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ask the expert |
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Ask the Expert!
Have an autism question? Our panel of authors has extensive clinical, research, and practical expertise working with individuals with autism, their families, and service providers. While our authors cannot comment on individual cases*, they can provide expert perspective on your general questions. SUBMIT YOUR QUESTION HERE! |
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Meet our panel of experts (Click on the authors' photos for additional resources)
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| Featuring ... Travis Thompson |
Q: What are some strategies for a child who headbangs? I am a principal and have a second grader who has gone so far as to cause a concussion. A helmet is the only intervention tried to this point. (originally posted March 2010) |
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 Travis Thompson, Ph.D., is a professor in the Autism Program of the Department of Pediatrics at the University of Minnesota School of Medicine; a faculty affiliate of the University of Minnesota's Center on Neurobehavioral Development; and he serves as Supervising Psychologist for the Minnesota Early Autism Project, a community-based treatment program for young children with autism spectrum disorders (ASD). Dr. Thompson has been involved in research, teaching, and clinical activities related to developmental disabilities and related topics for many years. He has seven grandchildren, including a grandson with ASD. |
A: Children with autism and related developmental disabilities most commonly head-bang for several reasons:
Which intervention strategy one uses depends on the reasons for head-banging. Children who are non-verbal and who have very few skills are most prone to head-bang. For them the preferred intervention is usually communication training plus teaching adaptive skills. If the child also has visual or auditory disabilities (e.g., deaf or blind) that greatly increases risk of head-banging. Children with chronic recurring pain are also more prone to head-banging, in which case the cause of the pain should be treated. The child should first be evaluated by a pediatrician experienced with autism to rule out possible physical causes. Second, a skilled behavior analyst should be able to conduct a FACTS (Functional Assessment for Teachers and Staff). This will identify possible setting events, like sleep problems, triggers, and consequences that may be maintaining head-banging. It will also identify specific situations that are trouble spots that can be the focus of more focused intervention. Your best bet is to work closely with your SLP and school psychologist trained in Functional Behavioral Assessment. |
Be sure to explore these resources by Dr. Thompson
    Learn more about Dr. Thompson's work at http://travis thompson.net. Read Dr. Thompson's Amazon blog. |
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| *We regret that we cannot provide individual responses to queries. Please note that any information provided is for educational purposes only and is not intended to be a substitute for medical or professional advice or care. Opinions do not necessarily reflect the views of Brookes Publishing, and links or references to third-party materials are provided for convenience only and no endorsement is implied. | ||||||
| Read answers to other autism questions |
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| Q: Why do individuals with autism have the need to experience feelings, emotions, and pain through others? (originally posted March 2010) |
A: In many cases, people with autism need to have a visual representation of something before they can understand it, and it is difficult to have a visual representation of emotions within yourself. Seeing someone else experience an emotion in a movie or in ... [more] |
 Dr. Christina Whalen |
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| Q: Can autism be cured? (originally posted March 2010) |
A: As current scientific data confirms, there is no single known cause or cure, but autism is treatable, The children and their families progress—some by leaps and bounds, some slowly, and some barely if at all. Such is the mystery of the spectrum we have come to ... [more] |
 Dr. Robert Naseef |
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| Q: I am wondering about meltdowns ... (originally posted June 2009) |
A: Meltdowns by children with autism occur for many reasons, most often in response to a request by parents or teachers, interruption of a highly preferred activity, denial of a request to do something that caregivers deem inappropriate, or at times in response to a disturbing or alarming situation. ... [more] |
 Dr. Travis Thompson |
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| Q: How do you measure generalization? (originally posted April 2009) |
A: I am often asked this question by teachers, parents, and clinicians who are trying to understand if the skills being taught to the child are meaningful. In other words, will the child be able to use these skills in their natural ... [more] |
Dr. Christina Whalen |
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