Guide to Shopping with Your Special Needs Child

 

Guide to Shopping with Your Special Needs Child: Dealing with Sensory Overload

by: Rob Gorski

Parents of special needs kids are no different than any other parents. They want the best for their children. They want them to have fulfilling lives full of positive and meaningful experiences. They want their kids to succeed. They want their kids to thrive. And a thriving child is an active child, one that’s exposed to the everyday environments and activities that surround them. The problem for parents of special needs children with sensory processing issues is that sharing everyday activities outside the home – like shopping, eating at a restaurant, and attending public events – can sometimes be a monumental challenge. That’s because taking their children out always comes with the possibility of a dreaded meltdown brought on by sensory overload.

You don’t have to have a special needs child to know about sensory overload – or what you might think is sensory overload. Many people believe that it’s the same thing as a temper tantrum. This is incorrect. A temper tantrum is an outburst that occurs when a child wants something and he or she isn’t getting it, like that candy bar on the rack next to the checkout at the market, or maybe just a parent’s attention. Sensory overload is something entirely different and that requires a totally different response. While instances of sensory overload can occur to almost anyone, almost anywhere, they are likely to happen more often with special needs children, especially those with autism, ADHD, and any of a number of other disorders and conditions.

Having a clear understanding of just exactly what sensory overload is – and how it affects special needs children – is crucial to the lessening the frequency and severity of sensory overload triggered meltdowns in public. That’s what this guide is all about.

What is Sensory Overload?

Sensory overload is a condition that results from the overstimulation of one or more of an individual’s five senses caused or triggered by certain elements in his or her surrounding environment. Specific examples of sensory overload triggers include:

• Hearing: noises (talking, yelling, music, street noise, etc.) oftentimes coming from more than one source, such as a crowded room of people talking at the same time, or music played loudly in combination with people talking; loud, concussive noises coming from a single source.

• Sight: bright lights (spotlights, lamps, or movie, TV or computer screens); pulsating, strobing or rapidly-changing light sources; cluttered or crowded spaces; environments with a great deal of movement.

• Touch: being touched by an animal or other person, or even an inanimate object; particular types of fabric against the skin or simply wearing clothing.

• Taste: specific types of food, such as spicy foods or foods prepared in an objectionable way.

• Smell: strong or unfamiliar aromas (foods, perfumes or colognes, etc.)

• Vestibular issues: motion sickness; dizziness; loss of balance.

In many cases, sensory overload results from a combination of the overstimulation of two or more senses at the same time.

Just about anyone can experience a sensory overload event (aka meltdown) given the right environment and circumstances. However, sensory processing issues – which can lead to sensory overload – are often a feature or component of any one of a number of other disorders, including:

• Attention deficit hyperactivity disorder (ADHD)
• Autism
• Chronic fatigue syndrome
• Echolalia
• Fibromyalgia
• Generalized anxiety disorder
• Posttraumatic stress disorder (PTSD)
• Schizophrenia
• Synesthesia
• Tourette syndrome

Sensory processing issues are most commonly associated with neuro-developmental conditions that fall under the heading of autism spectrum disorder (ASD).

Generally speaking, sensory overload issues are the inevitable result of an ever-changing and quickening modern world full of sights and sounds purposely designed to constantly assault the senses. Most people are able to adjust and cope with their busier, more congested lives. But for those with sensory processing issues, it’s often all too much. The result? Sensory overload.

Sensory Processing Disorder

The term “sensory overload” is often found in studies and articles that additionally include the term “sensory processing disorder.” Sensory processing disorder, or SPD, can be described as multisensory integration malfunction where the individual is unable to process sensory inputs in a way that allows for an appropriate response. Whether SPD is simply a component of other disorders or an actual disorder distinct in itself – or both – remains open to debate. Nevertheless, sensory overload certainly results from some form of misprocessing of sensory information in the brain, the definition of SPD.

Tantrums, Temper Tantrums, Meltdowns, Sensory Meltdowns, Sensory Overload…

Confused? That’s not surprising. There’s a lot here to be confused about. These terms are often used incorrectly to mean the same thing or describe similar behaviors. And the truth is that tantrums and meltdowns often appear to the average onlooker to be the same. They are, however, different. Here’s how:

• Tantrums:
  Tantrums (or temper tantrums) are outbursts, mostly by young children, that occur in an attempt to force someone to pay attention to the person throwing the tantrum. Tantrums happen for an infinite number of reasons. For example, they can occur when a child doesn’t get a toy that he or she wants, or when the child feels that his/her parent is paying more attention or showing preference to another sibling. Tantrums are what we’ve all witnessed a hundred times in stores and restaurants, on the street and at playgrounds.

• Meltdowns:
  A meltdown (or sensory meltdown) is a reaction to sensory overload, which itself is the result of an inability to properly process all of the inputs of the senses at a given time. The person suffering a meltdown has no control over what his/her body and mind are doing during the meltdown. Meltdowns can happen to almost anyone with sensory overload issues: young children, pre-teens, teens, and adults.

  A meltdown is not a reaction to a failure to get attention. In fact, more attention may be the worst thing that a person can give someone in the midst of a meltdown. A meltdown is not a bad behavioral problem. It’s not really a behavioral issue at all. And maybe the single most important thing to remember is that a meltdown is not the fault of the person having it

What Does Sensory Overload Look Like?

To the untrained eye, a sensory overload event or meltdown can look an awful lot like a common run-of-the-mill temper tantrum. There’s likely to be any number of things happening during a meltdown, including yelling, screaming, biting, kicking, crying, and lashing out. Like tantrums, a person having a meltdown appears to be out of control. The difference is that the person suffering a meltdown is actually out of control, they’re not just acting out.

What Does Sensory Overload Feel Like?

What a meltdown feels like varies significantly from person to person. It’s also often very difficult for those that suffer from sensory overload to describe the experience. Words that have been used to describe what it’s like include: intense feelings of fear, panic, desperation, anger, sadness, los of ability to think, “spinning out of control,” “flipping a switch,” “someone taking over my body,” and “an explosion of pressure or emotion.”

Meltdown Signals and Symptoms

There are a number of telltale signs that indicate the beginnings of sensory overload events. It’s just a question of knowing what to look for. While specific symptoms vary significantly from individual to individual, there are several that are quite common, including:

• Sudden or extreme irritability
• Complaining about ordinary sights, sounds, smells, or other stimuli not apparently upsetting in the current environment
• Stopping in place or sudden refusal to participate in or continue with the current activity
• Anger and lashing out toward objects or other people
• Aversion to touching or being touched
• Failure or refusal to make eye contact
• Tensing up
• Restlessness or fidgeting
• Perspiring
• Covering of eyes or ears
• Loss of balance
• Bumping into walls or other people
• Hiding
• Spitting
• Yawning
• Hitting or punching
• Crying
• Whining
• Shutting down completely
• Dropping into a fetal position
• Fleeing or running away while oblivious to surrounding dangers

The above list consists of what are considered “hypersensitive” symptoms. Conversely, sensory overload may be indicated by behaviors that are hyposensitive, meaning that the person reacts with a lower than normal response to stimuli. For example, a common hypersensitive reaction to sensory overload is the immediate and pointed aversion to any form of physical sensation, like being touched, while the corresponding hyposensitive reaction would be the immediate need to be touched or for another form of physical sensation. This need can lead to self-stimulation or “stimming” activities. Examples of stimming include:

• Rocking
• Spinning
• Hand flapping
• Squinting
• Focus or fixation on a particular object or specific stimulus (like a certain sound or color) possibly involving some form of repetitive movement, such as with a rotating ceiling fan
• Putting inedible objects into the mouth
• Rubbing or stroking
• Sniffing or smelling objects or other people
• Pacing
• Head banging

Complicating matters, many individuals with sensory processing issues will react to overload situations with a combination of both hypersensitive and hyposensitive behaviors.

Tips for Avoiding a Sensory Overload Event While In Public

There are lots of things you can do to reduce the likelihood of a meltdown. It just takes a little thought and planning. Some are obvious, like simply avoiding places with big crowds, bright lights, lots of noise, and strong smells. Here are a few other suggestions:

• Check Out the Places You’re Planning to Visit Beforehand

  • Chances are that if you’re heading out to do your regular shopping you have a good idea of the environments you’ll be encountering. If you’ll be visiting a business you’ve never shopped at before, it’s a good idea to stop by and check it out before taking your child there. Or if you plan is to take your child to a special event at a specific restaurant or public location, it might help to visit that location with your child before attending the event. You’ll get a good idea of the sights and sounds that might act as triggers, allowing you to formulate strategies for avoiding them. You might even want to talk to management or staff to see if they are set up to accommodate special needs customers. Finally, you may determine that there are simply too many potential sensory landmines to bring your child into that environment and opt for patronizing an alternative business.

• Create an Action Plan

  • Children and others with sensory processing issues are much less likely to suffer overload problems in public when they have a clear and concise understanding of where they’ll be going and what they’ll be doing. That means putting together a plan of action before you leave the house and – most importantly – sharing that plan with your child. Let them know each of the stores or places you plan to visit, along with the order in which you intend to visit them. Explain how long you estimate you’ll be and what you expect to accomplish at each stop. Discuss the potential triggers you may encounter – sights, sounds, smells, etc. – and what you might do to deal with them.

    One more thing: Creating and following a detailed plan of action means fewer unexpected problems, and that means less chance of sensory overload. But your plan will only work if you stick to it.

• Take Along an Emergency Meltdown Kit

  • Do you keep an emergency preparedness kit at home in case of, well, an emergency? Chances are you probably do. Most people keep a plastic tub or backpack with important items like flashlights, extra batteries, a first aid kit, emergency radio, etc., in an easily accessible location. Just in case. So, if you keep an emergency preparedness kit on the off chance that an emergency might occur, doesn’t it make sense to keep an emergency meltdown kit for those times that you know for sure are going to happen?

    An emergency meltdown kit it is a container – usually a backpack that a kid can carry with him or her – that’s packed with a variety of items to help calm your child when the inevitable sensory overload event occurs. The particular items you include in your kit will vary depending on the unique needs and preferences of your child. There are, however, a few things all kits should contain. Here are some suggestions to get you started:

    • Snacks: Include a few food and drink items that your child likes and that fit their particular dietary and allergy/food sensitivity requirements. Always include a water bottle.
    • Change of Clothes: This is an obvious choice for young children, especially those yet to be toilet-trained. But other kinds of accidents often happen during meltdowns – spilled drinks or food stains, for example – so it’s a good idea to keep an extra set of clothes on hand regardless of your child’s age.
    • Identification and Contact Information: It’s scary to think that you might become separated from your child during a meltdown, but sensory overload does result in some kids running away from the scene. That’s why it’s important to keep ID and contact information in your kit. Include your child’s name, age, and health info (blood type, specific physical and mental health issues) as well as contact numbers for you, your child’s doctor and school, and anyone else that you deem necessary to be called in an emergency. Always include alternate personal contacts in case you cannot immediately be reached. Along with these basics, consider including a family photo, list of sensory overload triggers, and hints for dealing with your child.
    • Sensory/Calming Related Items: Finally, keep a collection of toys and other devices that have proven to help calm your child in the past. These typically include such items as noise-cancelling headphones, tablets (with extra batteries), games, stuffed toys, fidget toys, and favorite books.

    If you find that there are simply too many items for your child to carry at the same time, you can divide items between two bags and either carry one yourself or keep one containing items not instantly needed (like clothes) in the car.

• Bring a Shopping Companion With You

  • Shopping with someone with a sensory processing issue is almost always easier when you bring along an additional shopping companion. The key is that it needs to be someone your child knows and feels comfortable with, and knows and is comfortable with your child. He or she should also have experience in dealing with meltdowns and be someone you trust leaving your child with outside the store while you go in to do your shopping, if the circumstance requires it.

• Start Out with a Well-Fed, Well-Hydrated and Well-Rested Child

  • A tired, hungry or thirsty child is a stressed child, and stress is the gateway to sensory overload. So, always make sure your child is fed, hydrated and rested before heading out of the house.

• Take Breaks While You’re Out

  • You can and should include scheduled breaks a part of your action plan. Whether or not they’re planned ahead time, it’s important to find quiet, uncrowded places where you and your child can stop and rest, and maybe refuel with a snack.

• Always Be Prepared to Bail

  • Sometimes avoiding sensory overload while in public simply comes down to getting out of there as quickly as possible, and that’s another thing you need to be ready for. Parents of kids with sensory processing issues know the signs of an oncoming meltdown, and when they notice them, there’s no time to waste. When visiting a store, always be aware of the fastest and shortest escape route. When in a restaurant, it’s always a good idea to let your waitperson know that an immediate exit may be required. Most importantly, don’t hesitate for a moment to instantly bail if you feel a meltdown is in the offing. You can always come back later to pay the bill.

Want Some Good News? More and More Businesses are Catering to Special Needs Customers

Businesses are slowly beginning to wake up to the fact that accommodating special needs kids and their parents is good for their bottom line. Some retail chains, for example, have begun holding special “sensory-friendly” events or designating specific “quiet hours” during which lights in their outlets are dimmed and music is turned off. In another case, a major commercial landlord has offered special Christmastime events that include special shopping hours with dimmed lights and limited crowds, and feature a “Caring Santa” trained at dealing with kids with sensory processing issues. While these efforts by retailers are still few and far between, they hopefully represent a growing trend. In the meantime, parents and others advocating for the special needs community may want to let their local merchants in on what these other businesses are doing.

What to Do if Your Child is Having a Meltdown

Spotting one or more of the above-listed symptoms early while out shopping or in another public place may in some cases allow you to act to prevent a total meltdown, but it’s highly unlikely you’ll be able to avoid them altogether. When a full-blown meltdown does happen, here are a few suggestions for what you can do to help:

• Stay Calm
  • A meltdown can be extremely stressful not only for the person having it but for others in the immediate area. As a parent of a child having a meltdown, your primary goal is to help calm your child down. This is next to impossible if you’re not calm yourself. Try not to talk to your child too much. Once the meltdown is happening, your child’s brain is likely unable to process what you’re saying, anyway. Relax and remember that a meltdown is not a behavioral problem (i.e. tantrum), so respond accordingly.
• Allow Your Child and Make Sure Your Child is Safe
  • A child in meltdown mode is not in control of his or her surroundings, so you have to be. You’re probably pretty good at keeping all dangerous objects away from your child at home, but that can be nearly impossible in a public setting. Therefore, it’s important to assess your child’s immediate surroundings and remove any objects that could prove dangerous. Examples include sharp or breakable items, and anything that your child might throw or swallow. But you know already what’s dangerous to your child. The key is to simply use your parental common sense.
• Remove Sensory Overload Triggers, If Possible
  • Returning your child to a calm, safe state as soon as possible is the goal once a meltdown has begun. That means one of two things: removing the triggers causing the sensory overload or removing your child from the triggering environment. As the parent of a child with sensory processing issues, you’ve become keenly aware of those things that trigger an overload, so start by identifying and removing those triggering issues as quickly as possible. This is, of course, easier said than done in a store or restaurant, but do the best you can. For example, if a salesperson or waiter is nearby – and it’s likely one is – ask them to help by dimming the lights or turning off music.
• If You Can’t Remove the Surrounding Triggers, Then Remove Your Child from the Surroundings
  • The best course of action may just be to remove your child from the current overstimulating environment. This may simply mean leaving the store or restaurant immediately. You may also want to ask the nearby salesperson or waiter if there is a quiet room or area nearby that you can take your child to. It never hurts to ask. Whatever action you take, remember to treat your child gently while doing so.
• Use Your Emergency Meltdown Kit
  • You prepared your emergency meltdown kit for just this situation. Now is the time to break it out.
• Use a Weighted Blanket
  • A weighted blanket is pretty much just what it sounds like. It’s a blanket that typically weighs approximately ten percent of your child’s total body weight, the purpose of which is to apply a gentle pressure to the user. For many children, the sensation creates a calming effect while promoting the release of dopamine and serotonin, helping elevate mood. A weighted blanket is not always convenient to carry with you when you are out shopping, but if your child is particularly susceptible to meltdowns while in public, it might be a good idea to keep one handy in your vehicle.
• Allow Your Child the Time Needed to Recover
  • Once you’ve reached a place away from the environment causing the sensory overload, allow your child to return to a calm state at his or her own pace. If you haven’t done so already, now is a good time to help your child find their center through breathing. No need to move on (to home or somewhere else) quickly. Common sense should tell you that rushing is counterproductive. Your child will let you know when they’re ready. The British have a saying: “Keep calm and carry on.” What you want to do is “get calm before carrying on.”

Interview with Blogger Rob Gorski

Rob Gorski and his wife Lizze are the parents of three sons, all of whom are on the Autism Spectrum. Rob began writing about the challenges of being a parent of children with autism in 2010 with his popular and award-winning blog, Lost and Tired, which he rebranded in 2015 as The Autism Dad. Rob’s writings have been featured on CNN.com and countless other blogs and websites.

Can you start by telling us a little about yourself and your family?

My wife and I have three kids. They’re all in different places on the spectrum and each has his own set of needs. One of the things that I really focus on with advocacy is that every single person with autism is different. It’s not like we have three kids so we just have to triple up on the same things. Oftentimes what one person needs creates turmoil for another, and you just basically spend all day, every day chasing your tail putting out fires.

What are the biggest challenges for you on a daily basis?

The biggest challenges, by a landslide, are the sensory-related issues. Every parent has to deal with everyday life – bills, housework, jobs, family, friends – and you have to find this balance. A lot of times just having to do that is challenging. When you have one child with special needs, it throws so many additional factors into play. It increases the things you have to find a balance with. It’s infinite.

There are challenges that most parents would never even think about. Most parents wouldn’t think about running out to the grocery store and taking their kid with them. You wouldn’t think about it because it’s not a problem. The kid may not want to go or may be uncooperative or something, but you deal with it. If you have a kid with autism, you have to think through everything before you go because there are so many unforeseen consequences and problems. Something as simple as making a run to the grocery store, a lot of times it’s simply asking things of your child that they just cannot do. And it’s not about being uncooperative or being difficult to manage.

How does sensory overload manifest?

My kids in particular, they’re senses are really heightened. They don’t experience things one at a time. If you and I walked into a room that was brightly lit, had some music playing in the background and lots of people, we can think, “Hey, there are a lot of people,” or “Man, the lights really bright,” or you hear music. A child with sensory integration disorder will walk into that room and they experience everything at one time. They can’t separate or filter things out. And so it becomes so disorienting and they just become so overwhelmed that it leads to meltdowns.

Meltdowns get confused with tantrums all the time. People think that a kid is just being difficult or they’re not getting their way. What happens with a meltdown is that they reach a point where they are not consciously starting it and have no ability to stop it. There is no reasoning with them when they are going through it and there is nothing that you can do. The child is in distress, they’re suffering when it happens. Generally speaking, the public does not always receive that very well and people make assumptions. That can be very difficult. It’s hard to watch your child go through that.

What do you wish people in the general public would understand about your situation and that of other families with special needs children?

What they see on the surface does not represent necessarily what’s happening. I just wrote an article called Broken Plates. In a nutshell, I talk about how if people were to peek in the window of our house, they would see everything that is wrong. We’re “juggling plates.” You’ve got to keep them off the ground, keep them from breaking. When they walk into the house, they see shattered plates everywhere, like dirty laundry, bills that aren’t paid, kids that aren’t wearing clothes because they can’t tolerate them. They make an assumption that you must be a terrible parent or you’re irresponsible, when in reality you’re juggling hundreds or thousands of plates at the same time. And what is on the floor are the things that you had no other choice but to drop in order to continue keeping the ones in the air that are the most important.

They see the negative stuff but don’t see the constructive stuff that’s also going on.

Or they don’t understand the reason behind it. They assume that something’s negative because in their lives if they don’t do the dishes, it’s because they’re lazy. It’s not because they’re being pulled in 15 different directions at the same time at all hours of the day and night, that they’re sleep deprived and stressed. There are studies that have come out in recent years where they’ve found that the stress of moms that have kids with autism is comparable to that of combat soldiers. That’s the impact that it has, and it is really difficult to get people to understand the complexity of the situation and how challenging it is for you and your child.

These kids aren’t problem kids. They’re not trying to be difficult. They’re wired differently, they’re just built differently. It’s not a bad thing. It’s just that we don’t exist in a world that embraces those differences. And a lot of time there’s just incompatibility. You have a child with sensory issues, you can’t even take them to a theater to see a movie because it’s too loud, it’s too dark, the screen’s too bright, and you can’t bring in outside snacks. There are all of these things you can’t do because the rules aren’t designed to accommodate people with these kinds of needs. That’s really frustrating.

Can you share a few of the things you do to prepare yourself and your kids for going shopping or out to restaurants, or some of the strategies you use if there is an issue while you’re out?

I’ll just give you an example. We recently had a funeral that we had to go to. Up to this point in time, we’d never included our kids in anything like that because of how they process things. This time we gave them the option and one of our kids chose to go and one of them didn’t. Throughout the entire process, we were preparing him for what he was going to see and what he was going to do. We gave him options. If things started to get too rough, we could just leave. Also, he had his headphones and his tablet in the car. So if we needed it, we had an escape route, a way out. We weren’t forcing him to be somewhere that he just couldn’t handle.

Could you share another example?

If we’re going to a grocery store or something like that, my youngest is probably the most helpful, but also the most challenging. And I have to just say, “Hey, look. We’re going. We’ll probably be going for about 15 minutes and this is how much money we’re going to spend,” because he’s usually very rigid with those things. So we have to have a plan. If he needs to, he can have his earphones in. I try to keep him distracted during part of the trip by maybe having him keep track of costs on his tablet while we’re walking through the store, so he becomes a part of the process. And that’s what occupies him and distracts him from all the other things that can be overwhelming.

So before you go, you include him in the plans of what’s going to happen, give him some specifics. And when you’re there, you have things he can be doing to focus on.

Preparation is a good thing. Sort of explain to them what is going to happen if it’s unexpected or unfamiliar to them. If a kid is going to see family that he hasn’t seen in a long time, or maybe a new doctor or something like that, you can show him pictures of the people so that he can become familiar with what’s going to happen. A lot of parents rely on tablets, music, headphones and noise-cancelling devices to try and limit the sensory input. You can always have those things on-hand.

Then you just have to sort of read the room. A lot times children are unable to tell us that they’re overwhelmed because they don’t really understand what’s happening when it’s happens. You talk to 100 parents of special needs kids and they’ll all probably be able to tell you that they can see in their kid’s eyes when they are reaching a point where they need to go. You can see them start to stress out and start to struggle.

We have always been believers of testing the limits. We want to challenge our kids because we don’t want their limits to control their lives. We want them to be able to overcome their [issues] in time, if they can. But at the same time we never want to push them any further than what they’re able to handle. So there’s a balance that you have to find. And a lot of parents struggle with that.

Are there specific stores, restaurants or other public places that you go to because you know there is less of a chance of a sensory overload issue?

For my kids at restaurants it tends to be what kind of food they have because one of the sensory issues for them is food – color, texture, smell, the way it’s prepared – all of those things matter. There are some restaurants we avoid because we just know it’s going to be a nightmare. They can’t have different kinds of food mixed together. Cracker Barrel has been really good for us. That’s more of a relaxed thing, the lights aren’t very bright. I mean, it can become loud, but my kids do OK with that.

The worst thing that you can do, and I don’t know why we ever do this, are places like Chuck. E. Cheese. They’re a sensory nightmare. But parents still have their birthday parties there. We’ve been to a couple of them because a lot of times what happens is that the kids can compensate while we’re there, but when we get home they crash. They’ll have meltdowns and won’t sleep because of the overstimulation. So again, you’ve got to learn to read your kid. If they’re old enough or able to express concern, take it seriously.

Have your kids become better at doing that?

Yeah. They don’t see it as sensory stuff, it’s just stuff that bothers them. They don’t understand the mechanics behind it, they may not be able to use words like, “I’m overstimulated.” They don’t know what that means, they just know that that’s the word associated with what they’re experiencing. But yeah, they tell us the things that bother them sometimes.

Can you tell us a little bit about your blog?

The blog is The Autism Dad. I originally started writing about 10 years ago under a different title. It was called Lost and Tired, and that was where I gained a lot of popularity.

It was a good title.

Yeah, because that’s how I felt. I was overwhelmed, I didn’t know what to do. And it was basically a diary for me. I didn’t think that anyone would ever read it. But it got out and people started reading it, and it just grew into this big thing. As time went on I wanted to portray things in a more positive way, so I rebranded it to The Autism Dad. I don’t consider myself an expert. The idea is that I share my mistakes and my experiences because there are people who are coming behind us who are going through those things for the first time. They read what we’ve experienced and it lets them know that, you know, “I’m not crazy for feeling this way,” or “I’m not a bad parent” because I can’t do something that I would like to be able to do for my kids. It’s hard for parents to see their kids suffer or to be in pain or to stress. Knowing that they’re not alone and that there are ways to work through things is very helpful.

The Happy Habit Blueprint

 

written by: Suzanne Tanner

The Happy Habit Blueprint: Creating a Foundation of Well-Being for Your Children

As parents, we constantly strive to ensure our children with learning disabilities grow up happy, healthy, and well-rounded. One of the most effective ways to achieve this is by helping them develop healthy habits from an early age. This sets the foundation for their overall well-being throughout life. In this article from the Learning Disabilities Association of South Carolina, we will explore seven strategies to help your kids build healthy habits that will last a lifetime.

Ensure Playtime Activities Involve More Physical Movement

It's essential to encourage children with learning disabilities to engage in more physical activities during playtime, rather than just sitting down. Physical activities like running, jumping, and playing sports can significantly contribute to their overall health and fitness.

These exercises help build strong muscles and bones, improve cardiovascular health, and promote mental well-being. You can also make physical activities more enjoyable by incorporating games and challenges, which can motivate your kids to become more active and develop a love for exercise.

Take Daily Walks Together

Walking is a fantastic way to optimize both mental and physical health for the whole family. Taking daily walks together not only helps improve cardiovascular fitness but also provides an opportunity to bond and enjoy quality time together. If your neighborhood isn't pedestrian-friendly, look for an area with a Walk Score of 70 or higher. This ensures that you'll have access to safe and walkable routes, making your daily strolls more enjoyable and beneficial for everyone involved.

Keep Communication Open and Actively Listen 

Maintaining open communication with your children is crucial in helping them develop healthy habits. Encourage them to share their thoughts, feelings, and concerns with you, and make sure to actively listen and respond empathetically. By fostering a supportive environment, you can help your kids feel comfortable discussing their health and well-being, ultimately guiding them towards making healthier choices in their everyday lives.

Proactively Discuss Key Health Topics 

Children’s Hospital of Georgia points out that regularly discussing key health topics like nutrition, exercise, and sleep hygiene can significantly impact your child's understanding of their well-being. By providing them with accurate information and practical tips, you can empower them to make informed decisions about their health. For example, explain the importance of eating a balanced diet, getting enough physical activity, and maintaining a consistent sleep schedule. Ensure that these discussions are age-appropriate, engaging, and tailored to your child's interests and needs.

Encourage Drinking More Water and Fewer Sugary Drinks

One of the simplest ways to help your kids build healthy habits is by encouraging them to drink more water and fewer sugary drinks. Consuming excessive sugar can lead to various health issues, including obesity, type 2 diabetes, and dental problems. As a parent, you can model this behavior by consistently choosing water over sugary beverages and providing your kids with easy access to clean drinking water. Additionally, make it fun and appealing by using colorful water bottles or adding fruit slices for extra flavor.

Have Regular Conversations About Mental Health

Mental health is just as important as physical health, and Brightline notes that it's crucial to help your kids understand this from an early age. Regularly engage in conversations about mental health, stress management, and emotional well-being. Encourage your children to express their feelings and teach them healthy coping mechanisms, such as deep breathing exercises, mindfulness techniques, or journaling. By openly discussing mental health, you can help break the stigma surrounding it and ensure your kids feel supported and understood.

Warn Your Kids About the Hazards of Too Much Caffeine

Caffeine consumption among children and adolescents is on the rise, with heavily caffeinated drinks like espresso becoming increasingly popular. Excessive caffeine intake can lead to anxiety, rapid heart rate, and high blood pressure, among other health issues. Educate your children about the potential dangers of consuming too much caffeine and encourage them to choose healthier alternatives like herbal tea or flavored water.

By implementing these strategies, you can help your kids build healthy habits that will serve them well throughout their lives. Remember, it's essential to lead by example and consistently reinforce the importance of a healthy lifestyle, such as moving more with daily walks and consuming less caffeine. With patience, persistence, and support, your learning-challenged children will develop the necessary skills and knowledge to maintain their well-being for years to come.

The mission of the Learning Disabilities Association of South Carolina is to identify causes of learning disabilities, promote prevention of learning disabilities, and to enhance the quality of life for all individuals with and affected by learning disabilities.

Driving with a Disability - part 2

 

Paying and Obtaining Funding for Adaptive Driving Equipment

The cost of installing modifications or buying a new vehicle with adjustments to help people with disabilities drive varies based on the individual needs and type of equipment needed. Smaller adjustments, like a seat cushion, can be as low as $50, while more complex hand controls may be as much as $1,000. If you’re buying a new vehicle with adaptive equipment already installed, the total cost for both the new car and needed equipment may range between $20,000 to $80,000.

There are several opportunities for people looking to buy adaptive driving equipment to receive financial help:

• Nonprofits: Nonprofits that focus on disability advocacy may have programs to provide funding. To learn more, try contacting disability-specific organizations to see if they offer funding support or know other organizations that do. You can also check with your state’s vocational rehabilitation agency to get support finding assistance. 
• Insurance companies: Some insurance companies will cover part of the costs associated with adaptive driving equipment. Insurance companies are more likely to cover some costs for adaptive equipment if the need for the equipment is because of a crash or a job-related accident. Reach out to your car insurance provider to find out more.
• Major vehicle manufacturers: Many offer rebates of up to $1,000 for adaptive tools. Your automobile dealer can provide you with more information and an application to apply for the rebate.
• State and federal agencies: Governmental grants may be available to support funding for needed equipment. Reach out to your state’s vocational rehabilitation agency, department of developmental disabilities, or department of mental health. If you are a veteran, you can also try contacting the U.S. Department of Veterans Affairs. 

Consult with a driver rehabilitation specialist before buying any adaptive equipment or a vehicle with modifications so that you can be sure you are getting the right equipment for your specific needs. 

Information provided by 

Driving With a Disability - part 1

 

Thanks to the Americans with Disabilities Act, departments of motor vehicles cannot deny a person a driver’s license simply because of a disability. 

What are some disabilities that people drive with?

Many people with a disability can drive safely. The type and severity of a disability can determine whether driving is safe for you. These are some of the disabilities that people have who are still able to drive.

Alzheimer’s disease and dementia

Individuals with mild cases of dementia (such as Alzheimer’s disease) may still be able to drive. But as memory loss increases or decision-making skills deteriorate, they should stop driving. If you’re not sure about whether it’s safe for you or a loved one with dementia to drive, ask the patient’s doctor to make this determination.

Epilepsy

Each state has regulations on how a person with epilepsy can get a driver’s license. Many states require people with epilepsy to be seizure-free for a specific length of time and submit a physician’s evaluation of their ability to drive safely. Other common requirements include ongoing medical reports while they have their driver’s license. 

Hearing loss

Having any loss of hearing will affect your ability to hear your surroundings while driving, such as another vehicle honking or a train horn if you’re about to drive over train tracks. If you are hard of hearing, don’t drive if your doctor believes it would put you and others at risk for an accident. 

Paralysis

Paralysis may prevent a driver from controlling certain vehicle functions while driving, like steering or using the gas and brake pedals. However, modern assistive devices, such as foot wheels, are available to help overcome many situations. 

Reduced limb or finger function

It can be challenging for drivers to use a car’s control functions — such as the turn signal, windshield wipers, and cruise control — if they have reduced limb or finger function. Assistive tools, such as control extensions, can help make driving more accessible.

Weakened muscles

Those who have recently had a stroke may have weakened muscles and therefore may experience challenges with vehicle control functions. Depending on the level of weakness, assistive tools, such as a tri-pin steering device, may make driving more accessible.

Parkinson’s disease

People with Parkinson’s disease may have tremors and/or stiffness in their limbs, which can be a driving risk. People with Parkinson’s disease are often able to safely drive during the early stages of their diagnosis or if medications help control their symptoms, but as the disease progresses, their symptoms may become too severe for safe driving. 

Driving With Developmental Disabilities

It is becoming more common for people who have developmental disabilities to drive. Autism and ADHD are common disabilities that people have while still being able to drive safely. However, someone with a developmental disability should not drive if the symptoms of their disability can cause them to be at a higher risk for a vehicle crash.

Teens with developmental disabilities can learn how to drive, but parents should ensure they’re ready first. The Children’s Hospital of Philadelphia recommends a few questions for parents to ask before deciding if their teen is ready:

• Do you believe your teen is consistently showing good judgment and maturity in social settings?
• How receptive is your teen to constructive criticism and instruction?
• How well does your teen show knowledge of the rules of the road and other skills taught in driver education classes?
• Does your teen agree to practice driving with a skilled adult before driving independently?
• Are there any medical or behavioral conditions that you believe may prevent your teen from being able to drive safely?
• Does your teen need any medical interventions to ensure safe driving behavior?

Autism

People with autism are still able to drive safely. In fact, a study from the Children’s Hospital of Philadelphia’s Center for Autism and Research and the Center for Injury Research and Prevention found that young drivers with autism were 45 percent less likely to be issued citations for a moving violation than the average for people of their age. 

Nonetheless, people with autism may experience some challenges while driving, including:

• Becoming easily distracted by things happening around them
• Having difficulty with hand-eye-foot coordination

Some driving instructors specialize in teaching people with autism how to drive and overcome some of their challenges. They suggest some simple tasks during driver training:

• Practicing the same skill many times
• Using driving simulation experiences such as video games to become familiar with vehicle controls and driving functions
• Identifying the specific areas the individual needs to work on to help them overcome their driving challenges. 

ADHD

People with ADHD are capable of driving. However, they can be easily distracted, act on impulse, and struggle to regulate their emotions. These characteristics have led teen drivers with ADHD to be more likely to engage in risky behavior while driving, such as not wearing a seatbelt, speeding, and driving while intoxicated. A Children’s Hospital of Philadelphia study found that teen drivers with ADHD were more likely to be issued traffic and moving violations or be involved in vehicle crashes.

Managing symptoms of ADHD is crucial for a person with ADHD to drive safely. People learning to drive while taking ADHD medication need to regularly check in with their doctor to make sure their medication is working properly.

If you believe you or your teen are ready to begin learning how to drive, consult with a driving instructor who is familiar with teaching individuals with ADHD how to drive. 

Driving With Physical Disabilities

People who are missing a limb or body part or have some form of paralysis are often able to find ways to drive safely. Additionally, those who have experienced a stroke, spinal cord injury, or brain injury are often able to drive with accommodations. With the advancement of technology and new tools, modifications to vehicles are available for easier navigation and better accessibility so that people with various kinds of disabilities can safely operate a vehicle. 

Adaptive Equipment and Modifications

Some of the most common devices and hand control modifications that can make vehicles easier for people with physical disabilities include:

• Lift pedals: lifts that extend vehicle pedals to be closer to the driver’s body, making them easier to reach for drivers who have lost their foot or the lower part of their leg.
• Wheelchair lift: a mechanical device that raises a wheelchair from the ground and into the vehicle.
• Wheelchair securement: a tool that clips a wheelchair into the vehicle to keep it from moving around while driving.
• Foot wheels: a rotating wheel placed near the pedals that can be used by a person’s foot to steer the car, often used by someone who has lost the use of their upper body.
• Joysticks: allow people with limited hand or arm mobility to operate steering, brakes, and acceleration more easily.
• Left foot accelerator: an accelerator pedal placed on the left side of the brake for a driver that has lost the function of their right leg or foot.

• Turn signal adapter: allows the driver to control the turn signal from the top, bottom, or the opposite side of the steering wheel, for those who have limitations of hand or arm mobility.

• Steering ball: an extension of the steering wheel that makes it easier for the driver to steer while using just one arm. 

• Control extensions: small wheels placed on control buttons, such as windshield wipers or headlights, so that the driver can access these controls without having to bend their fingers. 

You will need to ensure that you’re trained to properly use your new adaptive equipment. A driver rehabilitation specialist can help you to learn to drive safely, whether you’re learning to drive for the first time with this equipment or are re-learning how to drive after losing some physical abilities.