Disciplining kids displaying difficult behavior associated with High-Functioning Autism (HFA) or Asperger’s (AS) will often require an approach that is somewhat different as compared to “typical” kids. Finding the balance between (a) understanding the needs of a youngster on the autism spectrum and (b) discipline that is age appropriate and situationally necessary is achievable when a few effective strategies are applied. These strategies can be implemented both at home and school.
Traditional discipline may fail to produce the desired results for kids with HFA and AS, primarily because these children are often unable to appreciate the consequences of their actions. Consequently, punitive measures may worsen the type of behavior that they are intended to reduce, while at the same time, creating anxiety in both the youngster and parent.
Behavioral Diary—
Parents and teachers should consider maintaining a diary of the youngster's behavior with the goal of discovering patterns or triggers. Recurring behavior may be indicative of the youngster taking some satisfaction in receiving a desired response from parents, teachers, and even classmates. For instance, the HFA or AS youngster may come to understand that hurting one of his peers will result in his being removed from class. In this case, punishing the youngster for the behavior, or attempting to explain the situation from the perspective of the injured peer, may not provide a solution. Instead, it would be best to address the root cause behind the motivation for the misbehavior. A good question to find the answer to may be, “How can my student be made more comfortable in class so that he will not want to leave it?”
==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism
Positive versus Negative Discipline—
One of the ways to address problematic behaviors in autistic kids is to focus on the positive. Praise for good behavior, along with positive reinforcement (e.g., a Reward Book), often helps. Given the autistic youngster’s tendency toward low-frustration tolerance, a verbal cue delivered in a calm manner will elicit a more favorable response than a harsher one. Also, when giving instruction to stop a particular form of misbehavior, it should be expressed as a positive rather than a negative (e.g., rather than telling the youngster to stop hitting his sister with the ruler, the youngster should be directed to put the ruler down – in this way, he is being instructed to DO something positive rather than STOP something negative).
Obsessive or Fixated Behavior—
Almost all kids go through periods of development where they become engrossed in one subject matter or another. But, kids with HFA and AS often display obsessive and repetitive characteristics, which can have significant implications for behavior. For instance, if the youngster becomes fixated on reading a particular story each night, she may become distraught if this routine is disrupted, or if the story is interrupted.
As mentioned earlier, the use of a behavioral diary can help in identifying fixations. Once a fixation is identified, it is important to set appropriate boundaries. Providing a structure within which the child can explore the obsession can help keep the obsession within reasonable limits, without the associated anxiety that may otherwise arise through such restrictions (e.g., telling the youngster she can watch her favorite cartoon for 30 minutes after dinner, and making time for that in her daily routine).
It’s acceptable to use the obsession to motivate and reward the youngster for good behavior. However, make sure that any reward associated with positive behavior is granted immediately in order to help her recognize the connection between the two.
A particularly helpful technique to develop social reciprocity is to have the youngster talk for 5 minutes about her favorite subject – but after she has listened to the parent talk about an unrelated topic. This helps the youngster to understand that not everyone shares her enthusiasm for her “special interest.”
Sibling Issues—
For brothers and sisters who are not on the spectrum, the preferential treatment received by an HFA or AS sibling can give rise to feelings of confusion, frustration, and resentment. Oftentimes, siblings will fail to understand why the “special needs” child apparently seems free to behave as he pleases without much in the way of punishment.
Parents set the tone for sibling interactions and attitudes by example and by direct communications. In any family, kids should be treated fairly and valued as individuals, praised as well as disciplined, and each youngster should have special times with parents. Thus, moms and dads should periodically assess the home situation. Although important goals for a youngster with “special needs” are to develop feelings of self-worth and self-trust, to become as independent as possible, to develop trust in others, and to develop to the fullest of his or her abilities, these goals are also important to the “neurotypical” (i.e., non-autistic) siblings.
To every extent possible, parents should require their HFA or AS child to do as much as possible for himself. Moms and dads should provide every opportunity for a normal family life by doing things together (e.g., cleaning the house or yard, going on family outings, etc.). Also, the youngster with the disorder should be allowed to participate as much as possible in family chores, and should have specific chores assigned (as do the other kids).
Sleep Difficulties—
HFA and AS kids are well-known for experiencing sleep problems. They may be more likely to become anxious about sleeping, or may find they become anxious when waking during the night or early in the morning.
Parents can reduce the youngster's anxiety by making her bedroom a place of safety and comfort (e.g., remove or store items that may be prone to injure the youngster if she decides to wander at night). Also, include in a behavioral diary a record of the youngster's sleep patterns. Keep a list of the child’s routine (e.g., dinner, bath, story, bed, etc.) in order to provide structure. Include an image or symbol of her waking in the morning to help her understand exactly what will happen. In addition, social stories have proven to be a particularly successful method in decreasing a youngster's anxiety by providing clear instructions on how part of her day is likely to unfold.
At School—
Another autistic trait is that the affected youngster will often experience difficulty during parts of the school day that lack structure. Difficulties with social interaction and self-management during “free time” can result in anxiety. The use of a “buddy system” and the creation of a timetable for recess and lunch times can help provide some structure.
Teachers should explain the concept of free time to the HFA or AS youngster, or consider providing a separate purpose or goal for the youngster during such time (e.g., reading a book, helping to set up paint and brushes for the afternoon tasks, etc.).
==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism
In Public—
Kids with HFA and AS can become overwhelmed to the point of meltdown by even a short exposure to certain public places (e.g., a noisy crowded store). Some parents simply avoid taking their youngster out to such places.
Consider providing the youngster with an iPod, or have the radio on in the car to block out stress-inducing sounds and stimuli. Prepare a social story or list describing the details of a trip (e.g., to the store or doctor). Be sure to include on the list your return home. Also, consider giving the youngster a task to complete during the trip, or having him assist you in some chore (e.g., carrying groceries).
Overprotective Parenting—
Some moms and dads of “special needs” children can become overprotective. They may make frequent excuses for their youngster’s behavior, or they may not discipline where most others agree it to be warranted. When this occurs – regardless of the youngster’s disorder – the balance of authority shifts. The youngster gains more and more control while being protected in a sheltered environment with little or no discipline.
Parents who are overprotective, who do very little in the way of discipline, and who micromanage every aspect of their child’s life are teaching some very artificial life lessons that will significantly hinder their youngster in the real world. Knowing when, how, and how much to discipline the HFA or AS youngster can be very challenging. Parents may be filled with worry for their youngster and her future. But, they still need to find balance in their role as a parent and disciplinarian. There is a fine line between being an effective parent and being perceived as coddling of the “special needs” youngster.
The youngster’s diagnosis is a label that describes just a small fraction of who that person is. He is many other things. His diagnosis does not exclusively define him. In valuing the youngster’s gifts and talents – along with understanding his diagnosis – parents must be cautious about going to extremes. Of course, they have every reason to be a strong advocate on behalf of their youngster and in protection of his rights. But, this does not exempt the child from being disciplined.
Even children with a “disorder” should be permitted to make long- and short-term mistakes (with support and guidance, however). This is a real challenge for parents who are naturally protective of their youngster. But, it is the only way she will be able to learn and prepare for greater independence in the future. Where possible, parents should look for small opportunities to deliberately allow their youngster to make mistakes for which they can set aside discipline-teaching time. It will be a learning process for both the child and parent. Disciplining the youngster should be a teaching and learning opportunity about making choices and decisions. But, when she makes mistakes, assure her that she is still loved and valued.
Praise and Rewards—
One of the best methods for correcting “bad” behavior is to focus on the child’s acceptable behavior and provide rewards so that he is encouraged to repeat the “good” behavior. To do that, parents must first establish some ground rules. The ground rules must state specifically what is considered acceptable behavior – and what is not. Parents should catch and reward their child when he is well-behaved and following the rules. A reward doesn’t necessarily have to be a physical or expensive reward. It can be genuine praise or a word of encouragement. Most importantly, the reward must be clear and specific. The youngster should be able to know exactly the behavior that earned the reward for (e.g., rather than saying "good job," say "thank you for cleaning up your room").
Inability to Generalize—
Most HFA and AS kids are not able to generalize information. They are usually not able to apply what they learn in one learning context to another. For instance, the child may learn that hitting his friend at school is not acceptable, but he may not necessarily understand that he can’t hit his sister at home. Once the situation changes, it will be a totally a new learning experience for the child. Thus, parents must be consistent and provide many repetitions in disciplining him. A consistent environment and many repetitions will help the youngster to learn and remember the differences between right and wrong.
==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's
The Difference Between Discipline and Punishment—
Discipline is:
