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Sensory-Stimulation for Hyperactive Kids on the Autism Spectrum

"I need some strategies to help my daughter calm down. She has autism (high functioning) and ADHD and is wound tighter than a ten cent top most of the day. If I had her energy, I could probably fly to the moon and back by just flapping my arms."

Many children with ASD level 1 or High-Functioning Autism who are also hyperactive benefit from sensory stimulation. Providing a sensory room or area can be very effective. Be as creative as you can when providing sensory stimulation for your child.

There are many things you can purchase, but you can also make many things within your home. What you use should in part be determined by what your child enjoys or is seeking.

Some ideas are: 
  • A mini trampoline can provide physical exercise and sensory input.
  • Create a touch board, and attach a variety of materials, from sand paper, to carpet. 
  • Fill a tub with sand, navy beans, or other similar item that they can play in. 
  • Find different scents of potpourri that they can use for deep breathing. 
  • Foot massagers are great for waking up the feet.
  • Hang a swing from your ceiling, if it is reinforced. 
  • Have music playing that your child enjoys - this can be calming music or vigorous music. 
  • String blinking Christmas lights around the room. 
  • Use a hammock for the child to lay in and receive deep pressure.
  • Use a variety of lotions for both scent and touch.
  • Use a vibrating massager for deep touch.
  • Use play dough for touch activities.




The purpose of this room is to waken your child's senses and also calm her down. It is most effective to create a schedule of when your daughter will be provided free time in this room. It is probably not best to give her free access to her sensory area, as their will be other things that she needs to participate in. Also, use this area at transition times to provide a smooth transition from one activity to the next.


Resources for parents of children and teens on the autism spectrum:
 

==> Videos for Parents of Children and Teens with ASD
 
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Here's what other parents have had to say:

  • Anonymous said... A gluten free, dairy free diet changed my sons behavior so much!!! Also, no corn syrup or red dye 40. He has Aspergers with ADHD too.

• Anonymous said... Does she take any supplements? Whole foods has excellent supplements specifically for children with ADHD

• Anonymous said... Hi! I have a son who is 11 with ADHD and Aspergers. He's in constant motion, can't take stimulants to calm down, and I often find him spinning in place or somersaulting around just because he has no idea what to do with his energy! Sometimes a change in diet can help, but with most kids (not all) that's not the only solution. Studies in Europe have loosely linked food dyes with increased hyperactivity in kids with ADHD, so that's one possibility. There are some reports that omega-3 fish oil helps too. Weighted vests and heavy muscle-work can also help fatigue the body and slow down the kids, at least for a while. We were told to use the weighted vest (or some other weight/compression, like being sandwiched between two bean bag chairs) for 20 minutes, two or three times a day. For my son, running (using the Wii) or riding his bike outside for just ten minutes will help slow him down. Swimming every day, or every other day, seems to provide more long-lasting effects, over a couple of days. When all seems lost in a day, and he's really hyper and melting down, taking a bath or a shower does it for my son. One of the keys is to figure out what, exactly, calms your daughter down. My son is 11 so he can verbalize that warmth, water, and darkness (a hoodie over his head) calm his brain down. It's not a sure fix and somedays are better than others, but I'm grateful that we have this much! Good luck with your daughter and feel free to message me if you want to chat further.

• Anonymous said... How old is she? She sounds exactly like my daughter was a couple of years ago from toddlerhood. She's now nearly 14 and much calmer, although a lot of hyperactivity is is chatting nineteen to the dozen rather than climbing furniture. She has learned with her therapist to recognize whe she is wired and go to the trampoline or punchbag (both excellent safe ways of getting out the hyper energy) and also she reads (she's hyperlexic) and as long as she has the kindle and abundle of books she can stay still now on a bus or train or in a cafe) Also a gf/df diet keeps her calmer. We also use fish oils. Plus phenagan, an anit histimine, and her favourite DVDs at bedtime which can calm her down to stay still if not sleep.

• Anonymous said... My son is very hyper as well. In fact when school first started telling me he was autistic, I kept telling them "no, he is ADHD". There are similarities. At bedtime he is usually wired. 

•    Anonymous said...Aspergers and ADHD - same diagnosis as my son. But he's on Ritalin XR (extended release), so although he does have a lot of energy, he's not super-hyper either.
 
•    Anonymous said... I recently read an article about fermented cod liver oil and the benefits for kids with ASHD and Asperger's...Im going to look into it for my own son.
 
•    Anonymous said... I am diagnosed with Asperger's Syndrome and what helps me is go to a quiet room and breathe in and breathe out a couple times and count to 20 and do my favorite activitiy like for example read or word search book!
 
•    Anonymous said... We give our son Mega Red krill oil capsules for his Aniexty & Kroger brand Bone supplement for Hearinf sensitivity. I recently found Adult chewables of both at Walgreens. Bone support must contain Magnesium, Zinc & Calcium. Give daily we've noticed a Huge difference. He's not at jumpy, etc
 
•    Anonymous said... My son just starting doing cross country, middle school. He found on his own last summer he felt better when he runs. Now he runs some all day. Now, he is becoming part if the school team & finally feels as if he fits somewhere. I started noticing a difference after just a few days of camp but didn't want to say anything just yet. Then yesterday in the car on the way home from an unusually calm trip to the store, he calmly told me, "Mom, I feel really calm today". I think it is the release of energy with the combination of the outdoors. The team runs in a park with a lot of trails in the woods.
 
•    Anonymous said... You sound like you know yourself very well - That's a great thing! I hope my 6 year old starts to better understand that kind of thing - it Sure Works for him - but it will be a while for it to be more self-directed - he's only 6 ~~~ however - we're considering other natural supplements & lots more of the types of physical input that balances it.... I hope there will be more responses - I really gain a lot from threads like these - - - will read the linked article tonight!
 
•    Anonymous said... Both my boys have aspergers and all the other diagnosis that go along with it, we have so many calm down strategies because what works one day won't work the next. We are currently involved in a university study on the effects of green lipped muscle extract, one boy takes it and the other has the placebo and i can tell you it certainly has made a difference in the one that is taking it, not a miracle cure, but has certainly made his behaviour more tolerable by all around him
 
•    Anonymous said... I love all children especially children with Asperger's Syndrome ADHD and Down Syndrome and other disabilities! Nobody knows your better than you! You know what is best for your son and as he grows up more he will learn! :) Nobody knows your son better than you! Different things work for different children!

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The Best Therapy for Sensory Sensitivities in Kids on the Spectrum

"What would be the best therapy for high functioning autistic children who are overly sensitive to bright lights, loud noises, strong odors, certain fabrics, and certain foods?"

Children with ASD level 1 or High-Functioning Autism often have a secondary diagnosis of sensory dysfunction. This may be found in the youngster who can't get enough sensory input, and needs to touch everything, jump on things, and simply craves input - or it may be the youngster that can't stand touch, doesn't like certain clothing because it irritates him or her, and can't handle sounds.

Most of us unconsciously learn to combine our senses (i.e., sight, sound, smell, touch, taste, balance, body in space) in order to make sense of our environment. Kids on the autism spectrum have trouble learning to do this.

Sensory integration therapy (SIT) is a type of Occupational Therapy (OT) that places a youngster in a room specifically designed to stimulate and challenge all of the senses. During the session, the therapist works closely with the youngster to encourage movement within the room.

SIT is driven by four key principles:
  1. the youngster's preferences are used to initiate therapeutic experiences within the session
  2. the youngster will want to participate because the activities are fun
  3. the youngster must be able to successfully meet the challenges that are presented through playful activities
  4. the youngster adapts his behavior with new and useful strategies in response to the challenges presented

SIT is based on the assumption that the youngster is either over-stimulated or under-stimulated by the environment. Therefore, the aim of SIT is to improve the ability of the brain to process sensory information so that the youngster will function better in his daily activities.

A sensory integration room is designed to make the youngster want to run into it and play. During SIT, the youngster interacts one-on-one with the occupational therapist and performs an activity that combines sensory input with motion. Examples of such activities include:
  • balancing on a beam
  • crawling through tunnels
  • dancing to music
  • hitting swinging balls
  • playing in boxes filled with beans
  • spinning on a chair
  • swinging in a hammock

The youngster is guided through all of these activities in a way that is stimulating and challenging. The focus of SIT is helping kids with autism combine appropriate movements with input they get from the different senses.


The child's mother or father can integrate sensory integration into the home by providing many opportunities for the youngster to move in different ways and feel different things (e.g., a swing set can be a form of SIT, as can a ball pit or a lambskin rug).

Ever day, people experience events that simultaneously stimulate more than one sense. They use their multiple senses to take in this varied information, and combine this information to give them a clear understanding of the world around them. People learn during childhood how to do this. Thus, through childhood experiences, people gain the ability to use all of their senses together to plan a response to anything they notice in the environment. However, kids on the spectrum are less capable of this kind of synthesis, and therefore they may have trouble responding appropriately to differently stimuli.

Kids on the spectrum may also have a difficult time listening when they are preoccupied with looking at something else. This is an example of their difficulty in receiving information via more than one sense simultaneously. Doctors who treat kids on the spectrum believe that these difficulties are the result of differences between the brains of autistic kids and other "typical" kids.

The underlying concepts of SIT are based on research in the areas of neuroscience, developmental psychology, occupational therapy, and education. Research suggests that sensory information received from the environment is critical. Interactions between the youngster and the environment shape the brain and influence learning. Furthermore, research suggests that the brain can change in response to environmental input, and rich sensory experiences can stimulate change in the brain.

Sensory integration equipment is relatively low-tech, but can be moderately expensive. These include anything from large bins of rice that a youngster can climb into, to an indoor swing set.

Another sensory-related therapy is called Sensory Stories. Sensory Stories are similar to social stories in that they use individualized stories about sensory situations that an individual autistic boy or girl may encounter, and then provides instructions on appropriate behaviors for the youngster to use in response.




 
Resources for parents of children and teens on the autism spectrum:
 

==> Videos for Parents of Children and Teens with ASD
 
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Selective Mutism in Kids on the Autism Spectrum

Selective mutism (SM) is strongly associated with anxiety disorders, particularly social anxiety disorder. Some kids on the autism spectrum have SM, which is their way of avoiding anxious feelings elicited by expectations and social encounters.

More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book


==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism 
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The Importance of Visual Schedules for Kids on the Autism Spectrum

"My 4-year-old (high functioning autistic) son has trouble moving from task to task. How can I help him finish a particular activity (like putting his legos back in the boxes), and then get him to move on to the next thing (like getting ready for bed) without creating anxiety and the resultant meltdowns?"

Children with ASD level 1 or High-Functioning Autism thrive on routine and structure. As your son begins to recognize structure in his life, this may be the time to make a visual schedule to help him recognize when certain events are happening in his day.

A visual schedule works better than a written schedule for obvious reasons, as your child may not be able to read and thus may not get the benefit of the visual cue.

To make such a visual schedule, you can use a white board on which you put the hours of the day and a space at the top for the day of the week. Purchase strips of Velcro that have a sticky back and place a small square of Velcro in each time slot.

Using thick card, draw the different aspects of the day in visual form (e.g.,  draw pictures of food for the times of the day that you eat; draw a picture of a bed for the times your child sleeps).

Each day, pin up the pictorial representation of your day and put the day of the week at the top. When your child wakes up, bring him to the board and talk about when different things will happen. When it comes time for the various events in the day, have the child tear off the pictorial representation and talk about what it is you’re going to be doing. Put the pictorial representation in a nearby box for the next day.

This technique will help your son appreciate structure in his day. It leaves no question as to what will happen and it involves, in a way, the completion of tasks (something autistic children like to do).

By using Velcro squares, you can alter the schedule every day for things like shopping and doctor’s visits. Each day can look the way it’s supposed to on the board and will give your son a lesser degree of confusion about the things that he will be doing that day.



COMMENTS FROM PARENTS:

•    Anonymous said... Visuals with rewards for automated clearing up. Comments like I see Lego on the floor honey,,, rather than nagging works too
•    Anonymous said... Visual timers work well, telling him how long he has to do an activity and giving a 5 min warning before time is up. Sue Larkey has a clock that you have a red screen that goes over the minutes so very easy to see and these have worked well with both my boys from everyday tasks of eating breakfast, to computer time to they were using it at school so my eldest could see how long he had to complete a task.
•    Anonymous said... Visual schedules work great for our son
•    Anonymous said... Picture charts of what you are doing today, let him cross off the ones he's completed and go on to the next. They worked for me
•    Anonymous said... my son (5 yr old) & I went through PCIT (parent child interactive therapy) AND; it taught us both a great deal on matters such as this! Two things have worked well for us: 1) before he starts an activity, I tell him he has 10 min. for this activity, then we'll begin the next one (tell him what the next activity is, that's called "labled activity"). Also, before he begins, tell him before time is up, you'll start the countdown from 3 min.: 3 min., 2 min., then 1 min. (you will have to verbally call out "2 more min.", etc.) This lets him know that time is depleting & he will mentally prepare himself for the end of 1 task, and the beginning of another!! 2) Make sure you reassure him that he can participate in that task again (tomorrow, or whenever) so he doesn't get overwhelmed thinking he'll never get to do that activity again. Most Aspie's take things literally (as a matter of fact). If you tell him he can't play with that toy, he'll believe it's "never play with it, instead of can't play with it right now". Lastly, before beginning an activity, explain to him that "we have to put our activity away when we're finished". The explanation I give is "if we don't put our things/toys in their box/cubby, then the pieces willl get lost & we have to keep all the pieces together because they're a family unit!" This usually helps him understand! I hope this helps with your son!! Good luck.
•    Anonymous said... My son used check lists. Or popsicle sticks work really well... Color/picture coded for each task so when completed they are matched up with the 'to-do' list .
•    Anonymous said... Keep him on a strict schedule and reward him with praise when he completes his assigned task. At bedtime, have him pick out a favorite book and read it to him til he drifts off to sleep or have him listen to books read on CDs. Dramatic actors read volunteer to read these books through the reading for the blind. You can join for free and disabilities count. You only have to show some impairment. That's what I did with my son and it worked most of the time. Although he also slept with a security blankie :)
•    Anonymous said... I tell him at the beginning of the task what his reward will be. I come and sit there redirecting if its a challenge for him. If its a big mess or a lot of homework I split it up into 3 things. ex: First clean up legos, then books, then clothes. Then icecream!!!
•    Anonymous said... Repetition is key with anything in my experience ,I find out what works and don't change it until it doesn't work anymore :)
•    Anonymous said... AS kids love the same routine, get them into the habit and keep it going no matter what, and offer rewards for doing a good job. Consistency and praise... And who doesn't react well to that?! ;)
•    Anonymous said... At 8 we still have this problem.We use a schedule/check list at home and in school.
•    Anonymous said... My son is 11 and I still have a problem with transitions. I give him a count down warning. My son doesn't like to be overly praised so I don't make a big deal but I let him know I'm proud of him. My son also has OCD so when he does clean up they have to perfect or he has a melt down.

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