Behavior & Sensory Support

• Autism (ASD) is diagnosed in about 25-60% of children with TSC. TSC is considered one of the leading genetic causes of ASD.
• There is a wide range of abilities in this diagnosis.
  • Individuals with very significant global intellectual disabilities have ASD up to 50% of the time.
  • Social communication difficulties are found in 44-69% of individuals with TSC.
  • Some individuals with ASD may have problems fitting into school and life.
• Findings include:
  • Poor eye contact
  • Repetitive and ritualistic behaviors
  • Speech and language delays
• Treatment options vary based on individual’s age and ability.
  • Foster skills in the three main areas of difficulty:
    • Social skills
    • Communication skills
    • Imaginative play
  • Ensure repetitive or obsessive behaviors don’t become too prominent or interfere with family life.
  • Treatment aims to help parents support their child’s development.

Anxiety

• Individuals with TSC have a high rate of anxiety.
• They may have a co-existing mental health condition, such as depression.
• In older children, anxiety and mood related disorders are more common.
  • May appear as excessive worry, unexplained panic attacks, acting out

These may be helpful: What are Anxiety Disorders?; WorryWiseKids.org.

Aggressiveness/Disruptive behaviors (40-50%)

• Can have outbursts and behaviors that cause self-injury
• Some medications can cause aggressive behaviors
• May appear as increased activity, restlessness, impulsivity, aggressive outbursts, temper tantrums, and self-injurious behaviors

Depression

• Depression often occurs with other mental health issues like anxiety.

This may be helpful: What is Depression?

OCD

• May have rituals and repetitive behavior

This may be helpful: Obsessive-Compulsive Disorder Signs & Symptoms

• As many as 25-50% of children with TSC have some signs of ADHD.

This may be helpful: What is Attention Deficit Hyperactivity Disorder (ADHD, ADD)?

• Provide information and discuss similarities and challenges as a class.
• Help develop confidence and focus on strengths.
• Provide positive reinforcement.
• Be consistent with directions, rules, and discipline. Ensure they have positive behavioral supports.
• Teach child appropriate social behaviors/skills (role model, friend groups).Help them nurture friendships.
• Teach how to recognize facial expressions, body language, and moods in self and others.
• Ensure effective communication systems and AAC devices are available if needed.
• Ensure the right people are trained in using the AAC device, including the child.
• Ensure needed supports for success in school.
• Ensure the team has training, support, meeting time.
• Ensure interventions match the child's unique needs.

• Early identification and behavioral interventions
• Unstructured situations may be difficult for individuals with mood and anxiety disorder (e.g., school assemblies, in-between classes, on bus, and on field trips).
• Watch for overload
• Prepare them ahead of time, offer supports, redirect behaviors

• Seat student where distractions are minimal
• Post schedule and assignments in easy viewing
• Review daily schedule visually and verbally
• Give reminders of schedule throughout the day
• Review homework schedule
• Prepare for transitions
• Let student know when transitions are going to occur (alerts at 15, 10, and 5 minutes before they occur)
• Help with daily organization
• Pair student up with well-organized peer
• When giving instructions, provide a visual example of the instructions to ensure understanding
• Break instructions into steps
• Provide priority lists for large assignments
• May need extra time for test
• May need small manipulative to help focus when listening 
• Use communication book between teachers and parents
• Develop rules and routines