10 Ways to Support Your Sensory Kids This Thanksgiving

sensory kids

Holidays are often super fun and a joyous time to gather with family 👨‍👩‍👧‍👦🏡 But, with them comes biiiig changes in routines. From the food, to being with people you might not see often, travel and unfamiliar places. …it’s a lot of “different” shoved into an often short period of time. Lots of kids are impacted by these changes, but especially sensory kids and kids with anxiety 😬 🧠

So how can you help to make this as smooth as possible for your little one?

Check out my tips below to make sure your little one is well supported. Meltdowns may still happen, but these tips will hopefully give you a little buffer.

  1. Don’t make this the time to push trying new foods/have safe foods. You can offer your child the chance to help with preparing the dish you’re bringing or talk about your favorite memories surrounding your family food traditions for the sake of sharing your family culture, but not pressuring to try something. Having a food you know they like available can make them feel more comfortable and secure. You can choose whether to serve other foods on their plate or have a “learning plate” where you put unfamiliar foods. Just because your relatives think your child needs to try Thanksgiving dinner foods, doesn’t mean it’s true.
  2. Have a plan ready for when they need a break. If your sensory kid feels they have permission to take a break and know how to advocate for that, you’re less likely to run into meltdowns and tantrums when they’re overwhelmed but don’t know how to tell you. Talk about where/what room they can go to to take a break. Bring things from home they know help them to feel calm (lovey, fidget toy, music, etc.) Talk about where they can go if they need quiet vs. if they need to move around.
sensory kid break

3. Be flexible about what you “require” them to wear. Obviously it’s a special day and you usually want them to look a little fancier…but think about what’s most important and if you and your child can compromise with some outfits that are comfy but appropriate.

4. Make sure their blood sugar is balanced! Might seem funny because Thanksgiving is full of food…but if your child isn’t going to eat the appetizers or is going to eat very little of Thanksgiving dinner, make sure you have foods they’ll eat so a drop in blood sugar isn’t the culprit for a meltdown.

sensory kids cooking

5. Involve them in food prep. Whether it’s in the garden or in the kitchen, being around food for a looong time before it hits your sensory kid’s plate helps them. They get lots of time to “get to know” foods. To see that mashed potatoes are mushy, hot and white. Instead of seeing if for the first time on their plate. When they get to participate in making things, kids are often more excited and proud to try it.

6. Let them make their own dish to serve! This will work best if you have supportive family members. And I know adding something to your to do list sounds like “No thanks.” But within your emotional capacity, consider if you can help your child make something simple. I’m thinking Charlie Brown snack mix vibes. This shows your sensory kids that there is room for their preferences in a holiday meal. That it’s more about being together, sharing & being thankful. Maybe someday they’ll like Thanksgiving food, but let’s not wait until that day for them to feel included. I think a lot of sensory kids might feel really happy & proud if they saw their preferred food on the dinner table.

8. Talk about greetings/physical touch before hand. Unsolicited touch can make (anyone) but especially sensory kids uncomfortable. Talk about boundaries and give your child options before you see family. “If you don’t want to give a hug, you could smile, wave or say hi.”

sensory kid hug

9. Be prepared to advocate for them. I don’t think kids should be rude or mean, nor do I excuse truly bad behavior. But…a lot of things your child struggles with aren’t behaviors. So remember that you don’t have to justify your parenting to your family members or random guests.

10. Give your child and yourself loooots of grace. The holidays are often dysregulating for the reasons I mentioned above. Please be kind to yourself. You are juggling making sure that the kids are dressed, getting to the party, bringing the dish you promised you would make, and maybe worrying that they’ll get sick in this crazy intense flu/RSV/cold season. Please remember you love your children well, and what counts is that. It doesn’t matter how fancy everything looks. Your child’s behavior isn’t a reflection of your parenting, it’s insight to what your child is working through right now.

What would be on the menu if your sensory kid’s favorite food was what’s for dinner?

Family Peer Advocate: Empowering Minority Families

Family Peer Advocate
Image by John Hain from Pixabay

As the United States has had a great awakening to racial inequality within many of the systems in our society that impact the quality of daily life for its citizens, we as occupational therapists are likely thinking, what do I need to address in my OT practice?

I am not yet a mother. I don’t have a child with special needs, and I am not latina nor black. My empathy in providing OT services can only go so far when attempting to offer practical and comparable insight to a parent who comes from a minority background and has a child with special needs. According to the 2019 Bureau of Labor Statistics data, the demographics of race are as follows for occupational therapists. Data for occupational therapy assistants was not available.

  • White 75.7%
  • Black or African American 10.2%
  • Asian 12.4%
  • Latino 10.2%

CPS Databases. (2020, January 22). Retrieved June 9, 2020, from https://www.bls.gov/cps/cpsaat11.htm.

That being said, while we need to work to increase the diversity of OT practitioners, we must also recognize the limitations of the insight we are able to provide. The numbers make it plainly obvious that most OT’s are white, which impacts our ability to provide first hand experience. The use of Family Peer Advocates (FPA) is an example of closing that gap.

Article Details

Journal

Journal of Autism and Developmental Disorders  (SNIP score 0.984)

Article Title

Examining the Efficacy of a Family Peer Advocate Model for Black and Hispanic Caregivers of Children with Autism Spectrum Disorder

Level of Evidence

  • 1A Systematic review of homogenous RCTs
  • 1B Well-designed individual RCT
  • 2A Systematic review of cohort studies
  • 2B Individual prospective cohort study, low quality RCT, ecological studies; and two-group, non-randomized studies
  • 3A Systematic review of case-control studies
  • 3B Individual retrospective case-control study; one-group, non-randomized pre-post test study; cohort studies
  • 4 Case series (and low-quality cohort and case control study)
  • 5 Expert opinion without explicit critical appraisal

Methods

Thirty nine children (31 males, 8 females) were recruited through the Young Adult Institute/National Institute for People with Disabilities network. Referral criteria was having a previous diagnosis of an Autism Spectrum Disorder (ASD) or a suspected diagnosis as indicated by a school professional, clinician or other knowledgeable individual (Jamison et. al 2017, p. 1316). Inclusion criteria was an ASD diagnosis based on the DSM-5 per psychiatric evaluation, the Autism Diagnostic Observation Schedule-2 (ADOS-2) and the Autism Diagnostic Interview-Revised.

Family Peer Advocate

The researchers found no significant differences between the FPA and the control group for age, IQ or adaptive functioning of the children. The analysis indicated no significant difference between the FPA and control group for use of the number of services prior to the study (Jamison et al. 2017). 

Selection of Family Parent Advocates

The Young Adult Institute (YAI) reached out to parents from the group who were active in the YAI community, had given presentations on supporting other parents or who staff identified as being “particularly skillful” in advocating for their family members. Four FPAs participated in the study. Each FPA worked with 3-7 families and received reimbursement for their time.

Training of Family Peer Advocates

FPAs completed 10 hours of training using an adapted Parent Empowerment Program curriculum. They spoke with a licensed social worker from YAI weekly to keep treatment fidelity. The FPAs consulted with their families at least 12 times over a 6 month period.

Family Peer Advocate

Members of the control group met with an intake specialist who determined their eligibility for services, provided program and clinic referrals to families as needed and assessed families’ level of motivation to follow through with services and recommendations (Jamison et al, 2017, p. 1317). 
All participants completed parent report measures at 3 and 6 months with a retention rate of 85%. Participants completed the following measures:

  • Maternal Autism Knowledge Questionnaire
  • Caregiver Strain Questionnaire
  • Parent Stress Index-Short Form
  • Social Support Survey
  • Family Empowerment Scale
  • Autism Service Utilization Questionnaire 

Meat and Potatoes

Investigators completed repeated measure and multivariate ANOVAs, which assess the relationship between and within multiple variables. 

Maternal Autism Knowledge Questionnaire

All participants made significant improvement in their knowledge of Autism over the 6 months regardless of the group to which they belonged. 

Parent Stress Index

Parents in the FPA group showed significantly greater improvements on the Parent Stress Index. Parents in this group also had statistically significant greater improvements on the Parental Distress, Parental Child Dysfunction Interaction and Difficult Child subtests of the PSI. 

Caregiver Strain Questionnaire

Parents in the FPA group showed statistically significant greater improvement on Objective and Subjective Internalizing subscales of the Caregiver Strain Questionnaire. Researchers found no significant improvement on the Subjective Externalizing subscale for the FPA group vs. control.

Social Support Survey & Family Empowerment Scale

Researchers found no significant improvement on the Social Support Survey  or Family Empowerment Scale for either group. Researchers found no change in utilization of ASD services for either group nor no statistically significant difference between outcomes when they analyzed groups by ethnicity. The study authors found no difference in outcomes when assessing family ethnicity, which indicates there was not a benefit to Latino-Latino vs. African-American-Latino pairings.

Things to Consider

The study authors mention that although both groups increased their knowledge of ASD, they found no improvement in service utilization. Research has shown that current systems sometimes correlate with decreased ease of access for minority families. The 6 month duration of the study and the fact the main services referred to in the study were from services through public schools could also have impacted this finding.

This study included FPAs who had high levels of education and experience in mentoring other families with children with disabilities. To increase the confidence of the use of FPAs in the community at large, a study should investigate the use of FPAs with a more diverse range of education and experience mentoring families. It would also be interesting to see the effects of male FPAs influence on family outcomes.

References

CPS Databases. (2020, January 22). Retrieved June 9, 2020, from

https://www.bls.gov/cps/cpsaat11.htm.

Jamison, J. M., Fourie, E., Siper, P. M., Trelles, M. P., George-Jones, J., Grice, A. B.,  Kolevzon, A.

(2017). Examining the Efficacy of a Family Peer Advocate Model for Black and Hispanic

Caregivers of Children with Autism Spectrum Disorder. Journal of Autism and

Developmental Disorders, 47(5), 1314–1322. doi: 10.1007/s10803-017-3045-0