Use an Interest in Electronic Devices to Create More Social Interaction

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Use an Interest in Electronic Devices to Create More Social Interaction

Does your child spend endless hours in front of a screen?

Do they love to watch scenes from movies repetitiously? Are they in love with the “educational” app on the iPad which sings to them and invites them to press buttons and collect stickers? Do they play angry birds, candy crush or racing cars on your smart phone?

Whatever your child’s chosen activity is on their particular screen, here are some ways to view and deal with this unstoppable passion they seem to have.

Electronic devices and screens provide a hypnotic, highly absorbing, compelling and extremely addictive experience for our children. Even for us as neurotypical adults, we become very easily distracted by our devices and get sucked into everything that our smart phones have to offer countless times per day. Now that we are connected at the touch of a button, this is all too easily within our reach. Imagine that experience to a child who is already bombarded with sensory overload and finds it challenging to connect and relate to people and Bingo – there you have it, the ultimate repetitious and exclusive activity!

It’s extremely difficult to compete with these devices.

Our children are already really good at creating a hypnotic, self-stimulating, repetitious experiences for themselves which also usually excludes people. These devices are machines designed specifically to do just that (to entertain and stimulate the user). Since our children on the Autism spectrum are already having a challenge with creating social connections, this makes it hard for us to create social opportunities (e.g., playing a game, having a conversation, using our imagination together) and actually kills our ability to be creative.

It’s a babysitter. Yes, it’s tempting to use the device to keep your child entertained or distracted when you don’t have resources or time to get things done, but we have found that once our children no longer have access to the screens, they actually find other ways to entertain themselves. If you have ever had the experience of going on a vacation to a place with no internet access or satellite TV (those old enough to remember this will relate), we know that when these modes of entertainment or distraction are not there we find other things to do. Your children will, too.

Eliminating screen time gives your child a chance to choose people.

Considering eliminating or severely reducing your child’s screen time could be one of the most life transforming moves you take to complement your Son-Rise Program and offer your child a chance to choose people. It could also be much easier than you think! This of course does not apply if your child is successfully using a communication device to get their needs met and uses it to communicate with you.

We once worked with the parents of a sweet 8 year old The only time he communicated to his family was to ask for the iPad. He would usually spend several hours per day on it. His parents decided (with our guidance) not to give him the iPad for a whole week in order to offer him opportunities to play, interact and connect more deeply with people. On day one, he asked for the iPad over one hundred times. To which his parents lovingly celebrated his communication and offered him alternatives (e.g., to play with them, to write with them on a paper notepad, etc., while sweetly explaining that there was no more iPad.  On day two, he asked for the iPad over 50 times to which his parents did the same. On day three, he asked for the iPad a handful of times, to which they responded in the same way. By day five, he no longer asked for the iPad. His social skills blossomed and he began to engage with his parents more, playing at times for up to 40 minutes. He used more language, started to smile and laugh with them and became more physically affectionate with them, putting his arm around them and getting close to them. This was groundbreaking – in just one week!

Now let’s think about all the amazing ways we can bring our children’s motivations (from their screens) into the playroom.

  1. Do some research and get familiar with your child’s experience.
  2. Print out some material for you to study and also bring in to the playroom. This could include pictures of their favorite characters that you can place on Popsicle sticks, masks of those characters, hats, etc. You may even have some dress-up clothes lying around that could help you resemble them. If your child has favorite topics they like to read about or watch tutorials on (e.g., the solar system, garbage trucks, toilets, dinosaurs, etc.), find out some facts about these things and print off some interesting info they might not know. If your child likes video games, print out the logo of the title of the game and its characters and glue them on to a piece of poster Draw some buttons on it that will activate the sounds to the game.
  3. Create a simple activity you can do together using some of these things that are directly from the screens. Think of a way your child can participate in this game with you (perhaps they can physically participate, verbally participate, or just attend to you as you keep entertaining them).

Here are some examples of some of the types of things you could do:

  • Saving characters: Bring cut out pictures of your child’s favorite characters from their favorite movies or TV show into the playroom. Tape them up on the walls and in various different places around the room. Use a small cardboard box and prop the 2 flaps at the top (that you open the box with) and tape them together like a roof. This box will be the characters home. Cut out a door on the box, and even some windows if you are feeling adventurous. If you don’t have a box handy, just use a plastic bin or small empty trash can with a lid to represent your house. Have fun entertaining your child by driving a pretend car around the room to collect the characters and bring them back home. You could go on different rides (e.g., train ride, boat ride, horse ride) to collect them. Use the character voices along the way to make it fun and familiar to your child.
  • Dress-up and act out scenes: Grab some dress-up clothes that resemble the costumes or hair of your child’s favorite people. Study a particular scene to the movie or video game and learn it by heart if you can. If not, print out the lyrics or lines and bring them with you to the playroom. Entertain your child by acting out the scene. If your child plays games on their screens then bring in a poster  board with the characters and buttons from the game glued onto it in the same arrangement as you see on the screen (e.g., Angry Birds with the logo and the catapult, etc.). Press the buttons on the poster board and act out the sound effects to that game. If it’s a music video they like, bring a microphone and sing the song or attempt to do the dance moves of their favorite star.
  • Interview an expert: If your child has an Asperger’s diagnosis or a High Functioning Autism diagnosis then this game would be suitable for them. Using the facts about their favorite topics that you studied, pretend to be an expert on the topic they love and hold an interview (using a puppet or stuffed toy) to interview you with a microphone and talk about different facts. For example, “interview with inventor of the most common garbage truck” and then answer questions on the make, model, dates invented, etc. You could also try being a character from a movie, who can tell you other character names, traits, catchphrases, jokes, etc.

The main thing that will support you during this time is the belief that what you can offer your child might not be exactly the same as what they are experiencing first hand from the screens, but if you have fun and enjoy yourself, you will always be able to offer them an alternative. So then when (and even if) your child asks for the iPad, phone, TV, etc., sweetly celebrate them and offer them a different twist on what they are looking for (e.g., “Thank you for telling me you want Mommy’s phone. We don’t have the phone right now, but hey, I have a giant Angry Birds game that we can play together!”). Let yourself reflect on what an amazing act of love this is. How remarkable it is to be able to offer their brains a chance to be more able to engage with people. To support them in their challenges and to inspire them to initiate more verses being stimulated by the screen.

We believe in you and we know you can do this!

Source: https://blog.autismtreatmentcenter.org/2017/07/use-your-childs-obsession-with-electronic-devices-to-create-more-social-interaction.html

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Jeannie journeyed again to Sheffield, this time for the Fearless course at The Option Institute to help her recognize and overcome her personal obstacles. Jeannie wanted to continue her amazing journey as she had found using the techniques she learned in The Son-Rise Program and in Fearless had absolutely changed the lives of everyone in her family.

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Two years ago, Antonio's kindergarten teacher told us something was not quite right with our little boy. He was not socializing, he somersaulted all the time and hardly spoke at all. At the time I was working for a municipality close to Florence, Italy and basically I had nothing left after seeing to basic necessities.

In the meantime, I looked up Autism with Google and as I was also looking for happiness and personal growth, I was guided to The Option Institute, thence the Autism Treatment Center of America. I read up as much as I could and started trying to apply the “Happiness is a Choice” suggestions. I'm not quite good at it but it has helped me with attitude, and everything else that seemed trying is really different after all this.

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About Antonio ... we are going on with the Italian program and I play with Antonio after school in a quiet room in the house. Knowing what the little guy is exposed to (he's always putting his fingers in his ears and he seems to have problems with too much light in his eyes), I find him very brave as he bears it tolerably. Drums a lot to digest it all.

When we went to the doctor, just weeks after starting the program at home, she told me that she found him more attentive. His attention span has increased. He is also tagging or pulling at one's arm when looking for attention. The child psychologist last Saturday reported the same thing and what's more, my son has always required that I enter the room, hence assisting in every session. Well, this time he went in along with the doctor and told me, “See you later.”

At school, his teacher who speaks English as well, read up and watched my DVD (Kyle’s Journey, Jade and “I want my little boy back”). Now she's changing, bit by bit and I do appreciate that very much. He seems to be OK with her and actually sent me away from class this morning, again telling me, “See you later.”

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