Tag Archives: how to

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Preventing Meltdowns

Although we have addressed the topic of meltdowns previously, it is a topic that needs to be revisited often, given the intense nature of the meltdown. “People with autism, new research suggests, may have an unusually large and overactive amygdala. This may be one reason why people with autism are easily overstimulated and have a hard time understanding and managing emotions.” – University of Washington

meltdown

This is one of many neurological findings that helps to explain how meltdowns are very different from tantrums. They originate from a neurological place of sensory differences: an over-abundance of neuronal pathways. The brain, whether through too much sensory input, cascading thoughts, chemical overload or some cumulative effect of all of these, gets overwhelmed!

I know individuals with autism can help understand the horror of the meltdown better than any observer. So I would like to refer to Carly Fleischmann for her unique perspective. The following is an excerpt from her website:

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Three Steps to Recovery After a Meltdown

Recovery may involve time to do nothing at all. For some students the recovery phase involves a process that takes him or her from a semi-agitated state to a fully calm state.

child in class

Consider the following steps:

  1. Allow the student to engage in the highly preferred/calming activity without setting the timer until he/she appears to have recovered as fully as possible.
  2. Once he/she is calm, then set the timer for 5-6 minutes. If he/she remains calm and is able to transition to the next activity, then do so and watch for early signs of repeated escalation.
  3. If he/she requests more time [by giving the timer to the adult], then honor the request and set the timer for 3 or 4 more minutes. Continue until he/she no longer requests more time or staff feel she is ready for a positive transition to the next activity.

Once the person is fully recovered, then it might be possible to debrief and make a plan to prevent future escalation. Pictures and words can help to paint a clear picture and develop a workable plan.   

By Lisa Rogers

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Reading Emotions: Impatience and Discomfort

Guy is listening to an upsetting item on the radio, which is making him feel uncomfortable. He wants it to end, he’s impatient for it to end.

How do we recognise discomfort? When we feel emotionally discomforted it can be like a physical discomfort.

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Video Modeling: Making a Video

If you have never created a movie, the sheer technology of it might seem overwhelming. You might be surprised how simple it can be if you know just a few key features. If you have access to Movie Maker on a PC, then here is some information that will help you through.

How to Make a Video

Make a movie in four simple steps:

  • Step 1: Get video, digital photos, and music into Windows Movie Maker
  • Step 2: Start editing
  • Step 3: Add titles, transitions, and effects
  • Step 4: Publish your movie and share it with other people

With Windows Movie Maker in Windows Vista, you can quickly go from just watching movies to making your own great-looking home movies and sharing them with your family and friends.

LR1

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Reading Emotions: Flustered

The dictionary definition for this emotional state is agitated, nervous or confused. You become this way by something that flusters you.

In this case Roy has been presented with a list of powerful words. He thinks he should see some connection between them, but he can’t. So he’s just not sure how to respond.

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Reading Emotions: Dissatisfaction

When asked to think about a particular fashion brand, Karen doesn’t try to hide how dissatisfied she would be if she owned it. It is immediately expressed, as she pulls down the corners of her mouth and presses her lips together.

This is a good example of someone displaying their feelings for all to see. But while her mouth is telling us she is dissatisfied, she is also telling herself. She would make this expression in private, as well. Try thinking of something you don’t like and see what happens to your mouth.