| Anxiety can be debilitating for many individuals, | | | | normal. For children with neurodevelopmental disorders, |
| especially those affected by autism and other | | | | processing can be significantly altered when feelings of |
| neurodevelopmental conditions. Last month, I shared | | | | anxiety are present. It is important for you to |
| specific symptoms and changes in behavior to | | | | remember that as the guide, you need to slow down |
| consider when determining whether or not your child or | | | | everything that you are doing and saying in order to |
| student is anxious. Now that you know what to look | | | | give the child time to process. If you tend to wait 5 |
| for in relation to anxiety symptoms, the next step is to | | | | seconds for a response during typical interactions, then |
| understand ways in which you can help your child or | | | | wait 20 to 30 seconds during moments when anxiety |
| student work through and reduce that anxiety. | | | | is high. |
| Individuals cope with anxiety in many different ways; | | | | - Be observant. When a child’s level of anxiety is |
| and as parents and teachers, it is important for us to | | | | increased, there is some reason for the mental state |
| guide our children without exacerbating the level of | | | | change. As the guide, it is your job to take a step |
| anxiety the child is experiencing. The most important | | | | back, look at the situation, and try to figure out what |
| person in helping someone work through anxiety is | | | | may be causing the anxiety. Is there a transition |
| you. You, as the guide, can make the difference in | | | | approaching? Does the child need more sensory input? |
| increasing or decreasing anxiety for your child or | | | | If you can pinpoint the source(s) of anxiety, then you |
| student just by the way that you interact with them. | | | | will be better equipped to help the child cope. |
| Here are several suggestions and ideas for you to | | | | - Know your child or student. As individuals, we all have |
| keep in mind when your child or student becomes | | | | different forms of relaxation that we enjoy. For some |
| anxious. | | | | it is reading a book, and for others it may be bouncing |
| - Stay calm. As a parent or teacher, it is important for | | | | on a trampoline. Whatever the preferences are, it is |
| you to act confidently as a guide to your child or | | | | important to know what strategies help your child or |
| student. If you become anxious when your child or | | | | student to relax and calm down. This may include |
| student becomes anxious, then their anxiety level is | | | | deep breathing, quiet time, physical activities, deep |
| going to continue to increase. As guides, it is our job to | | | | pressure, swinging, or being left alone for a period of |
| remain calm and composed during stressful situations. | | | | time. These are just a few examples of different |
| It is important for you to model for your child or student | | | | strategies that can be used with children during |
| how to behave calmly and not overreact. | | | | anxious time periods; however, it is important for you |
| - Be quiet. During moments of anxiety, adults tend to | | | | as the guide to know what will work best for him or |
| cope with the stress by talking more; however, this is | | | | her. |
| not helpful in relation to reducing anxiety for children, | | | | Over the past few months, we have examined what |
| especially those with neurodevelopmental disorders. | | | | anxiety is, the symptoms of anxiety, and suggestions |
| Language can take quite a bit of effort to process; | | | | for helping individuals cope with anxiety. As the guide |
| and if someone is already anxious, it is going to take | | | | for our children and students, it is our job to recognize |
| even longer and may exacerbate the situation. By | | | | moments when they may be facing high levels of |
| remaining calm and using as few words as possible, | | | | anxiety and then guide them through it. The way we |
| you can support your child or student in a more | | | | react and guide our children or students during such |
| effective manner. | | | | times can make a big difference in their level of |
| - Slow down. When a child is anxious, he or she may | | | | anxiety. |
| not be able to process information as effectively as | | | | |