We’ve talked about calm adults and how important it is to be calm around children, especially those with autism. But how about the children?
We know that anxiety is a huge issue for most people with autism. Around 80% experience mild to severe anxiety on a daily basis (1).
We simply can’t remove every source of anxiety and stress.
In fact, anxiety can sometimes be helpful. Being a little bit anxious can keep us on our toes and alert to what’s going on. If there’s a total lack of stress, it’s easy to slip into boredom – not great for learning.
But too much anxiety pushes children with autism into distress. Distress can be caused by an unscheduled change, too much stimulation, anything unknown … all sort of things. Check out my adaptation of the Groden Stress Survey to see what things stress out your child with autism.
Our goal should be to expand the range of optimal stress. That’s the place where our children are alert and interested. They need effective strategies so to help them expand that region and regain it if they start heading into distress.
About the worst thing you could do is to tell a stressed child, “Just calm down”. That’s like adding fuel to a fire. It can make things worse.
We need to teach child how to be calm when they’re calm. First, our children with autism need to experience what calm feels like. Many of them have no idea what their bodies and brains feel like in a state of calm. That’s where we start – we have to help them understand what ‘calm’ is.
Using a simple technique like Turtle Breathing (slow mindful breathing) is powerful. You help them focus on the inflow and outflow of air through their nose or mouth. Sit comfortably in a quiet place. Focus on your breath as it comes in and goes out. Think only of your breath. Let ideas that sneak into your brain float away and think only about the air coming in and out of your nose or mouth. Do that for just a few minutes to start. Help your child understand that this is what ‘calm’ feels like. Being calm helps your brain and body work better.
In spark* and spark*EL, we practice Turtle Breathing until children learn they can do it themselves (the Awareness of Ability phase of learning). Then we help them understand where and when it can be helpful (that’s the Awareness of Need phase of learning). After carefully establishing those things and practicing, we’re ready to take it on the road and into action in everyday life.
(1) Tariq, A. (2014). Asperger’s Syndrome and Traumatic Brain Injury: The role of Anxiety in Executive Function and Theory of Mind Deficits and Clinical Research Portfolio. University of Glasgow. Retrieved from http://theses.gla.ac.uk/5247/1/2014tariqdclinpsy.pdf