11. Autistic Child Behavior Intervention Strategies

The epidemic of autism is increasing. One out of every 68 children has been recognized as being autistic 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 taking care of their children who are autistic and need to be aware of how to look after their own needs as well as their children’s requirements.

A lot of people have heard about autism, but aren’t aware of the definition of it or how to help those suffering from it. Autism is a complicated developmental disorder that is characterized by impairment in social interaction, impaired non-verbal and verbal communicating and repetitious behaviors.

There are 11 positive behavior methods for children who are autistic that are described in the article (some strategies can be utilized by adults as well). A lot of these strategies can be employed to help children who exhibit problematic behavior but are not autistic. Parents, teachers, or another adult responsible for or working with an autistic child may be annoyed by the child’s behavior. The behavior could appear from nowhere, last for hours, or be difficult to control and can make an adult feel embarrassed or scared.

  • Autism is one of the spectrum disorders. It is called a spectrum disorder because some people have only a only a few symptoms while others exhibit a variety of symptoms.

1.) Options

Every child, especially autistic kids, wishes to be in control of their own lives. A lot of children are happier when they have just two or four options because too many options make them feel overwhelmed and they can’t make a decision. “Do you like playing an arcade game or watching the TV?” “Do you want jelly or butter for your bagels?” Again, showing alternative options or pictures of possibilities can help children with difficulties in speaking to make their decisions (e.g. you can hold the red and green shirt, and then let them point towards the shirt they prefer).

2.) Learn from situations.

For example, if 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 you can speak this).

3.) Be clear about your expectations to the child , and let him be rewarded with benefits in the event of meeting the requirements.

If, for instance, your child is known to throw an argument at a store when he’s not allowed access to the toys aisle, let him know beforehand of your expectations, and reward him for achieving the expectations. For example, you could declare, “We’re heading to Target.” We’ll go to the school supply aisle, where we’ll buy pencils and paper, the next step is to pay for them before going home.” When you get inside the shop, you may give reminders (e.g.”Now, we’re going to get the pens and paper and pencils, then we’ll pay, you’ve followed the rules perfectly, now we’re heading home and so on. ).

Make sure your child knows that following the rules can earn him rewards. Like, for example, collecting stickers for characters or playing a favorite game every time you go home, or watching a favorite program and with the help of the PC. Think about a thing your child is likely to enjoy, or ask him what goals he’d like to accomplish.

Give the child praise with specific words after he’s earned the honor. “You adhered to the rules in Target.” Target,” you may comment on the situation above. We drove home after picking up the paper and pens, as well as making the bill. Good job! You can now unwind and relax on your computer for some time.” Be sure that this privilege is something that your child wants. It is possible to let your child choose before time what he would like to achieve. Nonverbal praises, such as high fives, grins, and thumbs up are equally helpful to youngsters.

4.) Give clear simple, concise, and precise guidelines.

For example, if your child is throwing food on the dining table, you could suggest, “Eat your meal,” instead of “Be a good table guest” “Don’t throw food,” or “Would you just stop!” You’re always hurling food.” For children struggling with their language showing the image or visual description of what they want to do could be helpful.

5.) Give your child or your students for following your instruction.

For instance, if you say to your child that they should “hush at the theatre” because they are speaking loudly, praise the child with a phrase such as “great for of whispering” as well as “thank that you were considerate at your theater.” These kinds of situations provide a wonderful opportunity to impart knowledge about the other’s views to kids who comprehend the language (e.g., “Thank you for your whispering. This lets others hear the movie .”).

6) If your child appears to be overwhelmed by the stimuli like in a crowd then relocate him to a more tranquil place to relax.

Before you bring your child to a place that could make him be overwhelmed, think about these suggestions: (e.g. the fireworks show, a large festival, etc. ).

7) Be consistent, set Goals, and follow through

If you make a promise to play an activity with your child when he is quiet when you talk with him on phone for 5 mins, make sure to fulfill your commitment (barring unexpected situations). You might have to offer him an array of options to do while you’re talking on the phone.

Set a timer your child can read and then take off the phone in exactly 5 minutes (barring unexpected outcomes) and then engage in the game when your child doesn’t know the time. If you play this game often your child will be taught 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 revert to an intensive setup after your child can play independently when you talk on the phone however, teaching him to behave when you speak via the phone is an excellent starting point. This is just one instance however it could be employed in a variety of scenarios.

8.) Instead of telling someone to “stop” instead of saying “stop” or “no,” divert and redirect undesirable behaviour.

If your kid is running around the store to get attention, you can remind him or show him the proper way to walk. Instead of focusing on the underlying issue Find something fun to exhibit to him and get his attention it. If he’s speeding through the school halls then lead him back to where he was standing with simple commands like “Come in line and get back into your place in line” or “Walkthrough to the Hallway.” Instead of just giving directions in voice to children who have trouble comprehending the language, explain the behavior expected by using an action.

9) Inform your child what’s to come following so that can be ready.

“It’s time to clean your teeth after you’ve completed the challenge,” for example, or “It’s time to switch off the computer and begin your writing task in just five minutes.” Setting an alarm for certain children may assist them in keeping on track of the amount of time they’ve left. For instance, in the scenario that was given above, suppose you say, “It’s time to switch off your computer and begin your writing project in 5 minutes,” then you’d create a timer of five minutes. When the timer is set to two minutes one minute, etc, youngsters will need reminders.

Visual timers can aid children who struggle to grasp concepts like time or numbers since children can know the amount of time that remains.

10) Let the child carry an item that can transition from one activity to the next.

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 like a speech therapist. This can 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 throughout the day.

A timetable with a visual would 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 listed on the timetable after school. “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.


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