Caring for those with Autism Spectrum Disorder

A 2018 government of Canada report found that 1 in 66 children and youth (ages 5 to 17) had Autism Spectrum Disorder (ASD) in 2015. Some provinces have seen dramatic increases in ASD prevalence. For example, information from 2003 to 2015 from Newfoundland and Labrador found that five- to 14-year-olds in the province saw an increase in occurrences in ASD from 5 per 1,000 children to 19.6 per 1,000 children.

Facts paint one picture, but the true story is in the individuals, their friends and families. Everyone is unique. Therefore, friends and family are trying to understand their loved one’s specific point on the spectrum which is likely to be different from another individual’s. While some family members are interested in taking autism courses to learn more, most have more than enough challenges managing all the demands of a busy life and arranging for the supports needed.

Canada Recognizes the Need for Support

The Public Health Agency of Canada sees the support being provided through health care, education and social services fields, which are mostly provided through provincial and territorial government services. Working together with those government organizations, the agency has created the National ASD Surveillance System (NASS), to create a more robust and accurate picture of ASD in Canada. You can learn more about NASS online.

The objectives of NASS are to estimate the occurrences of ASD in Canada and how new cases are emerging; to explore patterns among children and youth; to increase acceptance and knowledge about ASD and to inform research, policy and program decisions.

Appreciating the Needs of an Individual

The NASS can help understand the scope of ASD in Canada and the need for a variety of supports, but a family looking for tools to help their loved one with ASD is often found through more grassroots level organizations like autism groups or family support groups that explore and discuss options.

For example. Lynda’s daughter Rose was diagnosed with ASD when she was five, but Lynda had suspected the condition prior to the official confirmation. Rose had some mobility challenges that Lynda saw improve with certain types of activity. Through discussions with other families, Lynda found an individual who had taken online recreational therapy programs and specialized in working with people who have ASD. Together, Lynda and the support worker collaborated with Rose to create a mobility routine that the little girl enjoyed and kept her moving comfortably.

Asking for Help in the School System

It may seem obvious to parents that their child with ASD needs additional support at school, but it isn’t always automatic. Ensuring that someone has taken an education assistant program and has the skills to work in an inclusive classroom may require formal requests and help from others in the school system. For many families, someone with dyslexia training along with their education assistant program can be useful. Plus, because dyslexia isn’t specific to ASD or any other condition, other children in the class with learning disabilities can be supported as well.

Better Understanding of Specific Needs

Sometimes a family needs help identifying what their loved one wants and needs to live their best life. They may recognize certain behaviours in the individual with ASD but not know how to interpret or respond to them. It’s also an incredible challenge to create a plan that builds on skills without specific training.

Working with an individual with RBT certification (Registered Behavior Technician certification) can help with assessment and documentation of behaviours. This can lead to the development of a skill plan to assist in personal growth. By creating a personalized plan, the unique needs of the individual with ASD are recognized and appreciated. This will lead to all supports working towards the same positive outcomes that build on existing successes.

Everyone helping an individual with ASD wants to see the best possible outcomes. Family and friends can help by involving a range of supports to contribute towards an optimal future.

Written by Ronda Payne