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Autism Spectrum Disorders

7 Strategies for Getting Through Virtual Learning During COVID-19

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7 Strategies for Getting Through Virtual Learning During COVID-19

Written by Dr. Liz Matheis/ Published 1.18.2021 on www.shieldhealthcare.com

Virtual Learning. It’s become the bane of our existence.

As parents, we are watching our children struggle while we struggle with them. Our children are having a hard time paying attention, finding assignments, completing them, and turning them in via virtual learning. It requires additional skills such as typing, navigating email, portals such as the Google Classroom and grading portals. Prior to the pandemic, many of our children entered into the classroom, were supervised during each task, had the ability to ask questions, and were provided with handouts that they were able to complete and return without forgetting to click “Turn In.”

For middle school students and high school students, it is difficult for our children to sit for hours and complete written or online work. For example, if your child has ADHD, sitting at a desk or table for several hours will likely result in lost periods of time staring out the window, chatting with friends, or even staring at the riveting ceiling fan.

For younger students, it’s difficult to cover the multiple demands of being a student with little teacher assistance through a computer. Our young children are required to type some of their responses, or even essays. How many children in kindergarten do you know who are proficient typists? Not many. That leaves parents to type their children’s answers or incomplete assignments if parents are not available.

With teaching taking place via video screen, there is plenty of room and time for our children to log on to YouTube or watch videos while appearing to be present and attentive in class. For many adolescents and young adults, they are struggling to get started on assignments and end up having multiple missed assignments which is resulting in lower grades than in past years. Low motivation and anxiety and depression are also on the rise for many of our children. They miss seeing friends, walking to school, getting on and off the bus, participating in specials and playing on the playground.

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Too Noisy – App Review

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“Too Noisy” App Review

written by Nicole Filiberti, MSW, LCSW/ Psychological & Educational Consulting, LLC
A social skill that can be very useful for students with special needs and neurotypical kids alike is using an appropriate voice level for their current setting. The voice level used in a library is different than the one used on a playground. This skill utilizes both self-regulation (assuring I use the appropriate voice level even if I’m frustrated or very excited) and perspective taking (how does my voice level impact those around me?) An app that can be useful for this skill is “Too Noisy”. I downloaded the app and tested it out and I’m here to share my thoughts.
  • It’s very-user friendly
    There is no need to create an account to enjoy the free version of this app. You simply download the app and get to using it right away. It is very user friendly and easy to figure out the different settings. There are options to upgrade to the “pro” version which includes more background theme options, but I find the sunny blue-sky version that comes along with the free one works just fine to assist kids with this skill.
  • It’s visually engaging
    “Too Noisy” uses a cute little emoji face who reacts to the noise level received by the app. The facial expressions change in reaction to the voice level being just right and getting too loud. This is great because it strengthens the skill of interpreting how other people feel through facial expressions.
  • It’s easy to incorporate into the daily routine
    Downloading the app on a phone or iPad means you can easily set it up to be on while your child is completing homework, playing in the living room, or getting work done during a virtual learning day. Explain to your child that the goal is to keep the emoji happy which means they are using the appropriate voice level. There are different settings you can use with the free version that allow you to adjust the sensitivity of the microphone to best fit your needs at the time.

Strategies To Get Through Virtual Learning During COVID

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Strategies To Get Through Virtual Learning During COVID

Written by Dr. Liz Matheis

Featured in Psychology Today 1/18/2021

Virtual learning. It’s become the bane of our existence. As parents, we are watching our children struggle while we struggle with them. Our children are having a hard time paying attention, finding assignments, completing them, and turning them in. Virtual learning requires additional skills such as typing, navigating email, portals such as the Google Classroom, and grading portals. Prior to the pandemic, many of our children entered the classroom, were supervised during each task, had the ability to ask questions, and were provided with handouts that they were able to complete and return without forgetting to click “Turn In.”

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Why is My Child Having Meltdowns During the Pandemic?

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Why is My Child Having Meltdowns During the Pandemic?

Written by Dr. Liz 

Featured in The Mighty, 1/3/21

Our children are feeling as overwhelmed as we are during the COVID-19 pandemic. This pandemic has created a sedentary lifestyle with little downtime, time outside of our homes, and little social interaction. Our usual routines of spontaneous social interactions, spur of the moment runs to the store, or last-minute planning of where to have dinner tonight all now require a ton of thought and planning about how we can stay safe and keep others safe from the COVID-19 virus. As parents, our tempers are shorter, we are overstimulated and overwhelmed. Home is now our office, our school building, our restaurant, and our place for rest and relaxation. We are spending a great number of hours together each day with little interaction with others. Our children are frustrated and so are we.

image posted by The Mighty

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Provider Spotlight: Lauren Palianto

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Provider Spotlight: Lauren Palianto

Our provider spotlight today focuses on the amazing work of our friend and colleague, Lauren Palianto of Decoded Learning Center in East Hanover, NJ. Lauren is a certified Orton-Gillingham Dyslexia Therapist with an M.A. in Reading Instruction & Assessment and extensive experience working as a Special Education Teacher. Decoded provides individualized instruction focusing on students of all ages and abilities with learning differences such as: Dyslexia, ADHD/ADD, language processing disorders, working memory deficits and executive functioning challenges. Be sure to check out her website below for more information.

https://decodedlearningcenter.com

Dyslexia and Specific Learning Difficulties in Adults

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Dyslexia and Specific Learning Difficulties in Adults

Featured on writix.co.uk

Dyslexia is a hidden disability thought to affect around 10% of the population, 4% severely. It is the most common of the Specific Learning Difficulties, a family of related conditions with considerable overlap or co-occurrence. Together these are believed to affect around 15% of people to a lesser or greater extent.

Specific Learning Difficulties (SpLDs) affect the way information is learned and processed. They are neurological (rather than psychological), usually hereditary and occur independently of intelligence. They include:

  • Dyslexia
  • Dyspraxia or Development Co-ordination Disorder
  • Dyscalculia
  • Attention Deficit Disorder
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Guide to Safe Outdoor Play for Children with Autism

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Guide to Safe Outdoor Play for Children with Autism

As a parent, you know how important it is for your child to get active outdoors. But as the parent of a child with autism, you also know that the outdoors can be a dangerous place. From overstimulation to wandering and elopement, the great outdoors comes with concerns that leave parents of autistic children on edge. Instead of letting those worries keep your child indoors, use these resources to get your child outside ‑ safely!

The Benefits of the Outdoors

Time outdoors is good for all children, but it brings especially important benefits for children on the autism spectrum.

  • Outdoor play benefits attention, coordination, mood, and more in kids.
  • Getting outside is also good for sleep, something many children with autism struggle with.
  • The natural world is also full of learning opportunities for children with autism.

Outdoor Safety for Children with Autism

Before your child can enjoy the great outdoors, you need to make it a safe place for play. These resources will help parents keep their children safe outside.

  • Safety starts in the backyard. Create a safe and sensory-friendly place for outdoor play.
  • Additionally, parents should install fencing to prevent wandering and elopement.
  • When playing in the neighborhood, Autism Speaks explains special precautions will keep your child safe.

Fun (and Safe!) Outdoor Activities for Your ASD Child

Once you’ve made it safe, experiment to find outdoor activities that engage your child. These are safe, fun, and sensory-friendly activities that your child is sure to love.

  • Observing wildlife is a great way to connect with nature. Redfin’s guide explains how to view nature in your own backyard.
  • Alternatively, create your own nature area with a DIY fish pond.
  • Always keep water safety in mind.
  • For active play, try outdoor games that improve your child’s social and physical skills.
  • Learn how to manage tantrums and meltdowns.

 

Getting your child outside safely doesn’t have to be a challenge. While parents of children with autism have extra considerations to make before venturing into the great outdoors, there’s lots you can do to make outside a safe and stimulating place for your child to spend time. Use these ideas to jumpstart your outdoor exploration and watch your child blossom.

 

 

image by pexels

 

The Parent’s Guide to Executive Functioning Skills

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How to model prioritization, self-monitoring, and organization skills for your children with ADHD.

Written by Dr. Liz Matheis
Featured on ADDitude 
As the parent of a child with ADHD, I am acutely aware of the executive functioning skills your child needs to achieve attention, organization, and timely completion of schoolwork. Yet, over the last week, while trying to balance the multiple details of my three kids’ lives and prepare for the holidays, I’ve realized that my own executive functioning skills are in high demand, too. Without them, I’d be no good at getting my kids to where they need to be, making sure homework is done, or keeping on top of school life. So, what are these skills that we need to better manage our children? And, how can we model them for our kids?
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Managing Autism Meltdowns, Tantrums and Aggression

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Written by Kim Barloso

Featured on Autismparentingmagazine.com

 

To an outsider, a child with autism having a meltdown might appear like a child having a temper tantrum, but the circumstances are often more complex than what meets the eye. Those who have cared for a child with autism spectrum disorder (ASD) will know a meltdown is handled differently and with intimate knowledge of the child’s personality.

What is an autism meltdown?

A meltdown is defined as an intense reaction to sensory overwhelm. When a child with autism is overwhelmed, he/she knows no other way to express it other than with a meltdown. This might involve emotional verbal outbursts such as screaming and crying or physical reactions like kicking, biting or hitting.

Meltdown vs temper tantrum

Although they may look similar, meltdowns are different from temper tantrums. A temper tantrum is usually a child’s method for getting what he/she wants. A meltdown, however, has no purpose and is beyond a child’s control.

To be more specific, a temper tantrum happens when a child is:

  • Frustrated with not getting what he/she wants
  • Not able to do what he/she wants
  • Not able to properly communicate

A child might stop a tantrum after the following responses:

  • Being comforted by a parent or caregiver
  • Being given what he/she wants (although not an ideal strategy)
  • Being ignored and giving up on his/her own

Youngsters who throw temper tantrums are aware and in control of their actions and can adjust the level of their tantrum based on the response they get from a parent or adult. Here we can use behavioral strategies to manage tantrums.

Meltdowns have entirely different causes. Because they are triggered by sensory overload, a child on the spectrum having a meltdown can have a few defining characteristics.

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"The various psycho-educational testing Dr. Liz conducted on our son gave us critical clues about where his learning strengths and weaknesses lie so that his needs could be better addressed at home and school. Moreover, because of their warm, kindhearted personalities, both Dr. Liz and her associate, Stephanie, formed an immediate bond with my son. He eagerly looks forward to his weekly therapy sessions. We are so lucky Dr. Liz came into our family's lives when she did! For stressed-out families trying to help their children as best they can, she is a calming voice of reason!"
- Julie C.
"Dr. Matheis has a remarkable ability to understand the unique needs of her patients and address them constructively. She builds strong, meaningful relationships with patients and their families, encouraging trust and collaboration. When working with my son who struggles with autism-related anxiety, she created an environment in which he was able to calm down and open up to her in ways I had not seen before. She was able to reach him and helped him work through his crisis/problem. Most importantly, she empowered him to move forward."
- N.L.
"Dr. Matheis is amazing. She has tremendous resources and loads of energy. She is not willing to accept anything less than the most effective results for her clients. She made me feel as if my son was her top priority throughout the entire process. I would, without reservation, give her my highest recommendations.  Thank you, Dr. Matheis!"
- Anonymous
"Dr. Matheis has an amazing ability to read kids and connect with them. She has been an invaluable resource for our family over the past several years and has helped us with everything from educational consulting, to uncovering diagnoses as well as family therapy. Working with Dr. Matheis never feels clinical and most importantly, our children love and trust her. We can not thank you enough Dr. Liz!"
- Anonymous
"My teenage son had been seeing Dr. Matheis through his senior year of high school, as he was only diagnosed with ADHD at 16 years old.  Dr. Matheis came highly recommended from our pediatrician and she has done wonders for our son as well as our family, navigating new ways for him to deal with his diagnosis without the use of medication.  She taught him ways to organize himself and even when something did not work for him, she patiently continued teaching him new ways to keep himself on track.  She has also helped us as parents to understand how his mind works so that we did not continue to blame his lack of focus on him, rather on his unique way of thinking.  Thank you Dr. Matheis!!!!"
- LG
"Dr. Liz is the best! Our family was directed to her by our Pediatrician to assist with figuring out severe mood changes, severe anxiety, strange new fears and food aversion that had come onto one of our children literally overnight. After just a couple of visits, she suggested that the issues may actually be rooted in a physical issue and suggested we immediately take our child to be swabbed for strep, because Dr. Liz suspected PANDAS (a pediatric autoimmune disorder brought on by strep). The same Pediatrician that suggested Dr. Liz would not do the swab (they do not believe in PANDAS and we no longer go there) but I took my child to my doctor who did the swab and it was positive for strep. When our child went on antibiotics, within 24 hours all symptoms went away and our child was back :-) Dr. Liz then recommended a PANDAS specialist who helped us and our child is in complete remission and is happy and healthy. We are incredibly grateful to Dr. Liz for her knowledge of all things, even the most remote and unusual and for helping us so much! Thank you!"
- Anonymous
"The various psycho-educational testing Dr. Liz conducted on our son gave us critical clues about where his learning strengths and weaknesses lie so that his needs could be better addressed at home and school. Moreover, because of their warm, kindhearted personalities, both Dr. Liz and her associate, Stephanie, formed an immediate bond with my son. He eagerly looks forward to his weekly therapy sessions. We are so lucky Dr. Liz came into our family's lives when she did! For stressed-out families trying to help their children as best they can, she is a calming voice of reason!"
- Anonymous
"Thank you, Dr. Liz. Although we have told you countless times, it will never feel enough. You have listened when J could barely speak and continued to listen when he was sad, angry and confused. You've challenged him and directed us in our roles as parents. You've helped J face his fears while the list evolved and changed, and yet you've stayed committed to 'the course.' We pray that your children realize that time away from them is spent helping children learn and that vulnerability is a sign of strength and bravery."
- June I
"My son was admitted to an Ivy League school when only 2 years ago, you assessed him and saw his struggles, his Dyslexia. We are grateful that he no longer has to carry that deep feeling of inadequacy or shame that must have kept him so self conscious and from reaching his potential. He has the PERFECT program for him. He has A's in high math and economics. He became a Merit Scholar, a Boys State legislature, the HEAD captain of the football team and help a job ALL while studying and managing his classes and disability. I am PROUD of you, a young doctor, who knows and sees the vulnerability of children and helps them recognize "it's NO big deal" God bless."
- Anonymous

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