Specific Parenting Techniques for Children and Teens with ASD Level 1

40 Critical Tips for Parents of Defiant Teenagers with Autism Spectrum Disorder

Parenting teenagers is hard enough...right? But throw ASD (high-functioning autism) into the equation, and now you really got a mountain to climb. Do not despair!

Here you will find 40 ways to effectively parent, nurture, and discipline your defiant teen with an autism spectrum disorder:

1. Writing Assignments - Education sometimes alters unwanted “autism-related” behavior. Examples include:
  • learning about a particular culture, religion or disability in order to develop understanding or tolerance
  • researching the long-term effects of smoking or drug usage
  • talking with teen parents to learn what sacrifices they have made

Such an assignment should include considerable thinking, learning, and dialogue with moms and dads, rather than simply writing a certain number of words without much independent thought.

2. Tolerating Behavior - When establishing a relationship or dealing with multiple behaviors, it may be necessary to tolerate some behaviors temporarily. This is a purposeful, thought-out choice on the part of the mother/father based on:
  • age and developmental level of teen involved
  • current situation
  • priorities
  • relationship
  • specific treatment issues
  • values

This is not to be confused with passivity, avoiding conflict, letting the youngster "do whatever he wants," inconsistently enforcing expectations or other methods that don't work.

3. Temporarily Removing One or More Privileges - It is not meaningful or realistic to "remove all privileges." This generally leads to resentment towards the parent and a lack of understanding or personal responsibility. When this technique is chosen:
  • it must be made clear to the adolescent exactly which privilege(s) will be removed
  • why it is being removed
  • exactly how it will be handled
  • for what time period

If there is something they can do to get the privilege(s) reinstated sooner, that should also be clearly explained. Note: this requires more thought and explanation than simply saying, "You’re grounded."
 
4. Teaching Interactions - Effective parenting of teens with high-functioning autism requires frequent interactions. Situations, both dramatic and mundane, present themselves continually. Moms and dads, who recognize the golden opportunities in routine living tasks, capitalize upon them by turning them into teaching interactions, build solid relationships, have fewer behavior problems, and receive daily rewards. Problems = teachable moments. Teaching interactions can take several forms such as:
  • teaching a concept (e.g., negotiation)
  • processing dynamics (e.g., "Have you noticed that when someone doesn't fulfill their responsibility, others become resentful?")
  • demonstrating a skill

The point is that on-duty moms and dads should always be interacting with their teens, and the nature of those interactions is teaching; rather than:
  • becoming friends with the teen
  • criticizing
  • doing things for the teen
  • judging
  • lecturing
  • punishing

5. A regular bed time at a reasonable hour is more important than ever, if you can put/keep it in place. Regular routines of all kinds—familiar foods, rituals, vacations—are reassuring when the adolescent’s body, biochemistry, and social scene are changing so fast.

6. Teaching Alternatives - A good way to teach the teenager personal responsibility is to spend time brainstorming together about all the possible responses, and predicting the reactions to each response. Instead of telling them what to do and what not to do (which can elicit dependency or oppositional responses), it is useful to spend time exploring different options. For example, instead of saying, "Don't say that to your father" …it is better to say something like, "That's one way you could handle it. How do you think he would respond to that?" … "Is that the response you want from him?" … "How else might you phrase that idea?" …etc. If they have trouble coming up with alternatives, you can help out by saying, "Do you want to know what some other people have tried?"

7. Establish verbal codes or gestures to convey that one or both parties need a time out: a chance to cool down before continuing a difficult discussion at a later time.

8. Substitution - It is never enough to tell teens what they can't do or what behaviors they must stop doing. We must always add what they CAN do instead. Some examples might be ideas such as, "You cannot hit your classmate when you are angry, but you can go for a brisk walk, write in your journal, talk about how you feel, etc." The goal is to replace or substitute an unacceptable behavior with one that is acceptable and still meets the same need. The message should always be, "Your needs and feelings are normal and okay and we are here to help you express them in ways that will allow you to be successful and responsible."

9. Go with the flow of your youngster’s nature. Simplify schedules and routines, streamline possessions and furnishings. If your adolescent only likes plain T shirts without collars or buttons, buy plain T shirts. If your kid likes familiar foods, or has a favorite restaurant, indulge her. 
 
10. Shaping - Shaping behaviors is an approach that breaks skills down into steps and rewards small movements in the right direction. For example, if you are trying to teach the skill of greeting a visitor, you would ultimately want your teenager to go through the following series of behaviors:
  • stop what they are doing
  • stand up
  • look at the visitor
  • walk over to them
  • make eye contact
  • smile
  • say "hello"
  • extend your right hand to shake
  • say “my name is ___”

To ask for all of that from someone who has never done it before, or who is shy, is asking too much. So at first they would be rewarded if they momentarily stopped what they were doing when someone new cam in. After a few times they would need to stop what they were doing, stand up and look in the direction of the visitor in order to be praised, and so on. In other words new skills are not all or nothing but are a series of steps to be learned.

11. Sequencing - Desirable behaviors can be used as motivating for less desirable ones. For example, "You may watch one hour of approved TV as soon as your book report is satisfactorily completed" –or- "You may make that phone call as soon as you have finished cleaning up the kitchen." This type of statement helps the mother/father avoid power struggles because they did not say, "no." It puts the struggle and control back with the youngster, where it belongs. They can then choose whether or not they will watch TV today and when (within limits). A version of this can be re-stated calmly and compassionately as often as necessary while your teenager struggles with his choice.

12. Have realistic, modest goals for what the adolescent or the family can accomplish in a give time period. You may need to postpone some plans for career goals, trips, culture or recreation.

13. Some adolescents on the autism spectrum adjust o.k. to middle/high school with appropriate supports and accommodations, Others, however, just cannot handle a large, impersonal high school. You may need to hire an advocate or lawyer to negotiate with your school system to pay for an alternative school placement, tuition, and transportation.

14. Role Playing/Rehearsing - This technique can be used to practice for an upcoming situation that may be difficult, foreign or anxiety producing or to re-create a situation that already occurred to experience alternative responses. Examples should include role-playing a situation in which the teen was angry and became physically or emotionally abusive, or one in which they demanded or sulked instead of negotiating. The purpose of the role-play is to practice more acceptable styles of self-expression while still making their intended point. Practicing of this sort will make the desired responses more likely in future similar situations. Role playing can also be used to practice saying something that is difficult or anticipating a variety of responses in order to reduce anxiety.

15. If you can afford it, you may prefer to pay private school tuition rather than paying a lawyer to negotiate with a financially strapped or resistant school system. However, a private school may not be the best choice. Some families move to a community with a better high school. Residential schools may be worth considering for some. The right fit can build tremendous confidence for the adolescent, give the parents a break, and prepare everyone for the independence of the post high school years.

16. Role Modeling - Most of what kids learn from grown-ups comes from simply observing. All moms and dads are role models to their kids and need to be very conscious of their own behavior. Kids are astute observers of how we treat them, how we relate to each other and how we take care of ourselves.

17. Impersonal, written communication is easier for the adolescent to absorb (e.g., lists of routines and rules, notes, charts, or calendars). E-mail may become a new option.

18. Your Teen's Rights - Food, clothing, therapy, medical attention, education, spiritual activities are NEVER withheld as a consequence. Privileges (e.g., television, telephone, radio, some activities, free time, visiting with friends, hobbies, walking around the grounds, etc.) may be temporarily withheld as logical consequences and can be powerful incentives for some adolescents.
 
19. Teens on the spectrum need structure, down time, soothing activities, and preparation for transitions.

20. Rewarding/Reinforcing - Rewarding positive behavior is the best way to ensure its continuation. A common error in parenting is to spend so much time and energy dealing with crises and negative behaviors that kids who are being responsible can either get "lost" or are tempted to act less responsible to become part of the action. Rewards can take many forms from simple a comment: "I noticed that you..." or "I really appreciated it when you..." to special time and attention or more concrete things such as a special treat or privilege. For every negative interaction the teen experiences, it takes four positive interaction to overcome the effects. Moms and dads need to be very deliberate about maintaining at least a 4:1 ratio of positive to negative interactions every day with every teenager.

21. Look for volunteer activities or part time jobs at the high school or in the community. Be persistent in asking the school to provide help in the areas of career assessment, job readiness skills, and internships or volunteer opportunities. They probably have such services for intellectually challenged adolescents, but may not realize our teens need that help, too. They may also not know how to adapt existing programs to meet our teenagers' needs.

22. Requesting - When there is a good relationship between the mother/father and youngster, a simple request to do, or stop doing, something or a re-stating of the expectations is often enough. If over-used, however, it may become less effective, may be experienced by the HFA of Aspergers youngster as overly controlling, or can slow the process of responsible growth and decision-making skills. Example: "We don't use that type of language here, could you please find a different word?"

23. Make sure thorough neuropsychiatric re-evaluations are performed every three years. This information and documentation may be critical in securing appropriate services, alternative school placements, transition plans, choosing an appropriate college or other post secondary program, and proving eligibility for services and benefits as an adult.

24. Refocus - A defiant teen may be asked to spend time thinking about something (e.g., a recent run-away or self mutilation) and express their feelings and thoughts in some way. This could be writing, poetry, drawing, etc. Whatever format is used, it then needs to be processed with the adolescent. They can then be assisted in identifying early clues and practicing alternative responses. The purpose of this type of activity is to encourage thinking, self-awareness, communication, and planning for different choices in the future.

25. Schedule regular monthly educational team meetings to (a) monitor your adolescent’s progress and (b) ensure that the IEP is being faithfully carried out (and to modify it if necessary). Because adolescents can be so volatile or fragile, and because so many important things must be accomplished in four short years of high school, these meetings are critical.

26. Side by side conversations (e.g., walking, in the car) may be more comfortable for the adolescent than talking face to face.

27. Special interests may change, but whatever the current one is, it remains an important font of motivation, pleasure, relaxation, and reassurance for the adolescent.

28. Redirecting - Commonly used with younger defiant kids or those with short attention spans, this technique simply stops one behavior by substituting another or diverting the attention of the Aspergers teen or group to a different subject or activity.

29. Teach laundry and other self-care/home care skills by small steps over time. Try to get the adolescent to take an elective such as cooking or personal finance at the high school.

30. Pre-Teaching - It is easier to prevent negative behaviors than to deal with them after they occur. A very effective tool is to pre-teach behavior prior to an event or potentially vulnerable situation. This involves talking with the person or group in detail about what will be happening, why, and what their role and expected behaviors will be. Pre-teaching reduces anxiety, clarifies expectations, builds confidence, sets up success, and can add to the fun of anticipating an event.
 
31. Physical Proximity - Sometimes a defiant adolescent who is beginning to become anxious, irritable or overly active will be calmed down by eye contact, a special "look" or signal, moving next to them or a reassuring hand on the arm or shoulder. Along with physical proximity it is important to be calm and reassuring.

32. Observing and Commenting - A mother/father may choose to comment on a behavior in a non-threatening, non-judgmental way to bring it to the attention of the youngster. This may be new information for the teen to think about. What they choose to do with that feedback will provide further opportunities for discussion and teaching. For example, "I notice you tend to be critical of others when they are taking about a success" –or- "You seem to only break the rules when you are in a group" etc.

33. Tell your adolescent just what s/he needs to know – one message at a time – concisely.

34. Natural Consequences - Sometimes consequences occur through the natural course of events (e.g., a teen coming home late from school and missing a phone call from a friend). If the natural course of events makes an impact by teaching a lesson, moms and dads need not intervene further. They can be sympathetic to the teen's plight (this must be genuine however, and never patronizing or sarcastic).

35. Logical Consequences - Logical consequences may be necessary when no natural one occurs, or when the natural one is insufficient to make a change in future behavior. An example would be a defiant teen causing a disturbance at an event, not being allowed to attend the next one.

36. Ignoring Behavior - Moms and dads may consciously decide to ignore certain behaviors of their defiant adolescent at times in an effort to extinguish the behavior by not reacting to it. The behavior may be inconsequential, may be designed just to "get a reaction," or may be masking another, more important, issue which is what really needs attention. Ignoring a behavior should not stop communication or relationship building. It is a specific behavior that is being ignored, not the person. Examples might include using certain words, attempts to provoke or annoy moms and dads, making personal comment to or about moms and dads, saying "I won't" or "you can't make me," etc.

37. Encouraging/Coaching - Encouragement, praise, and coaching are all effective ways to make pro-social behaviors more likely and more frequent. The stronger the relationship between mother/father and a given youngster, the more powerful this method becomes.

38. Consequences - Consequences may be used to discourage unacceptable behavior of defiant adolescents. Usually this will occur after other techniques have been tried unsuccessfully. Discipline should not be confused with punishment; nor should they ever be given in anger. They should be applied consistently. That means that the behavior disciplined today, will again be disciplined next week. Also, behavior disciplined for one teen will not be allowed for others. This consistency lowers anxiety by making the environment predictable. Remember:
  • A mother/father who is angry with their son or daughter should calm down before deciding a consequence, and if applicable, should consult with the other parent before doing so.
  • Consequences are given to help teenagers establish boundaries.
  • Consequences are more effective when discussed matter-of-factly from a caring and controlled point of view.
  • Consequences should be clearly explained, related to the behavior, and completed as soon as possible.
  • Moms and dads should regularly discuss the effectiveness of consequences for the specific teen and should always support each other in the positive discipline process.

39. Active Listening - Some “autism-related” behaviors are bids for attention or expressions of frustration at not feeling understood. Moms and dads can reduce problem behaviors when each defiant youngster feels genuinely cared about, understood, and paid attention to. Active listening is hard work and takes energy and practice. It cannot be done when thinking about or attending to other things, or when distractions occur. Active listening need not last a long time, but attention must be focused completely on the teen and the message must be communicated back to them in the listeners own words in a way that lets them know they really were heard. Body language, facial expressions, tone of voice, eye contact, respect for personal space, and choices of words are all important in communicating the desired message. It may take two or three attempts to really understand the message, and that is okay, as long as it is finally understood accurately and that is clearly demonstrated. A few brief exchanges of this sort for each youngster every day are necessary.

40. Patience – Your ASD teen has this thing called “mindblindness.” In other words, he may not understand some of the social norms that other children and teens learn automatically. Thus, be able to distinguish between “misbehavior” (which is intentional) and “autism-related” behavior (which is never intentional).

 

What are the long-term outcomes for people with Autism Spectrum Disorder (Level 1)?

The long term outcomes for those with ASD level 1 (high functioning autism) depends on the severity of their symptoms, their baseline IQ, their ability to communicate and what kinds of interventions and support they receive. 
 
Those who come from supportive families, retain a reasonable sense of self-esteem, and become relatively well-educated, stand a good chance of getting into solid relationships, finding good jobs and having a normal life.

In other cases, ASD symptoms are severe enough to affect speech and interpersonal relationship or the individual’s IQ is low enough to impair their ability to find a good job, leaving them with a low paying job or on disability.

Because some autistic individuals suffer from depression and OCD as adults, these secondary characteristics can negatively impact how the individual develops and grows into adulthood. Some have landed in prison for violent behavior against others.

Several research studies have looked at outcomes in ASD. In one study, outcome was looked at in a cross section of sufferers. After a five year followup using specific outcome criteria, the outcome in ASD was found to be good in 27% of cases. However, in 26% of cases, the individual maintained a very restricted life, with no occupation/activity to occupy their time and no friends.

Another study looked at outcome in those who had ASD to see which factors were more related to a poor or good outcome over time. It was found that language and communication skills were the greatest predictor of good outcome, with social interaction skills being a secondary predictor. 
 
The actual symptoms (e.g., ritual behaviors and obsessions) were less likely predictors of outcome. The study indicated that early intervention directed at improving communication was a good idea.

Finally, researchers studied an 8 year followup of a specialized job program for those with ASD to see if such a program helped improve job outcome. For those on the autism spectrum (IQ 60+) over an 8 year period, approximately 68 percent of clients found employment. 
 
Of the 192 jobs found, most of the jobs were permanent contract work and most involved administrative, technical or computing work. The study indicated that programs like these can be helpful in improving career outcome in autistic individuals.
 
 


What My Autistic Child Taught Me About Emotional Intelligence

 From Angie B., a mother of a child with ASD Level 1:

Welcome to my story where I want to share with you an incredible journey. It's a story about what my autistic child taught me about emotional intelligence. As parents, we often think that we are the ones teaching our children, but sometimes, it's the other way around. And that's exactly what happened to me.

When my child was diagnosed with autism, it was a moment that turned my world upside down. I had so many questions and concerns about how to support my child's development. Little did I know that this journey would also teach me things about emotional intelligence that I never expected. It truly opened my eyes to a whole new perspective on understanding and connecting with others.

One of the first things I noticed about my child was their unique way of expressing emotions. While neurotypical children might show their feelings through facial expressions or verbal cues, my child had a different approach. They taught me that emotions can be felt and expressed in various ways, and it's our role as parents to understand and support them in their own unique journey.

Through my child's experiences, I realized the immense power of empathy. Autistic individuals often face challenges in understanding the emotions of others, but they also have an incredible capacity for empathy once they find a connection. Witnessing my child's empathetic nature and their ability to relate to others on a deep emotional level taught me the true meaning of compassion.

Autistic individuals are often portrayed as being aloof or insensitive, but my child showed me a different reality. They taught me that autistic individuals can be incredibly sensitive souls, deeply impacted by the world around them. I learned to embrace their sensitivity and create a nurturing environment that allows them to thrive.

Autistic individuals often thrive in a structured environment with routines. Witnessing the beauty and comfort my child found in routine opened my eyes to the importance of stability and predictability. It taught me that having a clear structure can benefit not only autistic individuals but everyone in dealing with the ups and downs of life.

One of the most valuable lessons my child taught me is the importance of honesty and authenticity. Autistic individuals often communicate with unfiltered honesty, and my child's sincere and direct approach has inspired me to embrace vulnerability and express myself authentically. Their ability to cut through societal norms and be true to themselves is truly remarkable.

Autistic individuals often have a unique ability to focus intensely on specific interests or tasks. Witnessing my child's unwavering focus taught me the power of immersing oneself in what brings joy and passion. It reminded me to prioritize my own interests and invest my time and energy in things that truly matter to me.

Above all, my child taught me the invaluable lesson of unconditional love and acceptance. No matter what challenges they face, they radiate love and have taught me to embrace diversity in all its forms. They have shown me that true acceptance and inclusion go beyond societal expectations, and it's about celebrating and loving each other for who we truly are.

Through my journey with my autistic child, I have learned how to strengthen connections with others. By embracing their uniqueness and honoring their perspectives, I have become a better listener, a more patient friend, and a more empathetic person. They have taught me that true connections are built upon understanding, acceptance, and embracing the beauty of diversity.

Every day, I am filled with admiration and gratitude for the lessons my child has taught me. Their resilience, courage, and unwavering spirit inspire me to be a better person. I am forever grateful for the transformative journey we have embarked on together, and for the incredible impact it has had on my own emotional intelligence.

As a parent of an autistic child, I have taken on the role of an advocate and an educator. I am passionate about raising awareness, promoting understanding, and advocating for the rights and inclusion of autistic individuals in our society. My child's journey has ignited a fire within me to create a more inclusive and accepting world for everyone.

My journey with my autistic child is an ongoing one, and I continue to learn and grow every day. Their ever-evolving perspective and unique way of navigating the world inspire me to be a lifelong learner. I am committed to expanding my knowledge and understanding of autism to provide the best support and advocate effectively for my child and others.

In summary, the journey with my autistic child has been a profound and transformative experience. It has taught me valuable lessons about emotional intelligence, empathy, acceptance, and love. I am grateful for the opportunity to grow alongside my child and to share this incredible journey with you.

P.S.

Here’s my list of "the positives" associated with ASD:

1. Increased attention to detail and ability to focus: Individuals with ASD often have a heightened ability to focus on details and maintain their attention for longer periods of time.

2. Excellent memory skills: People with ASD tend to have excellent memory skills, particularly for information that interests them.

3. Unique creativity: They have unique and creative thinking patterns, often coming up with novel and innovative ideas.

4. Enhanced problem-solving abilities: They often have strong problem-solving abilities, thanks to their ability to think logically and systematically.

5. Honesty and straightforwardness: People with ASD tend to be very honest and straightforward, which can be a refreshing change in a world where many people are not.

6. Loyal and dependable: Once someone with ASD forms a connection or friendship, they are often very loyal and dependable.

7. Strong sense of justice: They often have a strong sense of justice and fairness, and are quick to speak up when they see something they perceive as unjust or unfair.

It's important to recognize and celebrate these strengths and abilities, as well as the challenges that people with ASD may face.

 

Resources for parents of children and teens on the autism spectrum:
 
 

 
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The Effects of the GFCF Diet on Individuals with Autism

The topic of a gluten-free and casein-free diet has gained significant attention in recent years. Before we discuss the gluten-free and casein-free diet, let's briefly touch upon autism. Autism is a neurodevelopmental disorder characterized by challenges in social interaction, communication, and repetitive behaviors. It affects individuals differently, and there is currently no cure for autism. However, various interventions and therapies have been developed to improve quality of life.

The gluten-free and casein-free (GFCF) diet involves eliminating all foods containing gluten and casein from the individual's diet. Gluten is a protein found in wheat, barley, and rye, while casein is a protein found in dairy products. The theory behind this diet is that some individuals with autism may have a sensitivity or intolerance to these proteins, which can worsen their symptoms.

Numerous studies have investigated the effects of the GFCF diet on individuals with autism. While results have been mixed, some studies have shown improvements in behavior, communication, and gastrointestinal symptoms in individuals on this diet. However, it's important to note that not all individuals with autism will respond to the GFCF diet, and further research is needed to understand why.

Researchers have proposed several biological mechanisms to explain the potential benefits of the GFCF diet in autism. One theory suggests that the breakdown products of gluten and casein could interact with certain neural receptors and contribute to behavioral changes. Another theory points to the impact of inflammation and immune system dysregulation in individuals with autism, which may be affected by dietary factors.

Like any topic in healthcare, the GFCF diet has its share of controversies and criticisms. Some argue that the observed improvements in individuals on this diet may be due to a placebo effect or other factors unrelated to the diet itself. Moreover, maintaining a strict GFCF diet can be challenging and may result in nutritional deficiencies if not properly managed.

It's crucial to recognize that autism is a highly heterogeneous condition, and what works for one individual may not work for another. The same applies to the GFCF diet. It's essential to carefully evaluate each person's unique needs, preferences, and medical history before considering this dietary intervention. Consulting with a healthcare professional and a registered dietitian is highly recommended.

If you're considering implementing the GFCF diet for someone with autism, it's important to approach it in a structured and informed manner. Start by eliminating gluten and casein-containing foods from the individual's diet while ensuring adequate nutritional intake. This may involve substituting with alternative grains, proteins, and dairy-free options. Regular monitoring and support from healthcare professionals are essential throughout the process.

While the GFCF diet is primarily discussed in the context of autism, some individuals without autism have also reported benefits from following this diet. These potential benefits include improved digestion, reduced inflammation, and increased energy levels.

Implementing a dietary intervention like the GFCF diet can be challenging for individuals and families. It's important to provide support and resources to help navigate this journey. Connecting with support groups, accessing credible information, and seeking guidance from professionals experienced in autism and nutrition can make a significant difference in ensuring success and well-being.

The gluten-free and casein-free diet is a topic of interest and debate in the management of autism. While there is some evidence suggesting potential benefits, it's important to approach this dietary intervention with caution and individualize the treatment approach. Consulting with healthcare professionals and considering the unique needs of each individual are crucial steps to ensure the best possible outcomes.

Most people associate gluten with grains, but a range of other foods, drinks and products can contain it.

Gluten---

Grains that contain gluten:
•    barley
•    bulgur
•    Couscous
•    Durum
•    Einkorn
•    emmer
•    Farina
•    Farro
•    graham flour
•    Kamut
•    rye
•    seitan, which is often used as a meat substitute
•    Semolina
•    spelt
•    triticale, a hybrid of wheat and rye
•    wheat
•    wheat berries
•    wheat bran
•    wheat germ
•    wheat starch

Foods that usually contain gluten:
•    Bagels
•    biscuits
•    breadcrumbs and coatings
•    breads
•    brewer’s yeast
•    Cakes
•    Crackers
•    croutons
•    Flatbreads
•    flavoring
•    malt extract
•    malts
•    many meat substitutes
•    pastas and some other noodles
•    pies and pastries
•    pita
•    some breakfast cereals
•    syrup
•    vinegar

Food that may contain gluten:
•    bars and similar snacks
•    cereals
•    egg dishes in restaurants
•    french fries
•    granolas
•    gravies
•    marinades
•    potato chips
•    processed meats
•    salad dressings
•    sauces
•    soups
•    soy sauce
•    stuffings
•    tortilla chips
•    vinegars

Alcoholic drinks that contain gluten:
•    ales
•    beers
•    dessert wines
•    lagers
•    malt beverages
•    wine coolers

Nonfood items that may contain gluten:
•    communion wafers
•    herbal supplements
•    lip balms
•    lipsticks
•    medications
•    playdough
•    vitamins

Gluten cross-contamination:
•    anywhere that foods are deep-fried
•    bakeries
•    cutting boards
•    oat production facilities
•    restaurants, such as pizzerias
•    shared food containers (which hold butter, mayonnaise, peanut butter, etc.)
•    toasters
•    utensils

Casein---

Foods that often contain casein:
•    All types of cheese
•    Any cheese flavored chips, crackers, sauces, etc.
•    Anything that says ‘lactic acid’ or ‘artificial flavoring’
•    Baby formulas
•    Butter
•    Caseinate listed as an ingredient means it contains casein
•    Cheese spreads
•    Chocolate
•    Cream
•    Custard
•    Dairy Milk in all its forms (e.g., skim milk, full fat milk, and everything in between)
•    Foods that say dairy free on the label do not automatically mean casein-free
•    Gelato
•    Ghee
•    Some Hot dogs
•    Ice cream
•    Some Lolly pops and chewing gum
•    Margarine and other dairy spreads
•   Milk powder (includes all foods that may have milk powder as an ingredient, such as cakes, cookies, crackers, bars, etc.)
•    Some medications
•    Some non-dairy coffee creamers and flavorings
•    Some processed meats
•    sour cream
•    Tinned tuna
•    whipped cream
•    Yogurt


In summary, a gluten-free and casein-free (GFCF) diet has been suggested as a potential therapeutic intervention for individuals with autism. Some studies have reported improvements in behavior, communication, and social interaction, while others have found no significant differences.

The GFCF diet is based on the elimination of gluten and casein, two proteins commonly found in wheat and dairy products, respectively. The theory behind the diet is that these proteins can cause an immune response that affects brain function and behavior in some individuals with autism.

Research has shown that the efficacy of a GFCF diet may vary depending on individual factors such as age, gender, and severity of autism symptoms. While some individuals with autism may experience significant improvements, others may not see any noticeable changes.

It is important to note that the GFCF diet is not a cure for autism and should not be considered a replacement for evidence-based therapies. Additionally, the diet can be difficult to follow and may result in nutrient deficiencies if not properly managed. Therefore, it is crucial to consult with a healthcare professional or qualified nutritionist before making any dietary changes, particularly for individuals with special needs or medical conditions.



Resources for parents of children and teens on the autism spectrum:
 
 

 
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