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Showing posts sorted by relevance for query behavior. Sort by date Show all posts

Finding Hidden Meaning Behind Problematic Behaviors in Kids with ASD

"Question: How to know what triggers my son's (high functioning autistic) difficult behavior? Thanks in advance!"

Many parents of children with ASD - Level 1 [High-Functioning Autism] have discovered that some of their youngster’s behaviors make no obvious sense and do not serve any clear purpose. But when these children engage in “odd” or confusing behavior, they are also sending the parent hidden clues about things that are important to them. Thus, it’s the parent’s job is to break the code so she can interpret the clues.

By becoming more like a “detective,” parents can begin to notice coded messages they didn’t see before, and as a result, find more effective ways to help their “special needs” youngster. Becoming a good detective also helps parents respond more carefully to peculiar behaviors so they don’t unintentionally reinforce or reward them.

Parents of autistic children can begin to develop “investigator skills” by recording problematic behaviors, similar to how Jane Goodall studied chimpanzees. For example: 
  • Is the child attempting to avoid a demanding task?
  • What activities or interactions take place just prior to the problematic behavior? 
  • Does the same thing often happen first?
  • What time do these events most often happen?
  • Are there any settings where the behavior does not occur?
  • In what settings is the behavior observed? 
  • Is the behavior problem associated with certain social or environmental conditions? 
  • What usually happens immediately after the behavior? 
  • Who is present when the behavior occurs?

 ==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism

Most difficult behaviors are triggered by an event. Just as you might suddenly feel thirsty as you walk past a lemonade stand, there are “triggers” in your youngster’s life that elicit certain behaviors. Use a diary to try to identify these triggers for your youngster’s most challenging behaviors. Instead of getting upset with your child when he or she acts-out, look for how the context is out of synch with him or her. View the incident as an opportunity to learn more about your child.



Here is a good example of items to list in your diary:

Behavioral Investigation—

Date: ______
  1. Describe the behavior of concern: _______________
  2. How can I tell the behavior is about to start? _______________
  3. How intense is the behavior? _______________
  4. How long does it last? _______________
  5. How often does the behavior occur? _______________
  6. What behavior(s) might serve the same function for my child that is appropriate within the social/environmental context? _______________
  7. What conditions are most likely to precipitate (“set-off”) the behavior? _______________
  8. What does my child get or avoid? _______________
  9. What is happening when the behavior occurs? _______________
  10. What is the likely function (intent) of the behavior (i.e., why do I think my child behaves this way)? _______________
  11. What usually happens after the behavior? _______________
  12. When/where is the behavior most/least likely to occur? _______________
  13. With whom is the behavior most/least likely to occur? _______________
  14. What other information might contribute to creating an effective behavioral intervention plan (e.g., under what conditions does the behavior not occur)? _______________

Cognitive, Behavioral, and Moral Inflexibility in Kids on the Autism Spectrum 



Here are some crucial things to consider when doing your investigation:

1. As with any child, being hungry, thirsty, or tired can make your youngster grouchy. A chronic illness or low-grade infection can cause behavioral issues as well. Try to discover any – and all – possible sources of pain (e.g., abscesses, broken bones, bruises, cuts and splinters, gut, infections, acid reflux, sprains, teeth, etc.).

2. Consider sensory and emotional regulation. Your youngster’s sensory experiences are very different from the “typical” child. He is likely easily overwhelmed by information coming in through the senses (e.g., loud noises) and isn’t getting enough input from the senses responsible for self-awareness and regulation. We all know about the five senses: taste, touch, smell, sound, and sight. But there are two additional senses that are important to understand: the vestibular sense (controls balance) and proprioception (the sense of one’s body in space). In many autistic children, some of the information from these senses is too little, too much, or distorted –  leading to feelings of anxiety, physical pain, or disengagement. As a result, the child may “act-out” behaviorally as a way to cope.

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with High-Functioning Autism

3. Coordination problems can contribute to stress and behavior issues. For example, as anyone who has ever been picked last for a team knows, gym class can be nerve-wracking. If your youngster has trouble undoing zippers or buttons, the short time allotted for bathroom breaks or locker room changes can add tremendous pressure. Also, if the child walks awkwardly, negotiating a crowded hallway between classes is anxiety-producing. These issues often influence “acting-out” behaviors that, unfortunately, may result in the child receiving some form of punishment.

4. Peer-rejection is a big contributor to difficult behaviors. For example, maybe your son realizes he has no friends, so recess time is particularly tough for him. Also, do some investigation to see if bullying or teasing is an issue.

5. Attention-span difficulties can influence behavior, resulting in unwarranted punishment from teachers. For example, your youngster may “tune-out” during class because the teacher or the subject matter isn’t engaging enough. Talk with your child’s teacher if this appears to be an issue.

6. Some problematic behaviors, especially those that seem abrupt or particularly odd, may be due to seizures. If you think this could be an issue, keep a very careful record of what you observe. Also, see if your youngster’s teacher has similar observations.

7. Changes in home-life can contribute to behavior problems (e.g., health crisis, job change, move, new sibling, mom and dad going through a divorce, etc.). Often times, well-meaning parents think their “special needs” child is handling everything fine, so there is no reason to be concerned. But if parents are stressed about something, chances are their youngster will be, too – especially if she is powerless to do anything about it.

8. Try to identify any food sensitivities or allergies that could be troubling your youngster. Look for the signs of a problem in this area (e.g., red/flushed cheeks or ears, diarrhea within a few hours of eating a particular food, etc.). Food sensitivity is often one of the biggest contributors to “mysterious” and sudden changes in behavior.

In summary, rather than viewing your child’s behavior as “misbehavior,” look attentively for the clues that he or she is sending by conducting your own investigation. With a little good detective work, parents can narrow down exactly what initiates certain unwanted behaviors. Then, once the problem has been identified, parents are in a much better position to employ effective prevention and intervention strategies.
By

Behavior Modification Plan for Your Child with Autism Spectrum Disorder [level 1]

"What types of behavior change methods -if any- can parents use at home instead of putting their child in a formal treatment program?"
 
Let's look at a few ideas...
 
A short-term behavior modification plan can break through a cycle of bad behavior in your child with ASD level 1 [Aspergers or High-Functioning Autism]. Think of it as a learning tool to help him or her move forward to a new level of social development. 
 
Four to six weeks on the plan is usually enough to change one or two specific behavior problems. At the very least, your youngster will have a clear understanding of your expectations for his behavior, even if he is not yet able to consistently maintain the desirable behavior.

Chips or Charts?

A chart system is useful when chores or homework are the issues. Use daily stars or stickers for completed tasks with weekly rewards for good performance. Weekend privileges or rewards are clearly dependent on consistently responsible behavior through the week. Charts make sense to ASD children since they are so visually-oriented, and they take pride in a full page of stickers showing their good behavior. Use your word processing software to make a chart, or find some on the Internet (just do a Google search for “behavior charts”).
 

A poker chip system is easy and inexpensive. All you need is a box of poker chips and a package of the new disposable food containers. Introduce the plan in a positive way when you show your youngster the chips and let him personalize his box with markers and stickers. The poker chip system is effective because it encourages immediate rewards for positive behavior.

Implementing the Behavior Modification Plan—

Talk with your child to see what system (chips or charts) would have the most meaning to him and have him help you come up with a list of meaningful rewards to choose from when he meets one of his behavioral-goals.

Chart System:

1. Be sure to recognize if the chosen reinforcement isn’t motivating enough and modify it. Children will lose interest if they don’t see or feel the rewards of their good behavior. Be flexible with the rewards.

2. Break the day into manageable increments of time. For some kids, it may reasonable to expect them to avoid the target behavior for an entire morning, but for others you may need to start with blocks of time as small as 15 minutes long. Remember, you are trying to help your youngster be successful in his efforts.

3. Identify both the behavior you are trying to modify and the behavior with which your youngster needs to replace it. List these behaviors in simple-to-understand, plain language either on the bottom of the chart or on a piece of paper nearby. Try color-coding the undesirable and desirable behaviors and placing them directly across from each other so your youngster can easily see which behavior is inappropriate and what the alternatives are.

4. Identify the areas where the child has strengths. For example, your child may have no problem going to bed on time. Praise the child for this behavior and encourage her/him to keep it up.

5. If focusing on a long term goal is unmanageable, a more immediate reinforcement is needed. You can work for a simpler reward, like a preferred activity such as an extra story at bedtime, a favorite bath toy or a special game.

6. It may be that your youngster has several behaviors that you would like to extinguish or many chores he doesn't complete to your satisfaction, but in order to be successful, you need to choose one or two major issues to tackle first. Behavior charts are only successful if a youngster is given the opportunity to succeed. Choosing too many target behaviors can set him up to fail.

 
7. Promote success at the beginning and work your way up to higher compliance requirements. In order to get your youngster on board and feeling good about using behavior charts at home, you'll need to set your success goals low (perhaps at 30 to 40 % compliance rate). As he shows some consistent success in meeting his goals, you can slowly increase the expectation of what constitutes success.

8. Set up a chart large enough so that your child can see the clear picture of how he is progressing. Let your child help with the designing of the chart; make him feel excited about the program. This lets him understand he is in charge of the results of the program. This is the how your child will start understanding and learning consequences.

9. Update the chart immediately after the desired behavior for a younger child. Update the chart daily for your older child. Do so in the presence of your child reiterating the goals of the program.

10. You can assign levels for different privileges. Earning all stickers every day for a week deserves a big reward. You keep the chart system motivating when you reward smaller privileges based on the number of stickers earned.

Chip System:

1. Be sure to recognize if the chosen reinforcement isn’t motivating enough and modify it. Children will lose interest if they don’t see or feel the rewards of their good behavior. Be flexible with the rewards – and on the first day, give chips out like crazy just so he gets the idea of how to earn them.

2. Break the day into manageable increments of time. For some kids, it may reasonable to expect them to avoid the target behavior for an entire morning, but for others you may need to start with blocks of time as small as 15 minutes long. Remember, you are trying to help your youngster be successful in his efforts.

3. Carry the chips with you in your pocket, and when you catch your youngster doing the right thing, hand him a chip or coin and have him put it in his box. Make a big deal every time you give him a chip, so he fees proud. Remember never to take chips away – this is a reward system – not a punishment system.

4. Chips can be used to do special activities. You can set up an activities chart with your youngster of different preferred activities (e.g., computer time, watching a movie, jumping on the trampoline, a bike ride with dad, a walk with mom, etc.). Have your youngster help you decide how many chips he needs to earn to pay for that special activity. Throughout the day, give your youngster chips when you catch him doing the right thing.

5. Chips work visually and tactilely as a delayed or immediate reward system. You can purchase poker chips or even use coins. Have your youngster decorate a box or a jar that he can place in an easy to access area, to collect chips throughout the day for good behavior. Tell him he will be earning chips for good behaviors and list those good behaviors with him (e.g., cleaning up toys, eating healthy meals, good sharing, good talking, listening when parents are talking, nice touching, etc.).
 

6. Focus on one or two specific goals for intensive behavior change. Or, make a list of generally desirable behaviors, such as cooperation, honesty, kindness, and responsibility. Then, you decide when to reward the youngster with a chip when he exhibits these qualities.

7. For the system to work effectively, the rules for behavior and rewards should be presented so that everyone clearly understands the plan. Small rewards, such as an hour of choosing his favorite TV programs, will usually cost one or two chips. The price is higher for larger rewards, such as dinner out with the family at the youngster's favorite restaurant.

8. Identify the areas where the child has strengths. For example, your child may have no problem going to bed on time. Praise the child for this behavior and encourage her/him to keep it up.

9. If focusing on a long term goal is unmanageable, a more immediate reinforcement is needed. You can work for a simpler reward, like a preferred activity such as an extra story at bedtime, a favorite bath toy or a special game.

10. If your youngster changes some behaviors immediately, continue to positively reinforce him for those behaviors, while adding one or two more challenges to his list of rewarded behaviors. After a few weeks on the chip system, take a break and observe your youngster's progress. You can start back when you recognize a problem.

Most children on the autism spectrum enjoy a behavioral system because it helps them know what is expected of them in a structured, but fun way. Explain that you want them to learn good behavior and habits, and this is a way to do it. Begin immediately, and reward chips and stickers generously. If your behaviors and privileges are not lining up fairly, or your youngster begins to manipulate the system, change it at the end of the week.

Reward systems are to be used in any situation you may need (e.g., getting dressed, keeping your hands to yourself, not making noises, good sharing, not yelling, etc.). If you find that these systems are a positive influence on your child, share the information with his teachers or anyone else that will be interacting with him. Positive reinforcement will be so much easier than any form of punishment. Reward systems are a great way to stay proactive.

A behavior modification program not only offers negative reinforcement to undesirable behaviors, but also rewards positive behavior. Have fun with the program. Negative behavior that isn’t a part of the behavior modification program still needs to be addressed. Use more conventional deterrents like time-outs and groundings. Remember to be consistent and follow through with the program.

By

Applied Behavioral Analysis for Aspergers Kids

"As I am researching Autism Spectrum Disorders, I hear a lot about ABA therapy for children with Aspergers. What is ABA exactly, and is it something I should look into for my Aspie."

It is often difficult to understand why a child with Aspergers or High-Functioning Autism behaves the way he does. However, there is a reason for his behavior, and applied behavior analysis helps us understand the behavior and determine a method of support for the child so that he no longer needs the behavior to meet his needs.

Using Applied Behavior Analysis, you can determine the antecedents to behavior, identify the behavior, and identify the consequence for the behavior, or what is currently maintaining the behavior. Using this process, you can determine alternative behaviors that are more appropriate, yet will meet your child's needs, without displaying the inappropriate behavior. This aids parents in understanding their child better and helps outline a method to change his behavior.

ABA treatment can include any of several established teaching tools:

1.    discrete trial training
2.    fluency building
3.    incidental teaching
4.    pivotal response training
5.    verbal behavior

In discrete trial training, an ABA therapist gives a clear instruction about a desired behavior (e.g., “Pick up the green toy.”). If the youngster responds correctly, then the behavior is reinforced (e.g., “Good job! Have a sticker.”). If the youngster doesn’t respond correctly, the therapist gives a gentle prompt (e.g., places the youngster’s hand over the green toy). The hope is that the youngster will eventually learn to generalize the correct response.

In fluency building, the therapist helps the youngster build up a complex behavior by teaching each element of that behavior until it is automatic or "fluent," using the ABA approach of behavioral observation, reinforcement, and prompting. Then, the more complex behavior can be built from each of these fluent elements.

Incidental teaching uses the same ideas as discrete trial training, except the goal is to teach behaviors and concepts throughout a youngster’s day-to-day experience, rather than focusing on a specific behavior.

Pivotal response training uses ABA techniques to target crucial skills that are important for many other skills. Thus, if the youngster improves on one of these pivotal skills, improvements are seen in a wide variety of behaviors that were not specifically trained. The idea is that this approach can help the youngster generalize behaviors from a therapeutic setting to everyday settings.

Lastly, an ABA-related approach for teaching language and communication is called verbal behavior or VB for short. In VB, the therapist analyzes the youngster’s language skills, then teaches and reinforces more useful and complex language skills.

Social and behavioral skills can be taught, even to profoundly autistic kids, through the ABA method. Many - if not most – young people who receive ABA training learn to behave appropriately at least some of the time, and some even lose their Aspergers diagnosis after a few years of intensive therapy.

By

Applied Behavioral Analysis for Kids on the Autism Spectrum

"I've heard that ABA therapy is very effective for children with high functioning autism. Is this true, and how does it work?"

It is often difficult to understand why the child with ASD level 1 or High-Functioning Autism (HFA) behaves the way he does. However, there is a reason for his behavior, and Applied Behavior Analysis (ABA) helps us understand the behavior and determine a method of support for the child so that he no longer needs the behavior to meet his needs.

Using ABA, you can determine the antecedents to behavior, identify the behavior, and identify the consequence for the behavior, or what is currently maintaining the behavior. Using this process, you can determine alternative behaviors that are more appropriate, yet will meet your child's needs, without displaying the inappropriate behavior. This aids moms and dads in understanding their child better and helps outline a method to change their behavior.

ABA is widely recognized as a safe and effective treatment for Autism Spectrum Disorders. It has been endorsed by a number of state and federal agencies, including the U.S. Surgeon General and the New York State Department of Health. Over the last decade, the nation has seen a particularly dramatic increase in the use of ABA to help children and teens with HFA to live happy and productive lives. In particular, ABA principles and techniques can foster basic skills (e.g., looking, listening and imitating) as well as complex skills (e.g., reading, conversing and understanding another person’s perspective).

ABA treatment can include any of several established teaching tools:
  • verbal behavior
  • pivotal response training
  • incidental teaching
  • fluency building
  • discrete trial training

1. An ABA-related approach for teaching language and communication is called "verbal behavior" or VB for short. In VB, the therapist analyzes the youngster’s language skills, then teaches and reinforces more useful and complex language skills.

2. Pivotal response training uses ABA techniques to target crucial skills that are important (or pivotal) for many other skills. Thus, if the youngster improves on one of these pivotal skills, improvements are seen in a wide variety of behaviors that were not specifically trained. The idea is that this approach can help the youngster generalize behaviors from a therapy setting to everyday settings.

3. Incidental teaching uses the same ideas as discrete trial training, except the goal is to teach behaviors and concepts throughout a youngster’s day-to-day experience, rather than focusing on a specific behavior.

4. In fluency building, the therapist helps the youngster build up a complex behavior by teaching each element of that behavior until it is automatic or "fluent," using the ABA approach of behavioral observation, reinforcement, and prompting. Then, the more complex behavior can be built from each of these fluent elements.

5. In discrete trial training, an ABA therapist gives a clear instruction about a desired behavior (e.g., “Pick up the paper.”); if the youngster responds correctly, the behavior is reinforced (e.g., “Great job! Have a sticker.”). If the youngster doesn’t respond correctly, the therapist gives a gentle prompt (e.g., places youngster’s hand over the paper). The hope is that the youngster will eventually learn to generalize the correct response.

Through ABA, moms and dads can learn to see the natural triggers and reinforcers in their youngster’s environment. For example, by keeping a chart of the times and events both before and after Michael’s temper tantrums, his mom might discover that Michael always throws a temper tantrum right after the lights go on at night without warning. Looking deeper at the behavior, Michael’s mom might also notice that her most natural response is to hug Michael in order to get him to calm down. In effect, even though she is doing something completely natural, the hugging is reinforcing Michael’s temper tantrum.

According to the ABA method, both the trigger (lights going on at night without a warning) and the reinforcer (hugging) must be stopped. Then a more appropriate set of behaviors (e.g., leaving the room or dimming the lights) can be taught to Michael, each one being reinforced or prompted as needed. Eventually, this kind of approach will lead to a time when the lights can go on without warning and Michael still does not throw a temper tantrum.


Resources for parents of children and teens on the autism spectrum:
 

==> Videos for Parents of Children and Teens with ASD
 
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Parents’ Comments:

•    Anonymous said... my 12 year old son started 3 weeks ago. It is hard right now, but I know it will get better when we get past all of his manipulation. he likes to control situations if they become difficult he will refuse and shut down . we are trying to stand our ground and undue some bad behaviors that have formed over years of us giving in...
•    Anonymous said... my 7 year old son has been in ABA therapy for about 6 months (only 3 hours per week). We are seeing slight improvement in eye contact and listening skills. From a parent's perspective, it seems like they are just playing with your child, but they have assured me that there is a method to their madness.
•    Anonymous said... it's a therapy. It will only work if the child is receptive. Our 7 year old likes the attention and is doing okay. I would like to more results, but anything is better than nothing. I love my boy and I want him to be able to function happily through life so i want more than he is getting but that is what it is.

Post your comment below…
By

The Value of a “Behavior Log”: Help for Children on the Autism Spectrum


Problematic emotional reactions and behaviors (e.g., aggression, meltdowns, self-injury, etc.) are common in kids and teens with Asperger’s (AS) and High Functioning Autism (HFA). In many cases, medical conditions may cause or exacerbate maladaptive behaviors. Recognition and treatment of these conditions may eliminate the need for medications (e.g., in the case of an acute onset of aggressive or self-injurious behavior, the source of pain can be identified and treated).

Some of the sources of physical discomfort that may cause or exacerbate maladaptive behaviors in AS and HFA children include the following:
  • allergic rhinitis (allergic inflammation of the nasal airways)
  • colitis (inflammation of the inner lining of the colon)
  • constipation
  • dental abscess
  • esophagitis (inflammation of the esophagus)
  • fractures
  • gastritis (inflammation, irritation, or erosion of the lining of the stomach)
  • headaches
  • otitis externa (inflammation of the outer ear and ear canal)
  • otitis media (middle ear infection)
  • pharyngitis (inflammation of the throat)
  • sinusitis (inflammation of the sinuses)
  • urinary tract infection



Additional sources of maladaptive behaviors may include the following:

1. A chronic illness or low-grade infection could make your child irritable.

2. A mismatch between behavioral expectations and cognitive ability of the youngster is often responsible for disruptive behavior. Adjustment of expectations is the most appropriate intervention. A functional analysis of behavior (completed by a behavior specialist in the settings in which the problems occur) will identify factors in the environment that exacerbate or maintain the maladaptive behavior. An intervention using behavioral techniques and environmental manipulations can then be formulated and tested.

3. Being hungry, tired, or thirsty can make your youngster cranky.

4. Changes in routine often impact behavior (e.g., parents going through divorce, a health crisis, a job change, a move, etc.).

5. Coordination problems can contribute to stress and behavior issues. If your youngster has trouble undoing buttons or zippers, the short time allotted for bathroom breaks at school can add tremendous stress. Also, when a child walks awkwardly, negotiating a crowded hallway between classes can be stressful.

==> How to Prevent Meltdowns and Tantrums in Children with Asperger's and HFA

6. Environmental factors often precipitate challenging behaviors (e.g., fluorescent lighting, foul smells, a room that is too cool or too warm, crowded hallways, etc.).

7. Look for possible sources of pain (e.g., teeth, reflux, gut, broken bones, cuts and splinters, infections, abscesses, sprains, bruises, etc.). Any behaviors that seem to be localized might indicate pain.

8. Maybe your child has no friends at school, so recess is particularly tough for him.

9. Obstructive sleep apnea can contribute to behavioral problems and may be amenable to weight reduction, tonsillectomy and adenoidectomy, or continuous positive airway pressure.

10.  Poor sleep or coming down with a cold could easily explain unusual behavior.

11.  Some behaviors (especially those that seem particularly odd or abrupt) may be due to seizures.

12.  Negative emotions (e.g., sorrow, anger, fear, anxiety, etc.) can have an impact on behavior.

13.  Flushed cheeks or diarrhea within a few hours of eating a particular food may indicate an allergy, which can in turn create behavioral issues. Try to identify any food allergies or sensitivities that might be bothering your youngster.

14.  When behavioral problems appear to be related to menstrual cycles in a teenage girl on the autism spectrum, use of an analgesic or oral or injectable contraceptive can be helpful.

15.  Your youngster may respond with disruptive behavior if he’s being overwhelmed by too much sensory information.

Many of the behaviors that kids with AS and HFA exhibit do not make obvious sense, because they don’t seem to serve any clear purpose (e.g., an unusual attachment to inanimate objects such as rubber bands and tooth pics). But parents and teachers should assume that “strange” behaviors like this do make some sense to the child. He or she is sending coded messages about things that are important to him or her. The trick is to break the code so that the messages can be “read.”


Behaviors That Should Not Be Punished Because They Are Part of the Disorder 



==> How to Prevent Meltdowns and Tantrums in Children with Asperger's and HFA

Here’s an effective way to begin to “read” the coded messages:

Start recording problematic behaviors (e.g., emotional outbursts). Does the child act-out when fluorescent lights are turned on in the kitchen? Is the child more likely to have outbursts during recess at school? What time do these events most often happen?

Most problematic behaviors are triggered by an event. Just as one might suddenly feel thirsty as he or she walks past a lemonade stand, there are “triggering events” in the AS and HFA child’s day that trigger difficult behaviors. Thus, it is helpful to use a behavior log to try to identify these trigger events for some of the child’s most difficult behaviors. Rather than looking at the behavior as “bad,” parents and teachers should look for how the context or environment is out of synch with the youngster.

A behavior log is useful in both the home and educational environment where the parent and teacher can monitor the behavior of AS or HFA child. The log allows the observer to identify some specific behavior demonstrated by the child and proceed to consider the best ways to correct any inappropriate behavior. Also, the log allows a monitoring of behavior of the child over a certain time frame before taking action on or against her (i.e., punishment) so that the right experience can be developed between disciplinarian and child.

A behavior log may contain any or all of the following: 
  • Child’s name
  • Period of monitoring 
  • Date of observation 
  • Time of observation 
  • Behavior observed 
  • Description of the specific disruptive incident
  • What was happening prior to the disruption
  • Actions taken to resolve the problematic behavior
  • Comments (e.g., possible interventions that were not used that may have helped the child to calm down, steps to take in the future to help avoid the problematic behavior, steps taken that seemed to have some positive effect, steps taken that seemed to worsen the situation, etc.).

From the above recorded information, the parent and/or teacher needs to study the "behavior trend" carefully before making any conclusions or recommendations. If insufficient data is collected, more observation should be made instead jumping to a hasty solution. This type of study is usually long-term (3-4 months) with a careful eye for details.

==> Videos for Parents of Children and Teens with ASD
By

Coping With Difficult Child-Behavior: Tips for Parents of Children on the Spectrum

"My child’s behavior is often very difficult to understand. And since I don’t really understand a lot of his behavior, it makes it difficult to think of an intervention to change it. Why does he over-react to certain things (e.g., flipping into an intense temper tantrum when asked to put his Legos away -- even when I ask him nicely), and what can I do to help?"

There is a range of reasons why kids with Aspergers and High-Functioning Autism have difficulties with behavior. The world can be a confusing, isolating and daunting place for your youngster, and it is his fundamental difficulties with communication and social interaction that are often the root cause of difficult behavior. There are some other possible reasons, too.

It's important to say that your youngster's behavior is not caused by bad parenting – and is not your fault. It may seem as though your youngster's difficult behavior is only directed at you - especially if it tends to happen at home, not at school. You are not the only parent in this situation, although sometimes it can feel that way.



Reasons for behavior:

1. Bullying— Unfortunately, kids with Aspergers and High-Functioning Autism can be at more risk of being bullied than their peers. If you notice a sudden change in your youngster’s behavior, see if there has been any reported bullying or teasing in school. Your youngster may find it difficult to tell you if they have been bullied (not all kids with High-Functioning Autism even recognize what bullying is) so you might need to play detective.

2. Change— Children with Aspergers and High-Functioning Autism can find it difficult to cope with change, whether a temporary change to their timetable at school, or a more permanent change such as moving house. You may find that your youngster's behavior alters at times of change, but settles as he/she becomes used to a new environment or routine.

3. Communication— Kids with High-Functioning Autism can experience a number of difficulties with communication: (a) understanding what's being said to them (i.e., receptive language), (b) understanding non-verbal communication (e.g., facial expressions, body language), and (c) communicating with others (i.e., expressive language). Because of these difficulties, ASD kids can find it hard to communicate their needs or to understand what other people are saying to them, or asking them to do. This can cause considerable frustration and anxiety which, if it can't be expressed any other way, may result in challenging behavior.

4. Medical reasons— If your youngster's behavior suddenly changes for the worse, check that there isn't a medical reason for the distress. Kids can find it difficult to tell parents how they're feeling or where something hurts, even if their verbal communication is generally good. Some kids have seizures that can cause irritability and confusion, or gastrointestinal problems which may be painful. Parents can try using a pain chart to help the youngster indicate where he/she is feeling discomfort. Alternatively, some moms and dads use symbols to help their youngster indicate where the pain is.

5. Sensory processing difficulties— Many kids with ASD have difficulties processing sensory information. For example, kids may not be able to manage some tastes or food textures, or find that someone touching them - even lightly - is painful. Certain smells, lights or sounds can be distressing. Some kids may find it difficult to block-out background noise and what they experience as excessive visual information. Instead, sounds, lights and other sights are all processed at the same level of intensity and lead to sensory overload. You may find that your youngster starts a repetitive behavior in stressful environments (e.g., hand-flapping, spinning) to try and block-out external sensory information. Children with Aspergers and High-Functioning Autism can be very sensitive to subtle changes in their environment. If there's a sudden change in behavior, think about whether there has been a recent change in the environment.

6. Social situations— Communication difficulties can impact on how these kids deal with social situations. They may find social situations very demanding or stressful because they have to work hard to communicate with other people. Not all kids with High-Functioning Autism will understand that other people hold different views from theirs. This may also make social situations difficult. Kids with Aspergers and High-Functioning Autism may not understand 'social rules' (i.e., unwritten rules that govern social situations), such as how close to stand to other people or how to take a turn in conversation. This is especially true if kids find themselves in a new, unfamiliar situation. Therefore, social situations can be daunting and unpredictable. Some kids may engage in a particular behavior to try and avoid social contact.

7. Unstructured time— Kids with Aspergers and High-Functioning Autism can find 'sequencing' difficult (i.e., putting what is going to happen in a day in a logical order in their mind). Many kids have timetables so they can see what is going to happen, when, and plan for it. However, unstructured time (e.g., break times at school), which can be noisy and chaotic, may be difficult to deal with. This is because it's difficult for kids to predict what will happen and how they are expected to behave. You may find that behavioral difficulties occur more in transition times between lessons or activities. Abstract concepts such as time aren't easy to understand, and kids with Aspergers and High-Functioning Autism may find it hard to wait. It helps if you can be clear about why and for how long you are waiting (e.g., “We have to wait for five minutes, until 10.30. This is because the doctor can see us at 10.30.”).

Your child behaves the way he does for a particular reason...

In other words, he is trying to accomplish something (or avoid something). Here are two questions to ask yourself when looking at a particular aspect of your youngster's behavior:
  • What is the function of this behavior?
  • What is my youngster trying to tell me by his behavior?

Think of your child’s behavior as an iceberg. The behavior you are actually seeing is the tip of the iceberg, but there's a lot more going on under the surface. Children with Aspergers and High-Functioning Autism can't always express their feelings through facial expressions, body language or speech. Instead, they may be expressed through other behaviors. Your youngster might be trying to tell you she is tired, stressed, annoyed by something that happened earlier, or in need of some time alone.

It can be useful to use a behavior diary to try and find out what triggers a particular behavior. This helps you to monitor the behavior over time and see what the possible causes are (e.g., if always happens at the end of the day when your youngster is tired after school). One way of recording behavior is an ABC chart. On this, you record the Antecedent (i.e., what happened beforehand, who was there, where your youngster was), the Behavior itself, and the Consequence (i.e., what happened following the behavior). By identifying potential triggers for the behavior, it can be easier to come up with ways of preventing it from happening in the future. Interventions are more likely to be successful if they address either the cause or the function of the behavior.

When trying to tackle behavioral difficulties, select at the most two behaviors to focus on at a time. Using too many new strategies with your youngster at once may result in none of them working. You could write down all the behaviors you're concerned about then prioritize them, choosing the two most important ones to concentrate on first. Don't worry if things get worse before they get better. Your youngster might at first resist change. This is a normal reaction when kids want things to stay the same and try hard to see that they do. It's important to continue with the strategies you are using and be consistent.


Ways to deal with behavior problems:

1. Be patient. Your youngster's behavior generally won't change overnight. You may find it useful to track your youngster's behavior in a diary; then it may be easier to notice small, positive changes.

2. Check that skills have not been forgotten. If you have used strategies successfully in the past, it might help to revisit them from time to time so that your youngster remembers how to use them. You may also need to use them at periods of stress, illness or change when old behaviors can return. Visual supports can help with this.

3. Consistency is of the utmost importance. Whatever strategies you decide to use to help your youngster should be used by everyone involved with him, including other family members, teachers, babysitters, etc. Inconsistent reactions to behavior by different adults can cause confusion, stress and frustration for a child with Aspergers and High-Functioning Autism, and can make the behavior more difficult to tackle.

4. Exercise can help to relieve stress and frustration. Some studies have shown that regular exercise throughout the day can have a positive effect on general behavior. Many kids with High-Functioning Autism enjoy exercise like jumping on a trampoline.

5. Give praise where praise is due. As your youngster learns a new skill or coping strategy, give him/her as much praise as possible. Some kids like verbal praise. Others might prefer to get another kind of reward, like sticker on a star chart, or five minutes with their favorite activity or DVD. Try to give your youngster praise in a way that is meaningful. Try also to offer praise immediately after your youngster has demonstrated a skill. Your youngster will hopefully learn to make an association between the skill and the reward and start to use the skill more often.

6. Learn to identify emotions. Many children with High-Functioning Autism find it difficult not only to understand how others are feeling, but also how they feel themselves. Emotions are abstract concepts, and we need a degree of imagination to understand them (we can't simply 'see' anger, for example). There are ways to turn emotions into more 'concrete' concepts, though. For example, stress scales are a good way of helping kids with ASD to identify how they're feeling. You can use a traffic light system, visual thermometer, or a scale of 1-5 to present emotions as colors or numbers. For example, a green traffic light or a number 1 can mean 'I am calm' …a red traffic light or a number 5 can mean 'I am angry'. You need to help your youngster understand what 'angry' means. One way to do this is to refer to physical changes in the body (e.g., “When I'm angry, my tummy hurts/my face gets red/I want to cry”). When your youngster has begun to understand the extremes of angry and calm, you can start helping him/her to understand the feelings in between. If your youngster sees that he is getting angry, he can try to do something to calm himself down, or he can remove himself from the situation. Alternatively, other adults can see what is happening and take action.

7. Learn to relax. It can be very difficult for kids with High-Functioning Autism to relax. Some have a particular interest or activity they like to do because it helps them to relax. It is, of course, worth being aware of these. Can time doing their favorite activity be built into their daily routine? However, special interests or activities can sometimes be the cause of behavioral difficulties if a youngster can't do them when he wants to. Other ways to relax include having time alone for short periods of the day to unwind, playing soothing music, or using homeopathic remedies. Some children may find lights soothing, especially things like spinning lights or bubble tubes which are repetitive.

8. Modify the environment. Kids with High-Functioning Autism can have difficulties processing sensory information. Some things in their environment can act as severe irritants. If this is the case, it can be easier to remove the thing that might be irritating your youngster rather than trying to change a behavior pattern. Flickering fluorescent lights, humming noises, certain smells, etc., may be causing distress. It may be something you have hardly noticed at all, while your youngster experiences it much more intensely.

9. Children with ASD can find it difficult to transfer or generalize new skills they've learned from one situation to another. Encourage your youngster to use new skills or coping strategies in different situations (e.g., at school as well as at home).

10. Punishment for ASD-related symptoms (versus true misbehavior) rarely works, because many of these kids  don't understand the connection between their behavior and a punishment they have received. Also, punishment won't explain what you want from your youngster or help to teach him any new skills.

11. Speak clearly and precisely. Some behavioral difficulties arise from kids’ frustration at not being able to communicate what they want. Some kids with High-Functioning Autism have a good grasp of language and speak quite fluently. However, they may struggle to tell you something when they are anxious or upset, or find it difficult to understand what you are saying to them. As a general rule, use short sentences, with your youngster's name at the beginning so that they know you're speaking to them. If you use short, clear sentences, your youngster won’t have to try to filter-out the less important information. If your youngster finds spoken communication difficult, consider using alternative ways of communicating (e.g., visual supports).

12. 'Time-outs' are a way for your youngster to calm down, especially if environmental factors are causing distress. Whatever location your youngster goes to should be a calm, safe environment where she can be observed. This should only last a few minutes, and your youngster should then be directed to an activity she finds relaxing. Some kids have time-out at home, perhaps time alone in their bedroom, or the chance to do a favorite activity.

13. Use visual supports. Children with Aspergers and High-Functioning Autism often find it easier to process visual information. Some kids use picture symbols or photos to communicate what they want, while others use sign language. Using a visual timetable can make it easier for a youngster to understand what's going to happen throughout the day. It also gives a sense of routine, which kids with Aspergers and High-Functioning Autism usually like, and removes feelings of uncertainty.

14. When tackling any behavior, be realistic and set achievable goals. You don't want to cause yourself more frustration by feeling you've failed to meet unachievable goals.

15. Write a social story. Social stories are short descriptions of situations, events or activities, often with pictures, which include information about what to expect in that situation and why. They can give a youngster with Aspergers and High-Functioning Autism some idea of how others might behave, and therefore be a guide for appropriate behavior.


Highly Acclaimed Parenting Programs Offered by Online Parent Support, LLC:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book

==> Highly Effective Research-Based Parenting Strategies for Children with Asperger's and High-Functioning Autism

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Do you need the advice of a professional who specializes in parenting children and teens with Autism Spectrum Disorders?  Sign-up for Online Parent Coaching today.
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Finding Which Behavior Problems to Target First: Tips for Parents of Kids on the Autism Spectrum

Your child with High-Functioning Autism (HFA) or Asperger’s (AS) seems to have a multitude of behavioral and emotional issues. Which ones should you attempt to address first? With so many problems, where do you start?

A careful analysis of the most problematic symptoms is crucial, because the choice of interventions is influenced by symptom traits. Moreover, the wide array of symptoms results in the tendency of those closest to the HFA or AS youngster to lose sight, over time, of the intervention targets.

When parents (and teachers) turn their attention to a new troubling cluster of symptoms, an intervention that has been effective may be reinterpreted as ineffective. Being attentive to symptom traits allows the parent to measure effects and introduce helpful responses. 
 
==> Parenting System that Significantly Reduces Defiant Behavior in Teens High-Functioning Autism

The most important traits to consider include the following:
  1. Distribution of the behavior problems
  2. Intensity of the behavior problems
  3. Onset: Time and Location of the behavior problems
  4. Duration of the behavior problems
  5. Ameliorating Factors for the behaviors
  6. Aggravating Factors for the behaviors
  7. Trends of the behavior problems: upward or downward

1. Distribution—

The distribution of behaviors is a term for the frequency of symptoms over time. It may be obvious, but it’s worth underscoring that for most kids on the autism spectrum, the frequency of symptoms changes within days, weeks, and months. Thus, having a good awareness of the course of a symptom is important for monitoring the behavior problem.

The early, short-term effects of a particular behavioral intervention may not be the most reliable ones for predicting the overall effect that intervention delivers. Frequency also is related to settings and circumstances. Aggression or perseverative behaviors often increase or appear under certain circumstances (e.g., when there are many people talking, or when there are crowds). As a result, for behaviors that are periodic, it’s useful to rate the behavior at the time when it’s most frequent or likely to surface, rather than a general rating throughout the day, week, or month. 
 
==> Parenting System that Significantly Reduces Defiant Behavior in Teens High-Functioning Autism

2. Intensity—

Intensity is a measure of the energy the child uses when engaging in the behavior. It also can be helpful to base this rating on the ease with which the child may be redirected to another, different line of behavior.

3. Onset: Time and Location—

The onset of symptoms is often related to a time and a location. The parent’s ability to know when and where symptoms surface, or under what circumstances they surface, is helpful in rating progress. When symptoms are concentrated to specific times or places, parents should first consider behavioral or educational interventions carefully. It may be that greater direction for certain activities, a break from interaction, or modifying the expectations for the HFA or AS youngster in an activity, will go a long way toward reducing maladaptive behaviors.

If a symptom only occurs in one setting, then this may lead the parent to consider intensive behavioral interventions first. More generalized behaviors can lend themselves more to pharmacologic treatments, because it can be difficult to maintain uniform responses across many different settings for behavioral interventions.

4. Duration—

Duration is self-explanatory.

5. and 6. Ameliorating and aggravating and factors—

These can indicate what triggers a behavior or what sustains it.

==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

7. Trends—

The reason to consider the trend of a behavior (i.e., whether it’s increasing or decreasing) is that an intervention that is introduced as a behavior is winding down may be wrongly considered as having helped. Often, parents seek treatment for their child when a behavior is peaking in severity. For periodic situations, by the time a therapist intervenes, the behavior may be cycling down by itself. Thus, it’s often helpful to wait before intervening in order to learn about the pattern of a behavior.

Obviously, this can’t be considered when the risks to safety or jeopardy to other aspects of the child’s wellbeing prevent the therapist from taking this time. If there is some doubt about whether symptoms may respond to behavioral treatment, or if one is unsure whether things have improved or remained the same, the therapist should wait.

Case in point—

A 10-year-old girl with autism (high-functioning) was brought to treatment for picking behaviors that had become a part of her bedtime routine. Each night, she would dig at her arms. After extensive efforts by the parents to learn about the pattern of her behavior, it appeared that it was influenced by the course of interactions at school during the day. 

Although the child herself didn’t make the connection between being teased or having arguments with peers and her self-picking, it was possible to use relaxation techniques to reduce the intensity and duration of this behavior. In addition, the child’s mother and father were able to talk with her in the early evening about specific events from throughout the day that created angst before she went to bed. Overtime, the behaviors were significantly reduced (although they didn’t disappear altogether).


Highly Acclaimed Parenting Programs Offered by Online Parent Support, LLC:
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Creating a Highly Effective "Behavior-Plan" for Children on the Autism Spectrum

"What are some of the parenting techniques that work best with children on the autism spectrum? As grandparents, we will soon be full-time parents to our 6 yo granddaughter (high functioning)."

Inappropriate behavior is common among many children with High Functioning Autism (HFA), especially when comorbid conditions exist as well (e.g., ADHD, OCD, anxiety). Knowing how to create and utilize behavior plans improves the home environment on multiple levels. 
 
The behavior plan is a great management tool for children engaging in unwanted behavior. It serves to teach and reinforce positive behaviors in the “special needs” child – and is a helpful way of documenting the success of the plan.

==> Teaching Social Skills and Emotion Management

Common behavioral techniques for parents of kids on the spectrum include:
  • Contingency Management: A child receives a positive outcome or reward if certain conditions are met.
  • Modeling: The special needs child observes siblings receiving rewards for appropriate behavior.
  • Planned Ignoring: The parent ignores the problem behavior to reduce negative attention-seeking behaviors.
  • Proximity Control: This technique involves placing the child closer to the parent (e.g., at the dinner table), or when the parent comes closer to a child who is at risk of engaging in unwanted behavior.
  • Signal Interference: This involves having a planned signal with the child as a reminder to redirect inappropriate behavior.
  • Social Reinforcement: This is the effective use of parent-attention and praise to promote appropriate behavior (i.e., catch the child in the act of doing things right).
  • Token Reinforcement: The child receives a “token” when a clearly defined target behavior is performed. Tokens can be exchanged for a wide variety of reinforcers (e.g., special privileges). It is easily administered with checkmarks or stickers. Tokens should be given immediately after target behavior is performed.





Creating effective behavior plans for kids on the spectrum:
  1. Describe the targeted misbehavior (be specific)
  2. Obtain a baseline measure of misbehavior (i.e., frequency or duration of misbehavior)
  3. Determine what causes the behavior
  4. Determine what is reinforcing to a child
  5. Consider additional supports that might be needed
  6. Define roles of those involved in the intervention
  7. Document everything
  8. Use positive recognition and incentives
  9. Clear and consistent house-rules and consequences are important and can improve situations and prevent many problems

Motivating the special needs child:

Successful behavior plans require the child to become motivated. A parent must first determine what motivates the child by interviewing him or her. Create a menu of potential reinforcers that you are willing to give, and allow the child to choose from the menu.

All parents want their children to be intrinsically motivated (i.e., reinforcement directly from performing a task). Unfortunately, some special needs children are not intrinsically motivated for a variety of reasons. Extrinsic motivators (i.e., reinforcement from outside the performance of a task) are often used to motivate a child to engage in a more appropriate behavior.

Some parents believe that children should not be rewarded for something they should be doing already. But, extrinsic motivators should be temporary. The goal is to motivate the child extrinsically until he or she begins to feel success, and then use intrinsic motivation when the behavior is changed. Extrinsic motivators should be phased out over time to best allow intrinsic reinforcement to provide the motivation.

==> Teaching Social Skills and Emotion Management

An example of extrinsic-intrinsic motivation used properly:

A behavior plan is created for a special needs child who usually completes her school assignments – but consistently fails to turn them in to the teacher for credit. The child is initially rewarded with extra computer time each day she turns in her assignments (as reported by the teacher). After a few weeks of success, she receives a weekly reward for weeks that all assignments are handed in. 
 
She turned in assignments for the reward initially, but grades came up. Mom and dad were excited and stopped complaining, they gave praise, and as a result the child began to feel proud of herself. She became intrinsically motivated and no longer needed an extrinsic motivator to be successful with turning in assignments.

Evaluating the behavior plan:

After creating a behavior plan, it is important to evaluate the outcomes. With good baseline data, it will be fairly easy to measure the behavior again and compare. If the plan is working like it should, gradually encourage more independence from your child. If it is not working like expected, determine what is at fault, and revise and monitor closely. Behavior plans that are implemented inconsistently usually fail.





Resources for parents of children and teens on the autism spectrum:
 

==> Videos for Parents of Children and Teens with ASD
 
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 COMMENTS:

•    Anonymous said... Having the same struggle at home and at school with 11 yr old son. Might have to try some if the suggestions
•    Anonymous said... I also homeschool and use gametime as incentive and reward for full day of school or whatever is required.
•    Anonymous said... I feel for you Tonya as we've had similar situations in our home with our 9 1/2 year old daughter. I've learned that work first before any video games or Ipod is the best result for us. We use that as a reward system instead of an entitlement and so far so good! Good luck!
•    Anonymous said... My son is 13 and he just acts like theres no one else that matters but him. He makes up reasons why he cant help us do anything..and just sits in his room playing his video games. If we do ask him to do something anything, he freaks out and yells at us. My husband is his step dad and thinks i should just spank him but i no that isnt going to work. Help how do i handle this.

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