The prevalence of autism is growing. One out of every 68 children is identified as having an autistic spectrum condition in the Centers for Disease Control and Prevention. It’s not just an issue for teenagers or children in the process of being diagnosed. parents are now looking after their children who are autistic and need to be aware of how to care for both their children’s requirements.
A lot of people have heard about autism but aren’t sure what it is, or how to assist people suffering from it. Autism is a multi-faceted developmental disorder that manifests itself in impairment in social interaction, impaired both non-verbal and spoken communications, as well as repetitive behavior.
There are 11 positive behavior strategies for children with autism found in this post (some strategies can be utilized in conjunction with adults too). A lot of these strategies can be employed to help children who display problematic behavior who are not autistic. Parents, teachers, or another adult responsible for or working with an autistic child may be irritated by the child’s behavior. Behavior may appear from nowhere, last for hours, or be difficult to manage and cause an adult to feel ashamed or scared.
- Autism can be described as a spectrum condition. It is called a spectrum disorder because some people have only a only a few symptoms and others display a multitude of symptoms.
1.) The Choices
Every child, especially autistic kids, wishes to feel like they are in charge of their life. Many kids benefit from having only two or four choices since too many choices make them feel overwhelmed and they can’t make a decision. “Do you like playing an arcade game or watching television?” “Do you want jelly or butter in your bagel?” Again, showing options or images of possible choices aids children who have language difficulties make choices (e.g. you can hold the green and red shirt, and then let them point towards the shirt they would like).
2.) Take advantage of teachable situations.
If, for instance, the child steals the toy of a different child, instead of punishing him for taking the toy instead, show him how to utilize his words to demand it (assuming that he can speak that).
3.) Communicate clearly your expectations to your child and let him be rewarded with benefits in the event of meeting the requirements.
If, for instance, your child often throws the store in rage when he’s not allowed access to the toys aisle, notify him ahead of time of your expectations, and offer him a reward to meet these expectations. For example, you might tell him, “We’re heading to Target.” We’ll go to the school supplies aisle to purchase pencils and paper, the next step is to pay for them before heading home.” When you get inside the shop, you may give reminders (e.g.”Now we’re going to get the pens and paper and now we’re going pay, you’ve been following the rules perfectly, we’re off to go home or, etc. ).
Make sure your child knows that following the rules will earn him an award. For instance, if you collect an individual character’s sticker or play a game you love for a few minutes at home or watch a favorite program or with the help of the PC. Take a look at a favorite thing your child is likely to enjoy, or ask him what goals he’d like to achieve.
Encourage the child with specific phrases when he has earned the right to do so. “You did your best when you went to Target.” Target,” you may comment on the situation above. We drove home after obtaining the pens and paper and making the bill. Good job! Now you can relax and relax on your computer for some time.” You must ensure that the privilege is one that your child wants. It is possible to let your child choose before the time the things he’d like to achieve. Nonverbal praises, such as high fives, grins, and thumbs up, are equally beneficial for children.
4.) Offer clear simple, concise, and precise guidelines.
For example, if your child is throwing food on your table, then you could suggest, “Eat your meal,” instead of “Be a good table guest” “Don’t throw your food away,” or “Would you put it down!” You’re always hurling food.” For children that struggle to communicate, showing the image or visual description of the desired behavior could be helpful.
5.) Give your child or students for following your instruction.
For instance, if say to your child that they should “hush at the theatre” because the person is talking loudly, you can reward your child with a phrase such as “great for of whispering” as well as “thank you for having been polite at your theater.” Such situations can be a great opportunity to impart knowledge about the other’s perspectives to children who understand the language (e.g., “Thank you for your whispering. This lets others hear the movie .”).
6) If your child appears to be overwhelmed by stimuli like when surrounded by a large crowd then relocate him to a more tranquil area to relieve stress.
Before you bring your child to a place that could make him be overwhelmed, consider the following scenarios: (e.g. a fireworks display, a packed festival, etc. ).
7) Be consistent, set Goals, and follow through
If you have committed to play activity with your child if he does not play quietly while you talk via your phone for 5 minutes make certain to keep your commitment (barring unexpected situations). You may have to offer him an option of different activities for him to take part in while talking on the phone.
Set a timer your child can read and then leave the phone for exactly 5 minutes (barring unexpected events) and then take part in the game even in case your child isn’t able to tell time. If you repeat this exercise often the child will understand what is expected of him and will rely on the words you speak. It is possible to prolong the time as he grows.
It is possible to ease back into an intensive setup after your child gets used to playing independently when you talk on the phone however, teaching him to behave when you speak via the phone is the ideal starting point. This is just one instance however it could be utilized in a range of scenarios.
8.) Instead of using the words “stop” instead of saying “stop” or “no,” divert and redirect any unwanted behaviour.
If your child is rushing around the store and is not paying attention, teach him to walk in a straight line. Instead of focusing on the problem look for something interesting to exhibit to him and get his attention it. If he’s running through the school halls and is not returning to where he was standing with an easy command such as “Come in line and get back into your spot in line” or “Walk through your Hallway.” Instead of just giving directions in voice to children who have trouble understanding language, show them what you expect or use the gesture.
9) Inform your child what’s coming following so that can be ready.
“It’s time to clean your teeth after you’ve completed the game,” for example, or “It’s time to switch off the computer and begin your writing assignment within five minutes.” Setting an alarm for certain children may aid them in keeping the track of how much time they’ve got left. For instance, in the scenario that was given above, suppose you say, “It’s time to switch off the computer and begin your writing project in 5 minutes,” then you’d create a timer of five minutes. As the timer runs down by 2 mins, 1 minute, etc, children need reminders.
A visual timer may help children who struggle to grasp how to comprehend time or numbers, as the child will be able to see the amount of time remaining.
10) Let the child carry an item to transition between activities.
Let your child take one of his favorite items from the classroom, for example, the stress ball or toy car, as he departs the classroom to meet a new employee, for example, a speech therapist. This could help him feel more comfortable in unfamiliar situations.
11) Create a timetable that the child to follow , so that he is aware of what can be accomplished during the day.
A visual timetable could help children who are having difficulty understanding or reading Language. “Eating snacks,” “doing homework,” “viewing television,” “playing a game with the family,” “reading a book,” “having a bath,” and “going to bed” could be included on an after-school timetable. “Math,” “reading,” “gym,” “lunch,” “recess,” “art,” “science,” “packing up” and “going to school on the bus” are all possible to include included on a schedule at school.