For a wealth of resources on COVID-19 including 9 tool kits on a variety of topics and a dozen social stories, see the Autism Society of America website at LINK. There is a new social story specifically on getting the COVID-19 vaccine that can be downloaded and Recursos Del Gobierno en Español.
For resources in Oregon and SW Washington, including a list of support and social groups meeting virtually, Calendar of Events, Resource Directory, and videos about autism, see the Autism Society of Oregon website at LINK. Support is important, according to University of Michigan researchers. For children with an autism spectrum disorder, who thrive on routines and predictability, the everyday disruptions and uncertainty from the pandemic may be especially stressful. “Families who have a child with autism are facing extraordinary challenges,” says Sarah Mohiuddin, M.D., a child and adolescent psychiatrist at Michigan Medicine C.S. Mott Children’s Hospital. “People with autism feel more comfortable with routines, which can make any change a stressful event.”Here are some strategies:
1. Talk about COVID – but turn off the news
Even if a child hasn’t asked about it or is unable to, they likely have questions about coronavirus and have probably heard conversations around them. Mohiuddin recommends using social stories to explain COVID-19. This can be done using your own drawings or through videos and graphics available online through resources like Autism Speaks.
Parents should provide opportunities for asking questions and use visual supports to help explain the situation and to reinforce key messages like proper handwashing techniques, at the child’s developmental level.
2. Re-create structure – and use visuals
Children with ASD seek familiarity so she recommends creating a daily schedule that loosely mirrors their regular school day with built-in breaks for snacks, lunch, and physical activity. But instead of making a new schedule on your own, work with children to create it. For example, ask them “do you want to have outside time before or after lunch?” or “do you want to play with Legos or playdough for creative time?”
Autism is the fastest-growing developmental disability in Oregon – and the world. If you haven’t already, you will meet someone with autism.
3. Seek social outlets
Children with ASD may have difficulties with social communication and interaction. But that doesn’t mean they’re not troubled by the loss of social outlets like school and activities. Face-to-face interactions also provide them with opportunities to practice and develop social skills. “A lot of children with autism enjoy and seek out social interactions,” Mohiuddin says. Mohiuddin encourages parents to look for ways to virtually connect children and teens with relatives, classmates, and friends through virtual platforms.
4. Make screen time intentional
Experts recognize that typical screen time rules may have relaxed a bit at a time when many kids rely on devices for remote learning. But for some children, especially those who may have both autism and ADHD or sensory issues, too much screen time can also exacerbate issues like hyperactivity, trouble with sleep, and irritability.“For kids with autism, electronics can be a positive tool to connect and engage with others,” Mohiuddin says. “But there’s also the risk that too much screen time may lead to an increase in challenging behaviors. The key is to be intentional about how and when children are using devices.”
Parents, who may be working from home and are also on screens, should try to carve out times in the day, even if short, to have one-on-one, screen-free time with children.
