Behavior Management in Autistic Children
Routine. Structure. Clear expectations. These are important for any kid, but for a child with autism spectrum disorder (ASD), they are essential. School, family life, and extracurricular activities can all be stable, peaceful experiences for an autistic child if caretakers are well informed with behavior management techniques. While there is no one set of rules that will work for everyone, there are several behavioral management techniques that cater to the autistic child .
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Visual Schedule
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A visual schedule lists daily tasks, like brushing teeth, with pictures. ASD children crave structure, and visual schedules are helpful in creating order, clear choices and expectations. A visual schedule is a series of pictures that lists the day̵7;s activities and choices. For example, a morning schedule, perhaps posted on the bathroom mirror, would have pictures depicting a child brushing his teeth, washing his face and getting dressed. Depending on the needs of the child, the schedule can illustrate more detail. At breakfast, there may be a visual schedule showing meal choices. Non-verbal kids can point to their choice. Higher functioning ASD children can simply verbalize which meal they choose.
Routine
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Stick to a routine. This is necessary for both the child and the parent. An autistic child thrives on routine. Being able to anticipate what comes next is soothing and satisfying. Routine lessens anxiety, and a less anxious kid has fewer autism related outbursts. For a parent, adhering to a schedule is a necessary behavior management tool. If an ASD child is complacent with his schedule, it eliminates some behavior issues. Behavior management for an ASD child is about anticipating what will cause unwanted behavior and eradicating those situations. Because of insufficient social skills, an ASD child often has to memorize the rules of situational norms such eating in a restaurant, waiting in line or sharing with friends. Routine-based behavioral management techniques focus on the prevention of the negative behaviors that accompany an unstructured or weak routine.
Encourage Interests
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Often a child will procure a very specific interest and obsess over it. Some parents are apprehensive about encouraging this quirky behavior, but it is actually a helpful coping skill. It is an escape. An ASD child̵7;s special interest can be used to encourage positive behavior. For example, saying, ̶0;If you share with your friends during play group, we will go to the library to check out another book about guinea pigs (airplanes, trains, clocks).̶1; Do not, however, use the special interest as punishment. Taking away an ASD child̵7;s go-to coping technique is denying him therapy.
Immediate Rewards
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Autistic children are often unable to relate cause and effect, especially if much time exists between the two. Reinforcements should be given immediately. The child cannot relate a reward received at the end of the day to a behavior he exhibited earlier in the afternoon. In addition, rewards should be chosen carefully, and parents must be able to follow through with the incentive. If candy, stickers or other tokens are being used to encourage successful behavior, parents must make certain the rewards are readily available at all times, in all settings.
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