It's essential to recognize how big life events such as a difficult divorce or separation in their family could alter your child's attachment style. Through difficult transitions, having positive support from both parents can help a child build or maintain a more secure attachment style and display more positive behavior.
Emotional Regulation & Parenting Styles
Research has found that permissive (open-minded) and authoritative (nurturing but firm) parenting styles were positively associated with emotion regulation while authoritarian (extremely strict) and uninvolved (neglectful) parenting styles were negatively associated with emotion regulation. In addition, a statistically significant positive correlation was found between secure attachment and emotion regulation.
Children around preschool age begin to develop advanced techniques for emotion regulation, as they progressively acquire the ability to follow rules and strategically plan their behaviors. Children begin to learn emotional regulation from their peers and expectations placed on them in structured settings. Parents become a source of both positive and negative reinforcement for preschool children. Parents play a major role in their children’s lives both during the early years and later on in childhood and adolescence.
Emotion (self) regulation encompasses the ability to comply with requests. When complying with requests, this includes initiating or ending a behavior as appropriate and performing appropriate and acceptable social behaviors. Attachment is the primary bond that each person forms during infancy with one of its caregivers (usually the mother). Infants seek to maintain physical intimacy with their key attachment figures and are likely to experience anxiety when separated from them. Attachment provides the infants and people with the security needed to explore its environment and forms the basis for interpersonal relationships. As children age, they learn to distinguish among the different signals sent to them from their primary caregivers and later on to see themselves as independent.
Researchers, Roisman & Tsai, concluded that children develop internal working models based on their experience with caretakers. Their experiences are linked with the quality of the child’s attachment pattern and general social competence. The attachment theory is focused on relationships and bonds (particularly long-term) between people. This includes the bond between both a parent & child and between romantic partners during adulthood. It is a psychological explanation for the emotional bonds and relationships between people. The attachment theory suggests that people are born with a need to forge bonds with their parents as children. These early bonds typically have an influence on attachments people hold throughout their life.
This theory sought out to understand the anxiety and distress that children experience when separated from their primary caregivers. The central theme of the attachment theory is that primary caregivers who are available and responsive to an infant's needs allow the child to develop a sense of security. The infant learns that the caregiver is dependable, which creates a secure base for the child to then explore the world.
There are four distinct phases of attachment that children experience during infancy are:
- Pre-Attachment Stage
From birth to 3 months, infants do not show any particular attachment to a specific caregiver. When a baby is crying and fussing, this naturally attracts the attention of the caregiver. The attention influences the baby's responses and encourages the caregiver to remain close.
- Indiscriminate Attachment
Between 6 weeks of age to 7 months, babies begin to show preferences for their primary and secondary caregivers. Babies develop trust that the caregiver will respond to their needs. Babies still accept care from others, but infants start distinguishing between familiar & unfamiliar people, and responding more positively to the primary caregiver.
- Discriminate Attachment
At this point, from about 7 to 11 months of age, infants show a strong attachment and preference for one specific individual. They will cry and protest when separated from the primary attachment figure (separation anxiety), and begin to display anxiety around strangers (stranger anxiety).
- Multiple Attachments
After approximately 9 months of age, children begin to form strong emotional bonds with other caregivers beyond the primary attachment figure. This often includes a second parent, older siblings, and grandparents.
For many people, the four attachments may seem simple enough to understand.
However, there are some factors that influence how attachments develop in children such as:
- Opportunity for attachment: Children who do not have a primary care figure, such as those raised in foster care, may fail to develop the sense of trust needed to form an attachment.
- Quality caregiving: When caregivers respond quickly and consistently, children learn that they can depend on the people who are responsible for their care, which is the essential foundation for attachment. This is a vital factor.
Attachment Styles
A study during the 70’s led researchers to categorize three major styles of attachment that are displayed throughout childhood: secure attachment, ambivalent-insecure attachment, and avoidant-insecure attachment. During the late 80’s, researchers added a fourth attachment style called disorganized-insecure attachment.
- Insecure Ambivalent attachment: These children become very distressed when a parent leaves. Ambivalent attachment style is considered uncommon, affecting an estimated 7% to 15% of U.S. children. As a result of poor parental availability, these children cannot depend on their primary caregiver to be there when they need them. Children with an insecure ambivalent attachment style may also appear to have uncertain feelings towards their parent. They may appear to be dependent on their caregiver in some moments, but they may also appear to reject their caregiver in others. Insecure ambivalent attachment to a caregiver may cause a child to have a hard time exploring new places, seeming more worried about where their parent is. However, when their parent returns, that child still may not appear to be comforted enough to explore. Their parent's presence doesn't seem to soothe them entirely.
- Insecure Avoidant attachment:
A child with an insecure avoidant attachment style may feel free to explore their environment without concerning them self with their parent. They are more physically and emotionally independent from their parent and may not cry when they are separated or reunited. A child with an insecure avoidant attachment style may be more likely to have a parent or caregiver who is not as sensitive to their needs and is unavailable when the child is experiencing emotional distress. These children may appear to be more interested in toys and the environment than they were with their parents. Children with an insecure avoidant attachment tend to avoid parents or caregivers, showing no preference between a caregiver and a complete stranger. This attachment style might be a result of abusive or neglectful caregivers. Children who are punished for relying on a caregiver will learn to avoid seeking help in the future.
- Disorganized attachment: These children display a confusing mix of behavior, seeming disoriented, dazed, or confused. A child may have a disorganized attachment style when they appear to be disoriented by their parent's presence. They may seem confused and have no strategy to help them get across what they need to their parents. The parent of a child with a disorganized attachment style may seem to frighten the child who appears apprehensive by their presence. They may avoid or resist the parent. Lack of a clear attachment pattern is likely linked to inconsistent caregiver behavior. In such cases, parents may serve as both a source of comfort and fear, leading to disorganized behavior.
- Secure attachment: Children with a secure attachment style are observed as feeling confident that their parent or attachment figure will meet their needs and provide reliable support that helps kids have the confidence to explore the world around them. Securely attached children may become distressed if their parent leaves but will be easily calmed once that parent is present again. Generally, these children appear to be happy, and their parents seem to be sensitive and consistent in their care for their child. Children who can depend on their parents show distress when separated and joy when reunited. Although the child may be upset, they feel assured that the parent will return. When frightened, securely attached children are comfortable seeking reassurance from caregivers. This is the most common attachment style.
The Importance of Recognizing Your Child’s Attachment Patterns
Research suggests that failure to form secure attachments early in life can have a negative impact on behavior in later childhood and throughout life. A child's attachment style can provide insight into how they will connect to the world around them today and into the future. It can tell you about the types of relationships they may have as kids or even later as adults.
Attachment style can tell you about the types of challenges your child may face as they grow. For instance, a child with a secure attachment style may be perceived as having higher self-esteem and grow in their independence over time. These children also tend to be more independent, perform better in school, have successful social relationships, and experience less depression and anxiety.
Children diagnosed with oppositional defiance disorder (ODD), conduct disorder (CD), or post traumatic stress disorder (PTSD) frequently display attachment problems. Their difficulties are often due to early abuse, neglect, or trauma. Children adopted after the age of 6 months may have a higher risk of attachment problems.
While a child's attachment style may appear one way today while they are young, it is possible for the attachment style to evolve, as they are influenced by new relationships and new environments. As an adult, simply having an awareness of your own attachment style and being able to identify the context of your emotional responses to different events can help you to evolve your attachment style if desired.
It's essential to recognize how big life events such as a difficult divorce or separation in their family could alter your child's attachment style. Through difficult transitions, having positive support from both parents can help a child build or maintain a more secure attachment style.
No matter where your child seems to fall within the spectrum of attachment styles at this point, the comfort and dependability they receive from their parents is so beneficial to their sense of security.
While this has been a topic of discussion for years, it has recently resurfaced with a once respected governmental agency backing its rhetoric. The discussion that surrounds the "cause & cure for Autism" has always given me an ache in a strange place. The metaphoric ache isn't because I wouldn't want to know the "cause & cure for Autism". I am the mother of a son with Autism and I have advocated for people with Autism for over 10 years. This metaphoric ache is because the people that speak with the most convincing tones & largest platforms often haven't utilized true scientific evidence for the information they spread. With the world of social media shifting the way information is relayed and received, it is important that we carefully review information before spreading it to others in our networks. Lately you’ve probably seen headlines (and lawsuits) claiming that taking acetaminophen (brand name Tylenol®) during pregnancy “causes” Autism. Families deserve clarity, not clickbait. Here’s a plain-language guide to what the science actually shows—and what major medical organizations currently recommend. Myth #1: “Taking acetaminophen during pregnancy causes Autism.” Truth: The cause has not been proven. Some earlier studies (including those measuring acetaminophen metabolites in cord blood) found statistical associations with autism or ADHD. Metabolite may refer to the product that remains after a medicine is broken down (metabolized) by the body. However associations can arise from other factors, such as the illness prompting the medication (fever or infection), genetics, or family environment. There is research available from 2019 that states when researchers used a stronger design—sibling controls in a nationwide cohort of 2.48 million births—the association disappeared. Myth #2: “There’s a medical consensus that acetaminophen is unsafe in pregnancy." Truth: Major medical bodies still support acetaminophen as an option to use during pregancy. As of today, there is no clear evidence that proves a direct relationship between the use of acetaminophen in any trimester and fetal developmental issues. The guidance on use has not changed. As with any medication, discuss the use of medication with your clinician. Myth #3: “Headlines and lawsuits prove the link between acetaminophen & Autism.” Truth: Legal claims and media cycles aren’t proof that this is true. Unfortunately, there are legal claims that hit out court system daily. In fact, in 2022, a court case was filed to discuss the linkage between acetaminophen and ADHD (Attention Deficit Hyperactivity Disorder. In 2024, the court excluded general-causation experts and issued orders unfavorable to plaintiffs because their methods didn’t meet evidentiary standards. Court outcomes aside, science is decided in studies, not in courtrooms. Myth #4: “Any use is risky; it is better to avoid acetaminophen completely.” Truth: Context matters, and an untreated fever can itself pose risks. Studies that report higher risk often involve frequent or prolonged use and can’t fully separate the effects of the underlying condition (e.g., fever, infection, migraine) from the medicine. The large 2024 sibling-analysis found no dose-response pattern once family factors were controlled. Meanwhile, maternal support groups & medical professionals emphasize treating fever/pain appropriately during pregnancy. Myth #5: “Autism has a single preventable cause.” Truth: Autism is multifactorial and primarily neurodevelopmental with strong genetic contributions. Recognized risk factors include having a sibling with autism and certain genetic conditions. Prior to Robert F. Kennedy Jr. being appointed as the secretary of health and human services, acetaminophen was not listed by the CDC among established risk factors. So…what should families do right now? Talk to your clinician before starting or changing any medicine in pregnancy. If acetaminophen is advised, follow your clinician's guidelines as they have full details on your overall health. Don’t ignore a fever during pregnancy. Get guidance on when to treat and when to be seen. Keep perspective because one study rarely settles complex questions. Prioritize high-quality design studies (e.g., sibling/within-family comparisons) over headlines. Remain connected to a support group that shares your values. With all of the clickbait news coming out, you will want to connect with others that respect your decisions for your family. Note: This post is educational and not medical advice for any individual. If you’re pregnant or planning pregnancy, please speak with your own healthcare provider about your situation.
When people hear “race coordinator,” they often picture clipboards and cones. I picture faces—parents pushing jogging strollers, adults with Autism running with their loved ones, volunteers in bright shirts cheering like they’re at the Olympics. Serving as the 2025 race coordinator for two of our local Autism Society of Tidewater Virginia (ASTV) 5K races (the Annual Superheroes vs Villains 5K-held in April and the Annual Surfers Healing 5K-held in August) has been one of the most meaningful leadership roles I’ve held, because it blends logistics with love, and planning with purpose. Designing a race where everyone belongs From day one, my goal was simple: continue to build upon an event that has been around for over 15 years. I wanted to curate a 5K that works for every body and every nervous system. That meant designing with inclusion at the core, not as an afterthought. • “Quiet Start” & rolling start window. We offered a low-stimulus start option—fewer announcements, softer music, and a wider time window—so runners and walkers could ease into the course without a surge of sound or crowding. We welcomed inclusive run groups from Ainsley’s Angels of America & Team Hoyt Virginia Beach . Both groups are based in Virginia Beach. • Sensory supports. We provided sensory-friendly items to families such as noise-reducing headphones, sunglasses, and fidgets. • Course accessibility . We audited the route for wheelchair and stroller access, created clear color-coded signage, and ensured no one had to guess where to go. Turning a field into a finish line (the operations side) A great race experience is built on invisible systems. I was tasked with coordinating permits, insurance, first responder coverage, and medical support. We also ran a simple “command center” under the ASTV welcome tent for operations, course, and medical. That structure let us solve problems quickly—like re-organizing our vendor setup area because group arrived too early without instructions—without anyone noticing a hiccup. Partnerships, sponsorships, and the heart of fundraising The 5K is more than a morning run; it’s a fundraiser that powers family supports, training, and referral services. I created a tiered sponsorship package with community-friendly options (in-kind snacks, water, and printing) alongside headline opportunities. To make our sponsors feel like partners, we: • Offered activation spaces at the expo so organizations could share resources families actually need. • Built a team fundraising playbook with customizable emails, social posts, and talking points to make peer-to-peer outreach less intimidating. • Recognized supporters on course signage, and bibs. Volunteer orchestration: the real engine Race day doesn’t happen without volunteers. We staffed packet pickup, water tables, finish chute, medal distribution, and clean-up with a mix of high-school students, civic groups, and returning families. I created role-specific descriptions, staggered shift times, and then centralized check-in so no one felt lost. The result: faster set-up, calmer runners, and volunteers who finished their shifts feeling useful and appreciated. Safety, dignity, and data We measured what mattered: average wait times at registration, water usage, and medical calls. I am waiting to receive runner feedback about noise, signage, and crowding. Post-race, we reviewed the numbers and will measure that alongside qualitative comments to decide what to keep, fix, or retire. Stories that stay with me There were two teens who ran their first 5K; the mom who cried happy tears because her son crossed the finish line alone; the mom who beamed with pride as her son independently sang the national anthem before the race; the dance instructor that thoroughly enjoyed warming us up with an inclusive dance session; the volunteer who came “for the service hours” and left asking how to get more involved with the Autism Society. Those moments are the real finish line. What I learned (and what I’ll keep doing) 1. Design for sensory comfort first . When we get that right, everything else—safety, speed, smiles—gets better. 2. Over-communicate in multiple formats . A map + a visual schedule + clear signage beats any single announcement. 3. Train like it matters—because it does. Volunteers are ambassadors; investing in their confidence transforms the day. 4. Make sponsors part of the mission, not just the banner . Activation and storytelling build long-term partners. 5. Debrief with data and compassion. Metrics help; listening to families helps more. Gratitude, always I’m endlessly grateful to our runners, walkers, families, volunteers, sponsors, first responders, and the Autism Society of Tidewater Virginia team who trust me to steward these events. Being race coordinator has shown me how powerful a community can be when inclusion is the plan—not the contingency. If you’re reading this and wondering how to get involved next year: join us. Lace up, volunteer, or sponsor a team. Whether you move fast or prefer a quiet start, there’s a place for you on our course—and in this community we’re building, one finish line at a time.
Transitioning to college is an exciting step, but it can also feel overwhelming—especially for students with disabilities. Navigating this new environment requires understanding your rights and becoming a strong self-advocate. Knowing your rights will empower you to thrive both academically and personally. Here’s a guide to help you get started. Know Your Rights Under the Law As a college student with a disability, you are protected by laws that ensure equal access to education. Here are the key federal protections to be aware of: 1. Americans with Disabilities Act (ADA) • Prohibits discrimination based on disability in public and private colleges. • Requires institutions to provide reasonable accommodations for students with disabilities. 2. Section 504 of the Rehabilitation Act • Ensures that any program or activity receiving federal funding provides accommodations to qualified students with disabilities. 3. Fair Housing Act (FHA) • Protects your right to accessible and equitable housing on campus. Understanding these laws ensures that you know what accommodations and support you’re entitled to and can confidently advocate for them. A few steps to advocate for yourself are listed: 1. Register with Disability Services • Contact the disability services office at your college as early as possible. • Provide documentation of your disability (e.g., medical records, psychological evaluations, IEP/504 plans). 2. Know Your Accommodation Needs • Reflect on the accommodations you’ve used in high school, such as extended test time or note-taking assistance. • Determine whether additional accommodations might help in college (e.g., assistive technology, housing modifications). 3. Communicate Clearly and Professionally • Schedule a meeting with your disability services coordinator to discuss your needs. • Use clear and concise language to explain how your disability impacts your learning and what accommodations you require. 4. Be Proactive in Your Classes • Notify professors of your accommodations early in the semester. • Maintain open communication with your instructors, but remember that you don’t need to disclose your diagnosis—only the accommodations you need. 5. Seek Support When Needed • Utilize campus resources like counseling centers, peer mentoring programs, or academic tutoring. • Join student organizations or support groups for individuals with disabilities to connect with others who share similar experiences. Tips for Building Confidence as a Self-Advocate • Understand Your Strengths and Needs: Self-awareness is key to effective advocacy. Take time to understand your disability, how it impacts you, and what support you require. • Practice Self-Advocacy Skills: Role-play scenarios where you explain your needs or request accommodations. Practicing can help build your confidence. • Be Persistent: If you encounter barriers or resistance, don’t give up. Seek advice from disability services or campus administration if necessary. • Celebrate Your Progress: Every time you successfully advocate for yourself, take pride in your achievement. Advocacy is a skill that grows with time and experience. Empowering Yourself for College Success Understanding your rights and becoming a confident self-advocate puts you in control of your college experience. By securing the accommodations and support you need, you can focus on your education, pursue your passions, and enjoy all that college has to offer. Remember, you’re not alone—there are people and resources ready to support you every step of the way. Take charge of your journey, and don’t be afraid to advocate for the future you deserve.
In any workplace, individuals bring diverse strengths, experiences, and needs. With this diversity comes the inevitable challenge of managing behaviors and interactions that may disrupt workflows or team dynamics. However, not all behaviors are intentional acts of disruption. Some stem from underlying sensory needs, a topic gaining increased attention as organizations strive for inclusivity. So, how can employers and employees differentiate between sensory needs and disruptive behavior and why does understanding this distinction matter? Understanding Sensory Needs Sensory processing refers to how individuals perceive and respond to sensory stimuli, including sound, light, touch, or movement. For some individuals—especially those with conditions like autism, ADHD, or sensory processing disorder—the workplace environment may feel overwhelming. A few examples of sensory challenges that may occur in the workplace include: • Noise Sensitivity : An employee might react to loud or constant sounds, not out of defiance, but because their nervous system is overloaded. • Movement Needs : Some people require frequent movement, such as pacing or fidgeting, to stay focused or regulated. • Lighting Sensitivity : Bright or flickering lights might lead to discomfort, headaches, or distraction. These behaviors are not intentional; they are adaptive responses to environmental stimuli that exceed an individual’s comfort threshold. Disruptive Behavior: A Different Root Cause Disruptive behavior, on the other hand, often arises from external factors like frustration, poor communication, or a lack of engagement. Unlike sensory needs, disruptive actions typically have a clear intent to interrupt or shift the dynamics of the workplace, even if it is subconscious. Examples might include: • Interrupting Colleagues: Cutting others off in meetings without necessity. • Ignoring Policies: Consistently disregarding established norms or expectations. • Negative Attitudes: Complaining, arguing, or refusing to cooperate with team members. Disruptive behaviors often stem from situational factors like stress, dissatisfaction, or poor interpersonal skills, and they require a different approach to resolution. How Employers Can Identify the Difference Distinguishing between sensory needs and disruptive behavior requires careful observation and open communication. Consider the following steps: 1. Look for Patterns: • Sensory-related behaviors often appear in response to specific stimuli (e.g., loud noises or tight spaces). • Disruptive behaviors may appear sporadically and not be tied to external factors. 2. Open a Dialogue: • Approach the individual calmly and inquire about their perspective. Questions like, “I noticed you seem uncomfortable when the office gets noisy. Is there something that might help?” can provide clarity. 3. Seek Professional Input: • Workplace behavior consultants, occupational therapists, or HR specialists trained in inclusivity can help identify if the behavior aligns with a sensory need. 4. Reflect on Context: • Could stress, interpersonal conflict, or burnout be triggering the behavior? If so, consider addressing these factors first. Strategies for a Balanced Workplace Once the cause is identified, appropriate strategies can foster a harmonious environment. If the root cause is Sensory Needs consider the following: • Offer noise-canceling headphones, flexible seating, or adjustable lighting. • Encourage regular breaks to allow for sensory resets. • Provide quiet zones for focused work. If the root cause is Disruptive Behaviors consider the following: • Address conflicts openly with clear communication. • Provide training in emotional intelligence and conflict resolution. • Set clear expectations and boundaries. Building Empathy in the Workplace Understanding the root causes of challenging workplace behaviors is not just a task for HR or management. It’s a shared responsibility that benefits the entire organization. When we approach behavior with curiosity rather than judgment, we create opportunities for growth, inclusion, and collaboration. Distinguishing between sensory needs and disruptive behavior is a nuanced process, but it’s an essential step toward fostering a workplace that accommodates diverse needs while maintaining productivity and harmony. The question isn’t whether to address workplace challenges—it’s how we approach them. By prioritizing empathy, observation, and communication, businesses can transform conflicts into opportunities for greater understanding and inclusion.
Balancing professional duties with caregiving responsibilities can feel like a constant juggling act, with endless to-do lists and competing demands pulling you in multiple directions. For caregivers, the pressure to excel in both areas often leads to feelings of stress, guilt, and exhaustion. However, setting realistic priorities can help create balance and bring a sense of control to your daily life. One of the biggest challenges faced by caregivers who are also professionals is time management. Caregivers often feel like there aren’t enough hours in the day to meet both professional and caregiving responsibilities. Emotional exhaustion and guilt are also significant. Many struggle with the pressure to excel in their careers while also being fully present for their loved ones, leading to burnout. Additionally, there’s the challenge of limited flexibility in workplaces and insufficient support systems at home. Caregivers can approach their employers about their dual responsibilities by being transparent but professional. Share what’s relevant, such as needing flexible hours or remote work, and explain how these adjustments can benefit your productivity. Many employers are open to flexibility if they see that the arrangement won’t compromise performance. It also helps to come prepared with solutions, such as using specific hours for caregiving while maintaining availability during peak work times. Caregivers can set realistic priorities between their work and caregiving responsibilities by understanding what’s most urgent and important in both areas. I recommend using tools like a priority matrix or calendar apps to organize tasks by their level of importance. It’s also essential to communicate with employers and family members about what you can and cannot do. Setting realistic goals and accepting that you can’t do everything perfectly every day helps reduce stress. Delegation is crucial in achieving balance. At work, delegate tasks that others can handle, and focus on your core responsibilities. At home, involve family members or seek external help for caregiving duties. For instance, using services for meal prep, housekeeping, or respite care can significantly lighten the load. It’s about understanding that asking for help isn’t a sign of weakness; it’s a sign of smart planning. Balancing professional duties with caregiving responsibilities while prioritizing self-care requires intentional planning, clear boundaries, and effective use of resources. Here are some practical strategies: 1. Set Priorities • Identify the most critical tasks for your work, caregiving, and self-care. • Use a planner or app to schedule high-priority activities, ensuring each area gets attention. 2. Create a Flexible Routine • Develop a routine that accommodates work and caregiving demands while leaving space for self-care. • Be adaptable and adjust as needed when unexpected events occur. 3. Delegate and Outsource • At work: Delegate tasks to colleagues or employees when possible. • At home: Share caregiving responsibilities with family members or hire professional caregivers if feasible. • Outsource household tasks like cleaning, meal prep, or errands to free up time. 4. Communicate Openly • With your employer: Inform them about your caregiving responsibilities and explore flexible work arrangements like remote work, flex hours, or compressed schedules. • With family: Discuss needs and expectations to ensure everyone shares caregiving responsibilities fairly. 5. Use Technology and Tools • Leverage tools like shared calendars, task management apps, and meal-planning software. • Use caregiving-specific apps for medication reminders or tracking health appointments. 6. Build a Support Network • Connect with friends, family, and community groups for emotional and practical support. • Join caregiving or work-life balance support groups, online or in-person, for advice and encouragement. 7. Set Boundaries • Clearly define work hours and caregiving time to prevent overlap and burnout. • Practice saying no to additional commitments that could overload your schedule. 8. Incorporate Self-Care • Schedule self-care activities like exercise, meditation, or hobbies into your calendar as non-negotiable appointments. • Take short breaks during work or caregiving tasks to recharge. 9. Access Professional Resources • Look into employee assistance programs (EAPs) or caregiver support services. • Seek professional help for stress management, such as therapy or coaching. 10. Practice Mindfulness and Stress Management • Use mindfulness techniques like deep breathing or journaling to stay grounded. • Focus on what you can control and let go of perfectionism. 11. Plan for Emergencies • Have a contingency plan for work and caregiving in case of emergencies, such as backup childcare or alternate caregiving arrangements. 12. Regularly Reassess • Periodically evaluate what’s working and adjust your approach as circumstances change. By combining these strategies and maintaining open communication with all involved parties, you can better balance your responsibilities and maintain your well-being.
5 Tips for Helping Families and Peop le with Disabilities During Sudden Routine Changes Due to Weather Emergencies
Sundowning refers to a group of neuropsychiatric symptoms which commonly develop late afternoon or during the evening and night time ( periods of diminishing daylight). While it is commonly seen in individuals diagnosed with dementia or neurocognitive decline due to #parkinsons or #alzheimers disease, these same symptoms can be seen in children and adults with #autism . When #sundowning becomes apparent, look for patterns, note the things that seem to trigger it, and then do your best to avoid or limit those triggers. We should be our most gentle with individuals who either suffer from Alzheimer's disease or deal with autism the later the day progresses.
Sensory processing disorder (SPD) and (ASD) hold similarities and are often confused with one another. While the two have many similarities, SPD is often a co-morbid symptom (the existence of more than one disease or condition within your body at the same time) of ASD. It is important to note that not all children with sensory processing disorder have autism.
People who endure trauma at some point during their childhood don’t have faulty brains. Their minds & the behaviors they exhibit have been altered to help them survive.
Reports show that not only are many people with ASD highly intelligent, but many people with ASD are also better able to process details than those without ASD. This is likely one reason why people with ASD are so skilled in various types of art.
