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קשיי התארגנות אצל אוטיסטים למאמר בעברית Organization may sometimes seem like a simple action: getting dressed, packing a bag, tidying a room, or starting homework. But for autistic children and adults, it is often one of the most complex tasks, as it requires coordination between multiple systems. In this post, we will explore what causes this challenge, how it appears in daily life, and offer practical tools to improve this skill. ⭐ Why do autistic children and adults struggle with organization? קשיי התארגנות אצל אוטיסטים למאמר בעברית Organization difficulties don’t stem from a single cause, they are the result of an interplay between multiple abilities. When one of these abilities is challenged, the task becomes harder. When several are affected, organization can sometimes ‘break down’ entirely. Research shows that autistic children and adults experience a higher rate of: Challenges in executive functions - Executive functions are the brain’s control system. When there are difficulties in these functions, it can show up in organization challenges such as: ✔ Difficulty with planning Trouble anticipating the steps needed to complete an organization task. For example: What do we do first? Where do we start? What do we need to bring? ✔ Difficulty with organization Organizing objects, a school bag, a room, or the sequence of actions. Beyond the motor and practical execution, there is also internal organization: The ability to create “order in the mind” The ability to distinguish between what’s important and less important Managing emotional overload and avoiding mental burden When internal order is disrupted, external chaos often appears too. ✔ Difficulty with initiation and motivation The child knows what they need to do, but can’t start. Sometimes the challenge isn’t the ability itself, but the motivation behind it: The task isn’t interesting It lacks internal meaning or purpose There’s no immediate gain or reward The workload feels overwhelming or intimidating The result: avoidance and feeling ‘stuck’ or unable to move forward. ✔ Difficulty maintaining sequence The child starts a task but stops at each step because transitioning to the next one is hard. This is also linked to the executive function of working memory, which involves temporarily holding and processing information in the mind in order to complete complex tasks and sustain activity. Organization requires remembering multiple steps at once, for example: ‘Put socks on → shoes on → bring your bag → check you have water’ When working memory is limited, the child may lose track of steps, forget, repeat actions, go backward, and feel overwhelmed. ✔ Difficulty with inhibition and attention Being pulled toward other stimuli, distractibility, and difficulty completing a task. ✔ Cognitive flexibility a key component of organization. It is necessary for: Changing the order of steps Problem-solving when something is missing or can’t be found Adapting to new or unfamiliar situations Difficulty with flexibility → even a small obstacle can cause the entire process to come to a stop. Difficulties in motor planning - Some autistic children and adults experience challenges in motor planning, that is, difficulty planning, organizing, and executing a sequence of complex movements. ✔ Organization is a complex motor task Getting dressed, packing a bag, or organizing a room are all tasks that require: Breaking the task into steps Initiating movement Organizing the sequence of actions Coordination between hands, eyes, and body Precision in each step When motor planning is difficult, the child knows what needs to be done, but the body cannot organize itself to do it. ✔ Motor–cognitive load Organization requires both executive functions (the “planning brain”) and motor abilities (the “doing body”). When both are challenged → the effort level becomes very high. The child cannot figure out the first step → executive-function difficulty Even after understanding it, performing the sequence is hard → motor-planning difficulty The whole situation feels “too big” → overwhelm In the end: frustration, avoidance, slowing down, and increased dependence on an adult. Sensory regulation - Children with sensory regulation or sensory processing difficulties may struggle to organize movement efficiently, which can lead to confusion, slowness, and overload during daily organization tasks. Difficulty tolerating certain clothing → stops the dressing process Distracted by noise or movement → loses the sequence Sensory seeking → disconnects from the task Sensory overload → freezing or avoidance Organization is a sensory–motor task, and when the sensory system is overwhelmed, functioning is affected. Visual and spatial perception  - These abilities are essential for effective organization: Knowing where things are Understanding what belongs with what Visualizing how a packed or organized bag should  look Arranging space on a table or shelf Difficulties in visual perception often lead to chronic messiness and inefficient organization. Processing speed Autistic children often process information more slowly, which means: Every action takes longer Transitions between steps are slower Time pressure (like school-morning routines) increases overload Time becomes a significant source of stress. Emotional regulation The moment frustration appears, the organization process can fall apart. Feeling of failure → the child gets stuck Tasks that require sustained effort → emotional fatigue Small changes in the plan → overwhelm Emotions play a major role in the ability to persist through a complex task. ⭐ What do organization difficulties look like in the daily life of autistic children and adults? קשיי התארגנות אצל אוטיסטים למאמר בעברית The child starts getting dressed and suddenly stops halfway. Slow pace in getting ready, for example, mornings take a very long time before leaving the house. A messy or disorganized bag or room. The child goes to the room to get something and forgets what they wanted. Items frequently get lost. Emotional overwhelm when there are many steps or time pressure. Difficulty starting tasks, the child knows what to do but doesn’t know how to begin. Needing external guidance for every multi-step task. Difficulty packing a bag, organizing a desk, or preparing for a lesson. Motor overload, such as “I don’t know where my hands are supposed to be” , for example, trying to arrange the bag while holding a book instead of putting it down to free both hands for organizing. ⭐ Practical Tips for Parents: What Can You Do at Home? קשיי התארגנות אצל אוטיסטים למאמר בעברית Here are tools that have been tested in real-life settings and are helpful for most autistic children and adults: Breaking tasks into steps Turn every task into a series of clear, simple actions. For example: Morning dressing → shirt → pants → socks → shoes. Tip: You can print or photograph the steps. Using pictures or visual schedules Visual information is often more helpful than verbal instructions for most autistic children. Tip:   Create boards such as “Morning Routine,” “Getting Ready to Leave the House,”  or “Bedtime Routine.” Visual timer Helps the child understand time in a concrete rather than abstract way. Tip: Use a “pie timer” or an hourglass-style timer that shows the remaining time. Organized and predictable environment and creating consistent routines Every item has a designated place. Less clutter = less overwhelm. A consistent sequence supports motor planning, reduces cognitive load, and creates a sense of control. Give the child one clear starting point The main difficulty is often getting started. Offer just the first step: “Put on your shirt, I’m right here with you.” Reduce sensory stimuli during organization Less noise, fewer toys around, and less movement in the environment. Teach internal self-talk strategies Using simple phrases such as: “What am I doing now?”“ What’s the next step?” Tip: You can practice saying it together out loud. Avoid rushing, yelling, or criticizing Most children are not being “difficult” on purpose. They are genuinely struggling. A calm response helps regulate their whole system. Motor practice Practice the specific motor actions required for the task. For example, when organizing a school bag, teach how to position the hands to open the zipper (one hand stabilizing, the other moving). Focusing on small motor details helps children learn the task more efficiently. Practice the specific task during calm moments, when there is no time pressure. To sum up Organization is a multi-system task that involves executive functions, motor planning, sensory processing, emotional regulation, and more. When an autistic child or adult struggles, it is not laziness and not lack of motivation, it is a genuine difficulty within a complex system. With the right tools, visual supports, tailored guidance, practice, and understanding, everyday organization tasks can become manageable, and even help build a stronger sense of competence and capability. 🟢  For all updates on autism and events at our center, join our   quiet WhatsApp group   🟢

What are executive functions? Executive functions are a set of higher-order cognitive abilities essential for goal-directed behavior, self-control, and adapting to changing situations. They support planning, decision-making, problem-solving, and regulating emotional and behavioral responses. Types of Executive Functions Inhibitory Control: The ability to suppress automatic responses, focus on relevant information, and regulate impulses. Working Memory: Holding and manipulating information in mind in order to perform complex tasks and maintain engagement. Cognitive Flexibility: The ability to adapt to changes, shift between tasks or strategies, and view situations from different perspectives. Planning and Organization: Setting goals, creating strategies to organize information or actions, and carrying out steps to achieve objectives. Self-Monitoring: Assessing one’s own performance, recognizing errors, and making adjustments as needed. Initiation: Beginning tasks or actions independently and generating new ideas. Emotional Control: Regulating emotional responses in changing situations and maintaining adaptive functioning. Executive Functions and Autism Research findings show that autistic individuals often experience executive function difficulties, particularly in cognitive flexibility, working memory, and planning. Difficulties often appear in adapting to change, staying organized, shifting between tasks or environments, and engaging in repetitive behaviors. They may also struggle to initiate actions or ideas, recognize mistakes, and make self-corrections. Emotion regulation can be more difficult as well, sometimes leading to intense emotional reactions to change. Executive functions have been shown to predict repetitive behaviors as well as social abilities and understanding (core challenges in autism). Examples of how executive function difficulties may appear in autism: Difficulty suppressing repetitive behaviors or thought patterns, such as intense interests or frequent focus on unusual topics or objects. Difficulty shifting between tasks, environments, or routine changes, as well as challenges interpreting different social situations. Difficulties remembering sequences of actions, for example during morning routines or learning from mistakes. Challenges in planning actions, organizing tasks, and setting priorities. Emotional regulation difficulties, which may manifest as strong emotional reactions to change or frustration. Recent studies show a strong link between the severity of executive function difficulties and the level of social challenges in autistic individuals. Targeted improvement of these skills may enhance adaptive behavior and overall wellbeing. From Research to Practice - What Can Be Done? Executive functions are a critical component of daily functioning for everyone, and especially for autistic individuals. Understanding executive functions in autism helps guide more precise interventions that support daily and social functioning. In the upcoming posts, we will take a deeper look at how each executive function appears in daily life and share practical tips for improving them. References: https://pmc.ncbi.nlm.nih.gov/articles/PMC4084861/ https://pmc.ncbi.nlm.nih.gov/articles/PMC4789148/ https://www.nature.com/articles/s41598-025-94334-1 https://pmc.ncbi.nlm.nih.gov/articles/PMC8882695/   🟢  For all updates on autism and events at our center, join our   quiet WhatsApp group   🟢

Experiences, Insights, and Field-Based Conclusions of Autistic Adults Social anxiety and managing interpersonal relationships constitute a major challenge for autistic adults. In recent years, adapted cognitive-behavioral therapies (CBT) have become the standard for addressing these difficulties, yet there remains a lack of studies that deeply explore participants’ own experiences in such group-based treatments and their effectiveness for this unique population. An innovative qualitative study conducted at the University of Sydney examined in depth the experiences of 27 autistic adults (ages 18–38, mean age 25) who participated in a dedicated group CBT program for addressing social anxiety. All participants were diagnosed as autistic and met the criteria for social anxiety disorder. The group incorporated structured adaptations: consideration of sensory needs, the option for diverse communication methods, simple language, and a consistent format. Main Findings: Social connection and reduced loneliness: Most participants emphasized the great value of learning and sharing within a group of peers who face similar experiences, strengthening their sense of belonging and their social self-confidence. A safe and supportive environment: The group was characterized by a supportive and accommodating atmosphere, with an emphasis on self-acceptance and practicing social skills without pressure to mask autistic traits. Cognitive and sensory accommodations: The structure of the sessions allowed flexibility according to individual needs, including attention to sensory sensitivities, opportunities for breaks, and the use of visual supports. The participants emphasized the importance of an adapted therapeutic approach that respects the unique needs of autistic adults, offering flexibility and the development of individualized tools rather than efforts toward “normalization.” Real-world application: About 70% reported an increase in social confidence and in their ability to cope with everyday social situations while applying the strategies they learned in the group. Challenges: About 18% of the participants noted difficulties in applying the tools outside the group, especially in emotionally volatile social situations in which social anxiety is connected to experiences of rejection or to past negative events. Some also noted difficulty coping with sensory aspects such as noise, light, or the length of the session. Future Directions: The study recommends continuing to adapt group therapy frameworks for autistic adults, with an emphasis on collaboration, a supportive environment, sensory diversity, expectation-setting, and attention to personal background. Additionally, increasing awareness among professionals regarding the importance of improving accessibility and fostering a safe space may empower the autistic community and contribute to the effectiveness of treatment, to inclusion, to acceptance of differences, and to positive outcomes in the way autistic adults cope with social anxiety. ​ For the full article: https://journals.sagepub.com/doi/pdf/10.1177/13623613251377930 🟢  For all updates on autism and events at our center, join our   quiet WhatsApp group   🟢

Diagnosis of autism is crucial in order to provide children and their families with appropriate treatment, support, and access to rights and services. Although awareness and early identification of autism have significantly increased in recent years, there are still children who may “fall between the cracks” and fail to receive the proper care and support. Long waiting lists and the heavy workload of pediatricians and allied health professionals may lead to missed signs or “red flags” associated with autism. In addition, educators working in preschools and schools are sometimes uncertain about when and how to raise concerns regarding possible communication-related red flags. It is important to emphasize that while the use of a screening tool does not confirm an autism diagnosis , it can assist community physicians, therapists, and educational staff in identifying children who should be referred for evaluation by a specialist. Therefore, there is a growing need for short and accurate screening tools that cover a wide age range and can be easily and quickly scored. A widely used screening tool is the SRS (Social Responsiveness Scale)  - a 65-item parent-report questionnaire designed for use with children aged 4–18 years. The SRS has been validated against established diagnostic instruments such as the ADI-R (Autism Diagnostic Interview-Revised). However, because the assessment can take up to 20 minutes and sometimes requires complex scoring, it may not be practical for use in busy clinical or educational settings. A recent study examined a brief 5-item version of the Social Responsiveness Scale (SRS) as a quick and simple screening tool to distinguish between children with and without autism. The study population included 1,462 pairs (2,924 children), each consisting of a child diagnosed with autism (aged 4–18 years) and a non-autistic relative. The five selected items were: Plays appropriately with children his or her age (contributed more than 95% to correct classification). Has trouble keeping up with the flow of a normal conversation. Has more difficulty than other children with change in routine. Is regarded by other children as “odd” or “weird”. Avoids eye contact or has unusual eye contact. Three of the items are taken from the Social Communication  subscale, and two from the Autistic Mannerisms  subscale.     A screenshot of the items from the article: The items can be seen in the table. Each item is rated from 0 to 3, with higher scores indicating a greater likelihood of autism. A total score of 4 out of 15 or higher suggests a recommendation for further evaluation. Main Findings Overall, the five items enabled the identification of children diagnosed with autism with very high accuracy, comparable to the original 65-item version of the scale. The diagnostic cutoff established was a score of 4 out of 15 or higher, indicating a likelihood of autism and yielding a sensitivity of 96.9% (that is, the proportion of individuals with autism correctly identified by the screening) and a specificity of 97.3% (the proportion of individuals without autism correctly identified as such). The tool’s performance was not affected by gender, age, ethnicity, or family income. Important Notes and Limitations The evaluation was conducted among children from similar family backgrounds, rather than within a random or broad clinical population. All non-autistic children in the study were relatives of children with autism and therefore may not represent children from the general population. The researchers note that it would be valuable to examine the 5iSRS in more diverse populations, including children with other developmental or behavioral disorders such as ADHD and anxiety, to determine whether the tool can effectively distinguish these groups from autism with similar accuracy. The tool was tested only in children aged 4–18 years and is not intended for use with younger children. There are other screening instruments specifically designed for toddlers. Practical Implications This is a quick, brief, and efficient tool for the initial differentiation between children with and without autism aged 4–18 years. However, further studies are needed to validate its use across diverse clinical populations and among children with various developmental and behavioral difficulties. It is important to remember that this is a screening tool only, not a diagnostic instrument. For the full article: https://link.springer.com/article/10.1007/s10803-025-07060-y#Tab2   🟢  For all updates on autism and events at our center, join our quiet WhatsApp group 🟢

The ability to recognize emotions is a central component of social interaction, and it is closely linked to emotional regulation and social functioning. Previous studies have shown that autistic individuals struggle to recognize and interpret socio-emotional cues and face challenges in identifying emotions. Emotion recognition refers to the ability to identify and understand others’ emotional states using cues from several sources: Facial expressions Vocal prosody (intonation, stress, rhythm, volume, and pitch) Body movements Two recent meta-analyses and comprehensive systematic reviews found that autistic individuals show significant and robust difficulties in recognizing emotions through facial expressions, whereas the findings regarding emotion recognition through vocal prosody were less conclusive. Although facial expressions have been the primary focus of emotion-recognition research, body movements provide essential complementary cues when facial information is ambiguous. Body movements include static postures, gestures, and dynamic bodily actions. This body language conveys rich information in real-world social interactions and helps the observer understand the emotions and intentions of the person in front of them. In the past, the contribution of body-movement cues to emotion recognition was underestimated, as facial expressions were considered the primary visual source. However, real-world social interactions involve complex information, and emotion perception occurs within broad and realistic social contexts. The simultaneous presence of emotional information from multiple channels can lead to a more complete and accurate emotional representation. Body movements can clearly express emotions; moreover, they may enhance the perception of facial expressions and, in some cases, even show an advantage in processing certain emotions, such as anger and fear, which are sometimes better identified through body movements. In sum, body movements are no less important than facial expressions as primary sources of socio-emotional information. A comprehensive study published recently aimed to deepen the understanding of emotion perception from body movements among autistic individuals and examined three main questions: Do autistic individuals show significant impairments in recognizing basic emotions conveyed through body movements compared to typically developing individuals? Does their ability to recognize emotions vary depending on the specific basic emotion? Do factors such as gender, age, and IQ influence the differences in emotion recognition from body movements? Findings: Overall, autistic children and adolescents recognized emotions from body movements less accurately than their non-autistic peers. Significant difficulties were found in identifying happiness and fear, but not in identifying neutral emotions (emotions that are not perceived as distinctly positive or negative, and do not evoke a clearly pleasant or unpleasant feeling. Examples of neutral emotions include a sense of freedom, indifference, or neutrality). The difficulty was similar in magnitude when recognizing emotions through vocal prosody or facial expressions. As age increased, the gap between the groups widened, meaning that autistic adults struggled more compared to their typically developing peers. Higher IQ reduced the differences between the groups. Gender and sampling limitations: Most studies examined children and adolescents and were predominantly male samples, making it difficult to draw firm conclusions about adults or women. Additionally, most studies focused on overall emotion recognition rather than specific emotion types beyond those mentioned. Broader, more diverse research examining additional emotion categories is needed. Bottom Line There is a significant impairment in the ability to recognize emotions from body movements among autistic individuals, similar to the difficulties found in recognizing emotions from facial expressions and vocal cues. These challenges are influenced by age and IQ level, with evidence suggesting atypical neural activity. The findings help clarify the difficulties autistic individuals face in interpreting social cues and point to potential directions for developing targeted interventions. It is recommended that social-skills interventions for autistic individuals include training in emotion recognition. starting with basic emotions such as happiness, anger, fear, sadness, and disgust. Once it is confirmed that children have mastered the recognition of basic emotions, it is advisable to progress to more complex emotions, such as guilt, embarrassment, and jealousy, which require more advanced social-cognitive abilities. References: https://link.springer.com/article/10.1007/s40489-025-00524-y https://www.sciencedirect.com/science/article/abs/pii/S0149763421005893?via%3Dihub https://journals.sagepub.com/doi/10.1177/1362361321995725 🟢  For all updates on autism and events at our center, join our   quiet WhatsApp group   🟢

Due to the current situation, our team has created a collection of simple and calming activities for children. These activities can be done in the shelter or outside (depending on the circumstances) and are divided by areas of interest, so that each family can find what suits them best. 1. Art Activities: a. Free doodling —children can draw with eyes open or closed, and then look for shapes or images within the doodle, develop them, and color them in. This often leads to the creation of characters, and you can even make up a story around them. You can take turns doodling and explore the images together. For example: Credit for the original drawings goes to our talented team member Shoval Katzir-Sharabi.       b. Six-Part Story: Divide a sheet of paper into six sections (without cutting it). In each section, draw one part of the story. Draw the hero of the story Draw their mission Draw the obstacle they face Draw what or who helps them Draw how the hero overcomes the obstacle Draw what happens in the end Example:   2. Yoga Practice: Depending on the child’s mood, you can choose either grounding, inward-focused poses or more open poses that encourage deep breathing. Attached are several examples taken from special yoga card sets developed specifically for autistic children by our team member, Tamar Elbilia. a. b. c.   d.     3. General Physical Activity: a. A movement game to enhance listening skills  – Define three simple rules that combine specific words with physical actions. Example: When the adult says “ketchup” , the children do a squat – bending their knees and rising up, like pressing a ketchup bottle. When the adult says “ice cream” , the children raise their arms overhead, connect their palms to form a triangle shape pointing upward, and spin in place. When the adult says “Superman” , the children go into an all-fours position and lift one arm and one leg. You can add variety by asking them to lift opposite arm and leg. The adult first demonstrates what each instruction means, and then begins calling out the words in a quick, alternating sequence. The child’s goal is to complete as many correct poses as possible within one minute. Later, you can create new movements together with the children. This is an excellent exercise for increasing heart rate, sharpening attention, and improving physical fitness. b. Reaction Speed Game Place three objects around the room or yard (if safe and possible).For example: a pillow, a bottle, and a chair. The adult calls out the name of an object, and the child must run and touch it as quickly as possible. Continue switching between objects for one minute. Goal:  Touch as many objects as possible in one minute. 4. Activities Combining Music: a.  Hang a large sheet of paper on the wall and encourage free drawing with favorite stickers (such as superheroes or dinosaurs), accompanied by music and movement.This activity promotes creative expression, reduces stress, strengthens shoulder stability, and helps connect body and mind. b.  Play favorite music and let the children move freely in any way they want while the music plays. When the music stops, they freeze in place. These activities combine movement, music, and fun, helping to release energy and improve body awareness. 5. Sensory Activities: a. Surprise Box  – Hide different objects inside a shoebox or an empty cereal box and ask the children to identify the object without looking. They need to recognize the item by feeling its texture and shape. b. My Quiet Corner  – Choose a small corner in the shelter and equip it with soft blankets and pillows. You can add a calming doll, a favorite soft toy, a book, or an object with a pleasant texture. This corner can serve as a safe haven for the child when they feel overwhelmed or need a break. The familiar and cozy space helps them self-regulate and calm down. Wishing everyone continued peaceful days 🙏 🟢 For all updates on autism and our center’s events – join our quiet WhatsApp group 🟢

In the first post , we discussed the concerning data regarding life expectancy of autistic individuals. We saw that being autistic itself does not directly affect physical health or life expectancy. However, there are medical, mental, and social factors that are more common among autistic people and may influence their life expectancy. Key factors include: 🧠 Co-occurring medical conditions:  Epilepsy, genetic syndromes (such as Down syndrome or Fragile X), digestive and respiratory problems that require ongoing monitoring and treatment. For example, epilepsy affects up to one-third of autistic individuals, compared to 1–2% in the general population. Autistic children are nearly 8 times more likely to have digestive system issues than neurotypical children. 😴 Sensory and motor challenges:  Sleep disorders, sensory sensitivities, feeding difficulties, and sensory regulation problems can lead to physical injuries and accidents. For instance, Pica syndrome—eating non-food items—is common especially in autistic children with cognitive impairments. 💔 Mental health conditions:  Depression, anxiety, OCD, and other mood disorders are more prevalent among autistic individuals, impacting quality of life and overall health. Epidemiological studies show that up to 70% of autistic people face one or more mental health challenges. ⚠️ Accidents  are the most common cause of premature death in autistic individuals, sometimes due to fleeing overwhelming situations or lack of danger awareness. Autistic individuals have a threefold increased risk of death by accident compared to the general population. Autistic children have a 160 times higher risk of drowning compared to neurotypical children. 📉 Social isolation and functional difficulties  in adolescence and adulthood contribute to feelings of loneliness and even suicidal thoughts—studies show autistic individuals have a 6 to 7 times higher risk of suicide attempts. 🚧 Barriers to accessing appropriate healthcare:  Lack of adapted medical skills, negative sensory experiences in clinics, and sometimes missed symptoms can lead to delayed or missed diagnoses and treatments. 💡 The good news?  Increasing awareness, listening to autistic individuals, early diagnosis, personalized treatment, parental guidance, and strong family and social support systems can significantly improve quality of life and health outcomes. We will expand on this in the third post of the series. 🟢 For all updates on autism and events at our center – join our quiet WhatsApp group 🟢

תוחלת חיים של אוטיסטים - דף בעברית 🟨 Understanding Life Expectancy in Autistic Individuals Research into the life expectancy of autistic individuals is a rapidly developing and highly important field. It's essential to understand that autistic people are a highly diverse group, and many factors can impact their health and lifespan. This review is based solely on academic findings 🎓 in order to present the most accurate and up-to-date picture possible. 🟨 Life Expectancy in Autistic Individuals: Key Findings 📌 Studies show that, on average, the life expectancy of autistic individuals is shorter compared to the neurotypical population. However, it's important to note that findings vary between studies and are highly dependent on co-occurring conditions and the specific characteristics of the autistic person. ☝️ A very important clarification: Autism itself does not  cause premature death — rather, the associated factors do, such as medical conditions, insufficient support, limited access to services, and challenges in diagnosis. 🟨 Swedish Study – 2016 One of the most widely cited studies in the field was published in The British Journal of Psychiatry . This large-scale study found that autistic individuals were at increased risk of premature death, with an average age at death of just 54 years. The risk was especially high among those diagnosed with autism and  intellectual disability. Common causes of death included epilepsy and co-occurring conditions such as depression 🧠. 🟨 U.S. Study – 2017 Another study analyzed over 32 million death certificates in the United States. Among the 1,367 autistic individuals who died, the average age at death was just 36.2 years 😢, compared to 72.0 years in the general population. A particularly troubling finding:About 28% of deaths among autistic individuals were caused by injuries — primarily choking and drowning. This highlights the critical importance of awareness and appropriate safety measures 🚨. 🟨 UK Study – 2024 A recent study published in The Lancet Regional Health – Europe  included nearly 10 million participants. Among autistic individuals without  intellectual disability, the risk of early death was 1.71 times higher. Among those with  intellectual disability, the risk was 2.83 times higher. 📉 Reduction in Life Expectancy by Gender: • Autistic individuals without  intellectual disability: 👨 Males – lived 6.14 years less 👩 Females – lived 6.45 years less • Autistic individuals with  intellectual disability: 👨 Males – lived 7.28 years less 👩 Females – lived 14.59 years less (!) 📍 However, the researchers themselves noted possible bias in the data — many autistic adults remain undiagnosed, and the studied group may have represented those with more intensive needs and additional health complexities. 💡 Preliminary Conclusions These findings highlight the urgent need for accessible healthcare, consistent medical monitoring, early intervention, and tailored support services. A deeper understanding of the factors impacting autistic individuals’ health is critical for developing effective interventions that can significantly improve both quality and length of life 💙. 📘 In our next post, we’ll dive deeper into the causes behind reduced life expectancy in autism — and the steps we can take to improve the situation. 📬 Follow our blog for more insights about autism: 👉 https://www.bsk.co.il/blog 📚 Further Reading from Academic Sources: 1. Hirvikoski et al. (2016), The British Journal of Psychiatry https://www.cambridge.org/core/journals/the-british-journal-of-psychiatry/article/prematuremortality-in-autism-spectrum-disorder/4C9260DB64DFC29AF945D32D1C15E8F2 2. Guan & Li (2017), American Journal of Public Health https://ajph.aphapublications.org/doi/abs/10.2105/AJPH.2017.303696 3. Cuadrado et al. (2024), The Lancet Regional Health – Europe https://www.thelancet.com/journals/lanepe/article/PIIS2666-7762(23)00195-3/fulltext ________________________________________ #אוטיזם #תוחלת_חיים_של_אוטיסטים #בריאות_ואוטיזם #אוטיסטים_מבוגרים #מוגבלות_שכלית #תמיכה_מותאמת #הנגשה_רפואית #בשבילהכוכב #הורים_לילדים_על_הספקטרום

The Passover Seder, one of the most significant family events on the Jewish calendar, can be overwhelming for autistic children. The shift from daily routine to a festive evening—filled with noise, smells, unfamiliar foods, many guests, and social interactions—can trigger sensory overload, anxiety, or emotional distress. With the right preparation and simple adjustments, the Seder can become a positive and inclusive experience. Here’s how: 🧩 Preparation is Key 🔹 Explain what to expect  – Describe the structure of the evening, who will be there, what food will be served, and what will happen. Use pictures, cards, or videos to help illustrate the Seder process. 🔹 Create a calming environment  – Provide soft lighting, gentle music if helpful, and a quiet room nearby in case your child needs a break. 🔹 Familiar foods  – If your child is a selective eater, bring preferred dishes from home. Familiar snacks can also help reduce stress. 🔹 Flexible schedule  – Keep a clear schedule, but be ready to shorten parts of the Seder or allow rest breaks as needed. 🔹 Lower expectations  – Not every child will be able to "sit nicely" all evening—and that’s okay. Be flexible and responsive to their needs. 🔹 Quiet activities  – Coloring pages, a simple game, or a favorite book can offer a soothing break. 🍷 During the Seder – Supporting the Moment 🕯️ Include the child  – Let them participate in simple ways like setting the table, decorating, or singing. Feeling included helps promote calm. 📸 Use visual supports  – A visual schedule or written outline of the evening can reduce uncertainty. 📝 Example of a simple visual story :"At 6:00 PM we will drive to Grandma and Grandpa’s house. The uncles, aunts, and cousins will be there. First, we will read from the Haggadah, then we will eat. If I feel tired or upset, I can ask to play on the phone or take a break." 💤 Allow breaks  – Children who feel overwhelmed need space to breathe. A quiet room, balcony, or short walk can help. 👀 Watch for signs of distress  – Anxiety, repetitive movements, crying, or withdrawing from social interaction are signs that call for a sensitive response. 🙅 Don’t force full participation  – Partial participation is better than a long struggle. Respect your child’s pace. 🌟 Praise positive behavior  – Acknowledge even the small successes: “I saw you sat nicely,” “You played with your cousin!”These moments matter. 🛠️ Extra Tips for Parents: 👕 Comfortable clothing  – Let your child choose a festive outfit that feels good to wear. Comfort helps reduce stress. 👩‍👧 Sit nearby  – Your presence is grounding. You are their anchor. 🙋 Ask for help if needed  – A supportive family member or babysitter can assist during the evening. ❤️ And Most Important: Acceptance, patience, and love  are the keys to a successful evening.Every autistic child is different, and every solution must be tailored individually. There’s no one-size-fits-all formula, but with sensitivity and care, you can create a peaceful, inclusive, and meaningful Passover Seder.

📅 This day is an important reminder of a whole world of abilities, creativity, and human diversity. Over the years, we have made significant progress in our understanding of autism – from research-based and tailored treatment approaches to recognition and inclusion in education, work, and society as a whole. 🤝 Today, people understand the importance of listening to, involving, and consulting with autistics, recognizing the person and not autism as a syndrome or phenomenon. ✨ Here are ten interesting points from autistics: (Of course, not everything is necessarily true for everyone). 💬 Autistic is not a curse word, and there is no reason to avoid using it. 🌀 Every autistic person is different – everyone has their own personality, temperament, interests, and unique sensory experience throughout the day. 🔍 Listen to us, share your research and ways of thinking. Often, what appears as a difficulty is simply a different way of thinking than usual. 👁️‍🗨️ Autistics often have additional senses, such as a sense of identifying other autistics – Autiscope. 🗣️ Instead of saying to an autistic person, "You need to behave or speak like this," it's better to say, "Usually, in society, it's common to act like this." 🚫 Do not treat autistic adults, teenagers, and children like toddlers – it's insulting. 🙇‍♂️ Speak to the autistic person. To the individual. Not to the assistant or parent. To them. ⏳ Sometimes, processing information takes time. Keep this in mind and be patient. Processing may involve hand flapping, jumping, rocking, and more. 🌈 Instead of demanding that the autistic person adapt, try to adapt the environment to them – lighting, smell, colors, and more. 🗣️ A quote from a pair of adult twins, one autistic and the other not: The autistic twin: "Being autistic doesn't mean I should be allowed to do whatever I want." The neurotypical twin: "People often treat autistics as if they're not human. They need to be accepted for their uniqueness exactly as they are." 🎯 Our vision for the future is clear:  A world where every autistic person can fulfill their potential, integrate, and succeed in any field they choose. A world that embraces, listens, and understands. 🔍 This progress depends on all of us – parents, professionals, therapists, researchers, and everyone who believes in equal opportunities and true acceptance. 💙 On Autism Awareness Day, let's continue to enlighten, understand, and take action. Everyone deserves a fair chance to flourish. 🌼 #יום_המודעות_לאוטיזם #אוטיזם #הכלה #שוויון #תמיכה #קבלה #העצמה#בשבילהכוכב

Also contributing to the study are Dr. Yael Estrugo and Dr. Shahar Bar-Yehuda. 🔬 This fascinating study examined 84 autistic children and adolescents alongside 64 neurotypical peers, investigating the connection between motor skills, socio-cognitive abilities such as Theory of Mind (ToM), and Joint Action – the ability to coordinate movements with others to achieve a shared goal 🤝. 📊 Findings revealed that autistic children and adolescents exhibited significantly greater difficulties in both motor functioning and social skills 🏃‍♂️💬 compared to their neurotypical peers, across all age groups studied (6-16). 💡 Additionally, the study found that a combination of motor skills and Theory of Mind directly impacts the ability to perform joint actions with others. This underscores the need for targeted interventions 🎯 to enhance both domains together – ultimately fostering better social interactions. 🔎 This research strengthens the understanding that motor skills and the ability to understand others 🧠 are essential components of social collaboration – offering a new approach to supporting autistic children in social development 🚀💙. 📌 Link to the full paper ⬇️ https://journals.sagepub.com/doi/full/10.1177/13623613251328437 Written by Motti Morgan. #בשבילהכוכב #טיפולמבוססמחקר #אוטיזם #טיפולבאוטיזם

Purim brings joy, costumes, noise-makers, and a lot of sensory input—which can be especially challenging for children on the autism spectrum. Purim is a very confusing holiday: suddenly, people don’t look the way they usually do. They have the same voice but a different appearance. There are many changes and sensory stimuli, which can lead to sensory overload. Coping with all this requires a lot of energy. Here are some key tips to help make the holiday a more pleasant and adapted experience: 🎭 Choosing the Right Costume ✔ Comfortable materials  – Choose a costume made from soft, non-irritating fabrics, without itchy tags or uncomfortable accessories. ✔ Allowing control  – If a child doesn’t want to dress up, consider a symbolic item like a hat or a T-shirt with a favorite character. You can also send the costume to school or kindergarten so they can try it on when they feel ready. ✔ Gradual exposure  – Introduce the costume in advance through play, gradual try-ons, or even a story about the character. 🔊 Coping with Noise and Sensory Stimuli ✔ Noise-canceling headphones  🎧 can be helpful in noisy environments (noise-makers, parties). ✔ Preparation in advance  – Show pictures or videos of Purim events and explain what will happen to reduce anxiety. ✔ Planning breaks  – Identify a quiet place in advance where the children can retreat if they feel overwhelmed. 🗓 Maintaining Routine and a Sense of Control ✔ Create a clear schedule  – Explain in advance what the child can expect on Purim. ✔ Choosing activities  – Participation is not mandatory; allow children to decide which activities suit them best. 🎁 Personalized Mishloach Manot (Gift Packages) ✔ For children with food sensitivities, prepare a package with their favorite snacks or small toys instead of candy. 💡 The most important thing is to listen to the child and respect their needs! Go at their pace. Costumes are not a must. Purim can be a fun and positive experience when planned with the right adaptations. Don't hesitate to adjust and find what works best for your child. 🎉 Wishing everyone a happy and customized Purim!  🎉