Parent Autism Resources - Many Free or Less Expensive, but very Effective for most, Please Share: September 2020

"The only place you will find success before work (or P.L.A.Y. in some cases) is in the dictionary." attributed to Mary Smith and others. This is also true for parents and guardians of children with autism.

Assessments, Milestone Trackers, Signs of ADD/ADHD

ADHD in Girls: How to Recognize the Symptoms

How to Know if You Have ADHD

Assessments, Milestone Trackers, Signs of Autism

CDC/Learn the Signs. Act Early. "Milestones"

Early Detection of Autism Spectrum Disorder in Primary Pediatric Care

Early Signs of Autism Video Tutorial - Kennedy Krieger Institute

How to Recognize the Early Signs of Autism

Learn how to use ASQ-3 and ASQ:SE-2 together

Introduction to the Devereux Early Childhood Assessment-Clinical (DECA-C) Form

Joint Attention – Why it’s important to teach your child to engage and enjoy the company of others

"Learn the Signs. Act Early." One Director’s Story

Milestones Matter for Families!

Screening with ASQ: Easy for providers, engaging for parents

The Child and Adolescent Needs and Strengths (CANS) is a multi-purpose information integration tool

The Signs of Autism

Vineland-3 Overview

What does ADOS stand for? Autism Diagnosis Observation Schedule

What to expect during an autism assessment

Assistive Technology
Always consult with and follow the recommendations of a licensed, knowledgeable, occupational therapist in the use of weighted vests and blankets. For other assistive technology follow the recommendations of the appropriate professional, licensed, therapist.

All-terrain Wheelchair

Denim Weighted Vest by Fun and Function

How To: Choose a Wheelchair

Keep your Autistic Child Comfortable - Therapy Sock

Magic Wheelchair Makes Awesome Costumes for Kids

Mom Creates Incredible Wheelchair Halloween Costumes To Empower Kids

Mulholland Walkers: Thomas's Story

OTvest, The OnTask Weighted Vest Created by an Occupational Therapist ADHD Autism

Shopping with autism: Can you make it to the end?

TOP 10 Best GPS Trackers for Kids 2017: Wearable devices for children safe

Weighted blankets, lap pads helping people with autism, anxiety and attention disorders

Weighted Compression Vest - Helps Child Self Regulate

"Weighted Vests for our Special Kids (and Adults) - Introducing Stitches by Anne

Attachment

Building Positive Relationships with Young Children

Creating an attachment with your baby

Creating Secure Infant Attachment

Science Bulletins: Attachment Theory—Understanding the Essential Bond

The Attachment Theory - How Your Childhood Affects Your Relationships

Autism Complications and Co-Morbidities

Autism Spectrum Disorder and Schizophrenia: Shared Traits and Treatment

Complications of Autism

Autism and Epigenetics: Most parents will not be interested in this. This information is more academic than most of the videos here.

Epigenetics and Autism Prevention - William Walsh, PhD

Microbiome-Epigenetic-Genetic interaction in the development of autism spectrum disorder

New Genetic Tools to Treat Autism and Pediatric Neurological Disorders with Joseph Gleeson

Reducing Vulnerability to Autism w Epigenetic & Genetic Modification Preconceptually & Perinatally

Autism and Holidays

Autism and keeping Christmas fun (film 2 of 3)

Autism and keeping Christmas fun (film 3 of 3)

Museum of natural curiosity Thanksgiving Point geometry playground everything toys autism

PLAY Approach to Helping Children with Autism Have Fun During the Holidays

Santa Lies on Floor for Boy With Autism for Perfect Christmas Photo

The First Thanksgiving - by The Children of the Rethink Autism Community

Autism and Law Enforcement

Autism and the Police

Autism: How the Police and the Public Interact

Autism & Law Enforcement Video PROMO clips

Autism Safety for First Responders & Parents

Encountering People with Autism: A First Responders' Training

Law Enforcement & Autism (SaharaCares)

Autism and Libraries

Autism 101 for Libraries

Autism Friendly Libraries

Digital Sensory Storytime: Part 1: Autism and the Library

Dimensions autism friendly libraries training video for library staff

First Tuesdays: Sensory Story Time

Libraries and Autism: We're Connected

Library Services for Children with Autism

Sensory Enhanced Storytime

Sensory Story Time: A program designed for families of children with autism

SNAILS Sensory Storytime Demonstration

StoryTime For Kids | Kids Fun Reading Three little Pigs The Jungle Book | Fun Stories For Children

Autism and Theater/Drama

SENSE Theater Program for Autistic Youth

Saudagor-‘Drama Therapy’

Shakespeare and Autism

Autism/Children and Trauma

Bessell van der Kolk: Overcome Trauma With Yoga

Children, Violence, and Trauma—Treatments That Work

Complex Trauma and its Effects on Child Development

Getting Started With Trauma-Informed Practices

Giving traumatized kids a head start in healing

Dr. David Roth - Autism, PTSD, & Emotional Environment Regulation

Autism, Water, Swimming (Warning)

Autism Speaks Swimming and Water Safety Scholarship Fund (Urgent Warning, please share)

Drawn to Water: Swimming lessons for children with Autism - The Feed (Urgent warning, please share)

Water Safety for Children with Autism (Urgent Warning, please share)

Autism Water Safety Program (Urgent Warning, please share)

Charts and Schedules
Autism Video: Using Visual Cues and Schedules - Excerpt

Autism Visual Schedule Life Skills Training

Binder Schedule Video

How to Use A Visual Schedule

Teaching & Using Visual Schedules

Early Intervention & Social Emotional Development

Why is Early Intervention So Important?

There is an old saying: “The First Years Last Forever.” Why is this? What does it mean and not mean?

During the first three years of life, a child’s brain makes connections at an accelerated rate. More synapses are formed than at any other time. While the process slows somewhat, these critical learning connections in the brain continue to form rapidly during the following three+ years of life, up to the age of 6 to 8. Most evidence based intervention models which provide the best outcomes for children with autism recommend their intervention up to the age of 8. This recommendation is based upon thorough research. At about the age of 10, the brain of a typical child begins to prune information. This is, sort-of like going through a storage room and cleaning out everything not being used. This too is critical. As you know, it is easier to retrieve something desired from a clean and well-organized room.

During this critical time, critical skills are learned more easily than at any time in life, and some skills or abilities may not be learned after this time.

Language is a good example. A child who is not able to hear during the first years of life, but through an operation as an adult gains the ability to hear, will still not be able to process language appropriately. This person may hear music, the sound of a bell or door etc. This is all valuable, but s/he may never be able to process information from language. The brain is no longer making these connections.

Think about an adult who moves to a new country and learns a new language. Typically, they have a strong accent they will never completely lose.

This early learning is sometimes called Brain Plasticity. This does not mean that older children and adults cannot gain new skills and develop new habits. We do it all the time. It does mean it is more difficult and there are some skills we are unlikely to gain, such as speaking a foreign language without an accent.

So, what are early interventions?

Early Interventions are special services provided to young children with special needs. They should be targeted to the specific needs of the individual child according to age, diagnosis, and other individual factors. Early intervention could include: developmental, auditory, or medical services. It could also include speech, physical, occupational, or behavioral therapy, to name just a few possibilities.

Why is Early Intervention important for Parents and Families?

While having a disability or additional medical needs can be very stressful for the child, these additional needs, as well as difficulties in: communication, behavior, responsiveness, eating, sleeping, learning, self-regulation, the elimination of body waste, and other difficulties, can be taxing on parents and siblings. These special needs and difficulties can provide for additional stress in relationships within the family system, and for each individual family member.

Some of the parenting skills you learned as a child or have used with siblings may need to be adapted according to the special needs of this child. In order for the child to thrive, the environment, routine, and family interactions may need to be adjusted. As these adjustments are made and you and your family learn new ways of interacting with this child according to his or her individual needs, you can develop more confidence and reduce your stress and the stress of individual family members. Note: some families benefit greatly from family or couples counseling to help with these adjustments. In some cases, this counseling can help the family create greater consistency for the child. Consistency, when it’s the right intervention for the child, almost always leads to better outcomes.

For example, one common issue for many children with special needs is sleep. As appropriate adjustments are made and intervention consistently provided, the child will in most cases, become a better sleeper. As you might imagine, your child’s sleep patterns can have a significant impact on you as a parent, as well as every other household member.

In some cases, getting the right intervention early can put your child on an accelerated trajectory where their needs are not as intense later in childhood, and throughout life. This can have a profound impact on the child and the entire family.

Reminder:

While early intervention is crucial, both you and your child can learn and make progress even when the intervention comes later. No matter what point you obtain intervention for your child, and you learn to make adjustments, and learn new skills, progress is almost always possible. The key is getting the right intervention according to the age, and specific needs of your child and family.

Autism 209: Early Intervention in Autism: Overview of Seattle Children’s Autism Center Model (2017)

Autism Early Intervention

Brain Imaging Technology to Reduce Developmental Delays in Preemies

Early Intervention

Early Childhood Intervention and the Power of Family

Early on the Spectrum: Stories of Autism Diagnosis and Early Intervention

Importance of early intervention

Innovations in early intervention for ASD: new findings, new tools, and new methods: long but worth it: Sally Rogers at UC Davis

Introduction to Early Intervention

Practical Strategies for Teaching Social Emotional Skills

Pyramid Model Overview

Pyramid Model Overview 2

Pyramid Model Strategies

Speech-Language Pathology: The Importance Of Intervention | Cincinnati Children's

The SMART Program: Treating Autism and Autism-Related Disorders

Employment and Financial Supports

EPSDT in 3 Minutes

EPSDT - Medicaid for Children

EPSDT Under Medicaid

Meet Ben! An Introduction to Ticket to Work

Project SEARCH | Cincinnati Children's

Project Search: New Pathways for Young Adults with Disabilities

Social Security FAQ: Does My Child Qualify for SSI Benefits?

Supplemental Security Income for Children (Child SSI): Social Security Disability

What are the different types of Medicaid programs?

What is the Ticket to Work Program?

Exercise, Stress Management, Relaxation, Self-Regulation

5 Incredibly Fun GAMES to Teach Self-Regulation (Self-Control) | Early Childhood Development

Children with Autism can use Exercise as a Sensory Break

Could This Tai Chi-Teaching Robot Change Autism?

Head Shoulders Knees and Toes | 70 minutes compilation from tinyschool!

How Exercise Can Help with ADHD (and How to Actually Do It)

Peace Out Guided Relaxation for Kids | 1. Balloon

Self-Regulation Skills: Why They Are Fundamental

Self-Regulation Strategies & Techniques with Teresa Garland, MOT, OTR/L

Teaching Self-Regulation to Children on the Autism Spectrum

Teaching Yoga to Children with Autism

Food and Nutrition

Anorexia and Autism – lessons learned on the road to recovery ("A starved brain can mimic an autistic brain." Interesting quote from this presentation.)

Children's Nutrition : Healthy Diets for Toddlers

Food Chaining

Healthy Breakfast for Kids

Healthy Breakfast Recipes Kids Will Love (WKYC)

How the food you eat affects your brain - Mia Nacamulli

How sugar affects the brain - Nicole Avena

How to get a picky eater to eat (toddler)

How to provide proper nutrition for your child

Introducing New Foods to Kids

Jordan Peterson - The Struggles Of Feeding A Child

Kids! Small Steps to a Healthy You

Nutrient Song for Kids | Food Groups | Learning Video for Children

Nutrition Tips : Effects of Poor Diet in Children

Overcoming Food Texture in Kids

Picky Eaters! How to Get Your Kids to Eat Healthy - Part 1 | Keri Glassman

Picky Eaters! How to Get Your Kids to Eat Healthy Part 2 | Keri Glassman

Prenatal Multivitamins Linked To Lower Autism Risk

Teaching Activities About Good Nutrition for Kids : Fresh Kitche

The Healthy Eating Song

General Autism, Disability Information, Brain Development

Autism Manual for Parents by the National Autism Center

Autism Mythbusters - Dr. Shafali Jeste | UCLAMDChat Webinars

Early Intervention Can Decrease Autism

How to Write Measurable Behavioral Objectives (MBO's)

How TV Affects the Brains of Young Children

National Autism Center's National Standards Project, Phase 2

New online tool for parents of children with autism

Parent training in evidence-based practice for Autism

Research for Parent-Implemented Models for Autism ASD (please share)

Students with Autism Accessing General Education (SAAGE)

Study: Parent training effective for reducing behavior problems in autism spectrum disorder

Supported Decision Making

Training for Parents of Young Children with Autism Spectrum Disorders

General Parenting

Attachment Theory—Understanding the Essential Bond

Changing Behavior: All Washed Up!

How a child's brain develops through early experiences

How To Stimulate Healthy Brain Development In Your Child | UCLA Health

Nurturing Your Child's Early Brain Development

Parents as Teachers Introduction

Parents as Teachers Program

Resilience

Self Control: Teaching Students About Their Greatest Inner Strength with Nathan DeWall

Nonverbal and Verbal Communication
Some children and adults are not easily able to learn verbal communication. Some may never be able to communicate verbally, but many of these children and adults can learn to communicate.
Using a picture system even a very simple picture system where the individual simply has choices they can point to or gesture towards in another way can be a start to helping the individual understand meaning to symbols. For some, this can help them learn to both understand and speak verbal communication.
You may want to start with pictures or other symbols for some and you may want to start with sign language with others. Sometimes there can be a progression from symbols to sign language to verbal communication.
The pictures and symbols should be relevant to your own culture and resources. You may not be able to develop the types of books and printed materials presented here. You may need to make something up with the resources you have.
The keys are persistence and consistency. It may take time. It may take a long time, but most children and adults who cannot speak, can learn to associate symbols or signs with meaning... especially when associated with something important for them.

25 Basic ASL Signs For Beginners | Learn ASL American Sign Language

Autistic Teen Uses iPad to Break Out of Silent Prison

Communication Apps and Devices For Nonverbal Autism

"Communication Device" Real Look Autism Episode 8

Getting Started with Using PECS®

High quality language environments create high quality learning environments

Learn American Sign Language: Beginner conversational words and phrases in ASL

Modeling Language with a Communication Board

Non-verbal children living with autism learning to communicate via electronic devices

PECS Communication System

PECs video

Picture communication symbols Top # 9 Facts

SIGN LANGUAGE FOR BEGINNERS

Speech-Language Pathology: The Importance Of Intervention | Cincinnati Children's

Steps to a Simple Picture Communication System

South African Sign Language Lesson One

The First 100 Signs You Need to Know!

Update: Patrick Speaks, 10 Weeks On | Unreported World | Channel 4

Using picture cues to communicate

Using Picture Symbols for Communication

Parent coaching/influencing and telehealth

A Parent-Mediated, Play-Based Treatment Program for Autism Spectrum Disorder

Autism 202: Best Practices in ASD Treatment: Applied Behavior Analysis Update

Autism Intervention: Reasoning behind Surge of Parent Mediated Approaches

Behavioral Assessment and Intervention via Telehealth for Children with Autism and Related Disorders

CARD Autism Telehealth

Crash Course in Teletherapy for Speech-Language Professionals

Demo: How to host a telehealth video appointment - Telehealth by SimplePractice

Distance is no barrier to personal care, thanks to telehealth

Early Childhood Intervention and the Power of Family

Getting Started with Telehealth (Live Video Visits) for Early Intervention Providers - Tips & Tricks

Influencer Explained in Just Two Minutes

Innovations in early intervention for ASD: new findings, new tools, and new methods

How to do Speech Teletherapy - Go To Meeting Teletherapy Demo

How to do Teletherapy - A Demo! - #speechtherapy vlog 25

How to Zoom and Use BOOM Cards for Teletherapy

Improve Your Teletherapy Sessions

Intro to teletherapy

Parent Training in Applied Behavior Analysis | Part 1

Pivotal Response Training: A Naturalistic Approach to Applied Behavioral Analysis

STUDY: YOUNG KIDS WITH AUTISM BEHAVE BETTER IF PARENTS ARE TRAINED

Telehealth in early autism training for parents - Video abstract 45353

Telehealth Reduces Wait Times, Improves Care for Children with Autism

Telemedicine-Aided Therapy Helps Parents of Children With Developmental Disorders, Including Autism

Telepractice early intervention.

TheraPlatform - secure teletherapy platform

Teletherapy at Pine Rest

STAR Trainings: Neurodevelopmental Disabilities Using Telemedicine I Kennedy Krieger Institute

Resilience, Developmental Assets, and Protective Factors, what every child needs to thrive.

40 Developmental Assets

TEDxTC - Peter Benson - Sparks: How Youth Thrive.

The 40 Developmental Assets - St. Albert

Siblings

ADHD and Sibling Relationships

Autism's Affect On Siblings

Autism and Sibling Relationships

Siblings of Children with Autism

Special needs kid's and their relationship's with their siblings!

Supporting Siblings of Children with Disabilities

What's it like growing up with a sibling with a disability?

Sleep

Sleep deprivation contributes to poor physical health as well problems with:

Attention, concentration, and reaction time

Judgement

Memory

Academic performance

Emotional regulation

Behavior
Lack of sleep is one of the top reasons for psychiatric admissions for teens.
Sleep Hygiene
Most of our behavior is controlled or highly influenced by the old brain, learned habits in response to cues. While it take time and consistency, habits, or the responses to cues can be changed for almost anyone. There are hundreds, perhaps more than a thousand cues which can influence sleep.
For example:

Routine: i.e. story time, getting into PJs, bath time, dinner, etc.

Smells: i.e. dinner, smell of a bath soap, etc.

Tactile sensations: i.e. warm bath, hug

Light sensations: i.e. lights turning off, getting dark

Sounds: i.e. relaxing music, “good night”

Taste: i.e. white string cheese, banana, warm milk.

And the our very powerful circadian rhythm.

Of course, some children… or adults do not experience these cues on a consistent basis. They need to learn to associate these and other cues with sleep. The human is the only animal that can planfully and purposely reprogram how we respond to cues and triggers. We can also help others, such as children, reprogram how they respond.

Get enough, but not too much sleep. At least once a week, allow yourself to stay in bed until you naturally wake up without an alarm of some kind. But… when you wake up. Get up.

Set a sleep schedule and keep it within ½ hour every night of the week; except for one or two nights when you may stay up a little, but not a lot later. If you must work a rotating shift schedule, keep a schedule according to your shift. (Rotating work schedules have their problems and should be avoided when possible.) Keeping a regular schedule helps condition your body to expect sleep at certain times. Routines are crucial cues we learn to respond to. Young children can have naps, infants must have frequent naps and toddlers should have naps. Children should stick with the same schedule, within a ½ hour variance as much as possible seven days a week.

* “Early to bed, early to rise.” There is a lot of wisdom in the adage. Even though some people are just not morning people, for some, this can help their sleep patterns. There is a great deal of research about the benefits of going to bed early and getting up early.

* Avoid sleeping too much or too little. At least a couple of times a week you should stay in bed until you wake up without an alarm, and then don’t just lie in bed. Again, you want to condition your body and mind that the bed is for sleeping, not just lying around. This goes back to the cues we were talking about. Remember, the basil ganglia is a powerful regulator of our behavior. Habits are powerful. Use them to your benefit.

* Bed is for sleeping and for adults, certain pleasurable activities, but nothing else. Do not watch TV in bed. Do not be on your computer in bed. Do not talk on the phone in bed. Do not use your smart phone in bed, etc. Do not read in bed. You want the primary cue to your brain and body when you go to bed to be SLEEP! Never underestimate the power of natural cues, (music, TV, telephone, computer, etc.) that tell a child or an adult that it's time to sleep or time to play or be involved in some other activity. You want the cues associated with being in bed to be all about going to sleep.

* Do not watch TV in your bedroom or use it as an office or for a computer room. This is also part of conditioning your mind and body.

* Avoid stimulants such as caffeine and nicotine. Remember chocolate and many sodas have caffeine. (If you eat or drink chocolate or use other stimulants, do not do so within 4 hours of going to bed.)

* Keep refined sugar or high fructose corn syrup to a minimum and do not consume either within 4 hours of going to bed. Eliminating them is best. (This does not affect everyone the same, but if you are having difficulty sleeping, or someone is having difficulty sleeping, avoid these. It’s better to avoid them anyway.)

* Avoid alcohol, while it may help you to get to sleep, it will make it more difficult to get a good night’s sleep. Alcohol can also have an even greater destructive influence on the child or adolescent brain. Never allow a child or youth to consume alcohol.

* Sleep in a cool (not cold) room and warm (not hot) comfortable bed. Try wearing socks to bed (unless your feet are too hot) and in extreme situations where you have chronically cold hands, try mittens. Your body needs to regulate your temperature, often warming your hands and feet, before you can get to sleep.

* Keep up a good exercise routine (include something aerobic such as a good walk), but not within two hours of bedtime. Stretching, yoga, and deep breathing, can be helpful right before bed.

* Create a relaxing bedtime routine and stick with it. This can last from 30 minutes to an hour. It can include stretching, yoga, a warm bath, deep breathing, blowing big bubbles, and reading (not in the bedroom). Avoid stressful activities and conversations right before going to bed or in bed. (It is perfectly fine for you to read a bedtime story to a child in bed.)

* Do Not eat a large meal within 4 hours of going to bed. Light snack, right before bed, i.e.., warm milk, banana, white cheese, walnuts, tart cherries, may be helpful for some. Avoid spicy food right before bed and possibly discontinue altogether if it causes you an upset stomach. If you are a food addict or binge eater, avoid eating in the evening. The biggest meal of the day should be breakfast, next choice is lunch. Avoid big meals for dinner.

* Make sure to get good exposure to natural light. People, who do not get outside often, are helped by getting the sunlight through the window. Natural light helps to maintain a healthy sleep cycle. The natural circadian rhythm can provide power sleep cues.

* Eliminate light, and distracting noise as much as possible while sleeping. Sometimes quiet relaxing music or relaxing nature sounds can be helpful. Sometimes a comforting sound from the past can also be helpful. I find the light sound of a distant train very relaxing. If you enjoy it, baroque music is very conducive to a good night’s sleep. The sound of rain or a brook can be helpful for some. Use specific sounds or music associated with sleep only for when you are falling asleep. I sometimes use some very nice relaxing cello music. (Remember, you are setting up cues to associate with falling asleep.)

* Do Not ruminate over issues that cause you stress right before or at bedtime. Think about something pleasant. If you cannot do this on your own, listen to some pleasant music or watch some good positive comedy (but not in the bedroom). It is ok to listen to relaxing music while in bed but do not watch television. Don’t even have a TV in the bedroom. If you are ruminating about something that needs to be resolved or discussed, and if it is possible to do so, talk it out peacefully well before going to bed. Bedtime is not a time to hash our problems, unless it is ABSOLUTELY necessary to get something resolved.

* If you do everything or most of the things mentioned here and do not fall asleep within 20 to 25 minutes, get up and do something relaxing for 30 to 45 minutes and then try again. If you wake up in the night and do not fall back to sleep within 20 to 25 minutes, get up and do something relaxing for 30 to 45 minutes. (You may want to go into another room and read a printed book.)

* Consult with your physician if you have chronic sleep problems or chronic pain that keeps you awake. If you are taking medications, speak with your physician about possible side effects that may cause sleep problems. If the physician agrees, melatonin may be a good option for some.

* Some scents have been found helpful for both relaxing and falling asleep. You may want to try some good quality scented oils (don't use the type that requires fire or high heat as falling asleep and fire or high heat can be very dangerous). Try lavender, jasmine, valerian, and rose (only try one at a time and see if it helps.

For foods, herbal teas, and scents, try one thing at a time. See what happens then try something else. Use scents that are safe for you and for children and don't burn a candle overnight or where children have access. Trying one thing at a time is a basic scientific method and will help you better understand what works for you or someone you are trying to help.

One common problem for some children is trying to get them to sleep too much. Some children become non-nappers at an early age and trying to get them to nap and then go to sleep a few hours later may not work well. (Infants and babies, of course, need a lot of sleep.)

Never “rough house” within two hours of bed.

Our natural circadian rhythm is a powerful cue. It can really mess up shift, especially rotating shift workers. Avoid rotating shift work if possible.

For some, screen time can be a stimulant. You may want to consider eliminating any screen time within a half hour of bed. This is a great time for relaxing routines, story time, etc. If you get up in the night and read, make it paper not a screen.

Relaxing music, such as baroque, some country (if you like it, the old twangy stuff can be good), and other music can also be very helpful, especially if it is only used when going to sleep. This provides an additional cue to your brain that it's time to sleep. For young children, my favorite is: When you Wish Upon a Star by Daniel Kobialka.

Another thing you may try with young children, is to play music as mentioned above that is only played at bedtime and perhaps while they are asleep.

You can also try blowing big bubbles. Very quietly, blow big bubbles with your child or children. As children blow large bubbles they must breathe deeply, which changes their physiology to a more relaxed state. Try a couple times along with your regular routine, and the music, to see what happens. If it helps, great, if not, you've had an enjoyable activity with your child.

If none of these things work for children, and they want to be with you or to do something else, consider what they are getting from not going to sleep, or what they are getting out of by not going to sleep (secondary gain)?

This is another basic concept of behaviorism. You may also want to find out if there are any fears involved. Perhaps the child has a recurring nightmare. If none of this helps and it is a severe problem, consult their physician.

While lying in bed, you can try deep and slow breathing. Lying on your back; breathe in through your nose and out through your mouth. As you do this, tighten muscles as you breathe in and relax as you breathe out. Start at your feet and push down in the bed as you are breathing in and relax as you are breathing out. Move up to your calves and do the same. Do this all the way up your body and finish with your head, push down as you breathe in and relax as you breathe out.

One of my favorite techniques is to breathe slowly, paying attention to my breathing and my heart beat and counting my heart beat as I slowly and deeply breathe in and out. I pay close attention to my heartbeat as it slows to a more relaxed rhythm. Most of the time when I do this, I’m soon asleep.

Avoid sleeping pills if possible. If necessary, consult your physician.