
Medicine Net
NHLBI (National Heart, Lung, and Blood Institute)
WebMD
Organizations

Children’s Sickle Cell Foundation, Inc.

Foundation for Sickle Cell Research

Sickle Cell Disease Association of America

Asthma and Allergy Awareness Information

Resources

Asthma and Allergy Foundation of American- Awareness Month Resources

Centers for Disease Control and Prevention (CDC) Resources

Healthlines

Mayo Clinic

United States Environmental Protection Agency- Resources

WebMD-Facts

Updated 9/23/2020