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

Perseveration: Stereotypic Behaviors in Aspergers Kids

Question

My 10-year-old son with Aspergers has a variety of stereotypical behaviors (e.g., he flaps his arms, hops, makes some odd writhing movements). They get worse when he is excited or over-stimulated. At age 10, these behaviors are really sticking-out and can be quite annoying and embarrassing to the rest of the family when we are out with him, in particular his older sister. Do you have any suggestions of what to do about it?

Answer

Almost all kids with any form of autism tend to repeat behaviors, an action referred to as stereotypic behaviors or perseveration. Your youngster may stare at objects or repeat behaviors that seem to have no purpose for hours at a time. This can be seen in the “flapping” of your child’s hands or other circumscribed, repeated movements, even those that are self-injurious or destructive to others or property.

In kids with Aspergers (high-functioning autism), these stereotypic behaviors may diminish and give way to obsessive interests, usually topical in nature, as the youngster gets older. This is exemplified by obsessive fascination with a particular narrow field such as sharks, weather, train schedules, airport architecture, maps, and so on. The pursuit of a very limited area of knowledge may encompass a huge amount of detail on the subject. Such persons seem to display an exquisite ability to memorize the smallest facts.

In discussion on their favorite topic, they can “nitpick” over the smallest details. Grandpa may think he remembers World War II, but his grandson with Aspergers has memorized the details of the war with far greater accuracy. Clearly, the student can display perfectionism in building such a base of information. For this reason, Aspergers has been compared in such respects to obsessive compulsive disorder. Autistic kids who are later found not to be categorized as having Aspergers may tend to display stereotypical behaviors longer and at levels that are difficult to extinguish. In many cases, physical perseverations decrease significantly over time, and in some cases, only obsessive thinking is perseverative.

Stereotypic behaviors such as hand flapping, ritualistic pacing, spinning, lining up objects, or visual inspection of objects are thought to be “automatically” and intrinsically rewarding for many kids with Autism Spectrum Disorders (ASD). These activities may give a youngster a new sensory experience that is rewarding.

One way to think about this is that many kids with ASD often do not have age-level play and social skills. Some pass time by engaging in repetitive motor behaviors. It is also possible that, though stereotypic behaviors are initially reinforced intrinsically, they may also become reinforced by social attention when parents try to stop or discourage the behaviors. These behaviors can interfere with learning if they occur a lot in the school setting. They can also “stigmatize” the youngster (i.e., make him appear odd).

There are at least 3 possible behavioral interventions that may be used to reduce such repetitive behaviors. These interventions are usually employed separately, but they may also be done simultaneously. If moms and dads wish to reduce such behavior, they should seek the help of a behavior therapist.

First, some therapists may decide to stop the behavior. Simply ignoring the behavior, if it is intrinsically rewarding, usually will not work. One usually attempts to stop the behavior with as little social attention as possible. Talking with or looking at the youngster is usually discouraged when preventing the behavior from continuing. The minimal amount of physical guidance to stop the behavior is recommended. Then parents and others around the child are coached to pay attention to the youngster again when the repetitive behavior has stopped.

A second approach involves teaching the youngster how to play appropriately with toys. This approach works even better the child is exposed to toys that achieve the same or similar sensory experience provided by the repetitive behavior.

If the repetitive behavior involves objects or household equipment, such as rewinding a part of a video cassette, a third approach is sometimes used. One can minimize the behavior by limiting access to those objects or equipment. Regardless of the approach used, any behavioral intervention for stereotypic behaviors needs to be highly individualized. We strongly recommend that moms and dads obtain expert consultation with a qualified clinical psychologist.

Some medicines may also help to reduce repetitive or compulsive behaviors. Sometimes the serotonin selective reuptake inhibitors (Prozac-like medicines) are helpful. Examples are citalopram, sertraline, and paroxetine. The newer types of antipsychotic medicine are sometimes helpful for reducing stereotypic behaviors. Examples of these medicines are risperidone, aripiprazole, and ziprasidone.

Ordinarily, the antipsychotics would not be used solely to reduce repetitive behaviors, however, unless such behaviors were linked to other, more serious, behaviors. This is not frequent, but sometimes Ritalin-like medicines may actually make stereotypic behaviors increase in some kids with autism-spectrum disorders. The parent and doctor should be watchful for this if a youngster with an autism-spectrum disorder is starting a new medicine for ADHD or if the dose of the medicine is increased.

The stereotypical behaviors that you mention can certainly be associated with pervasive developmental disorders. It is important that you get your youngster to a clinic familiar with autism and related issues, and with psychopharmacological management. Only then can a plan be best formulated.


More resources for parents of children and teens with Asperger's and High-Functioning Autism:

By

Disciplinary & Intervention Guidelines for Parents of High-Functioning Autistic Kids

“My 8 y.o. son has autism (high-functioning) and is constantly disrespectful, talks back, is stubborn. He thinks that we (parents) are 'being mean' to him. We have tried reward charts, try to be encouraging and positive, have taken away computer and TV, removing the thing he is playing with, setting him in a corner, doing extra chores, and NOTHING works. We are just so discouraged because nothing seems to be getting through. We have read dozens of books and seemingly tried everything. Please help. I am going insane!”

Traditional disciplinary techniques often fail to produce the desired results for kids with High-Functioning Autism (HFA) and Asperger’s (AS), mainly because these “special needs” children are unable to appreciate the consequences of their actions. Consequently, punitive measures are apt to exacerbate the type of behavior the punishment is intended to reduce.

Disciplining young people displaying autism-related behaviors will require an approach that is somewhat unique to that of “typical” children. Finding the balance between understanding the needs of the HFA or AS youngster, and the disciplinary strategy that is age-appropriate and situationally-necessary will be achievable when applying some of the strategies listed below. These strategies can be implemented at home, school, and in other public settings.

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


Crucial disciplinary guidelines for parents [and teachers]:

1. A short list of rules – along with a visual depiction of each rule – should become your youngster's property, and depending upon the situation, should be kept in his pocket for ready reference.

2. Active ignoring is a good consequence for misbehavior meant to get your attention. This means not rewarding “bad behavior” with your attention – even if it's negative attention (e.g., scolding or yelling).



3. After disciplining your youngster for doing something wrong, always offer a “substitute behavior” (e.g., if she is hitting you to get your attention, work on replacing that with getting your attention by tapping your shoulder).

4. Before you transition from one activity to another, or approach a situation where behavior may deteriorate, discuss with your youngster what will happen, review the family rules, and remind him of the consequences (both good and bad) of any misbehavior. This information may need to be broken down into a few simple instructions and repeated often.

5. Change (not “lower”) your standards. With an HFA or AS youngster, parents need to learn to live in the present moment. The milestones of your youngster’s life are less defined, and the future less predictable (though your youngster may surprise you). In the meantime, set the standards for your youngster at an appropriate level.

6. Children with HFA and AS tend to enjoy being isolated, because it is less stressful for them and they do not have to socialize with others. Therefore, time-outs can actually be a positive experience unless modified slightly. Removing kids from something fun is a better alternative. For example, if the youngster loves to play games on his iPad, the iPad can go in a time-out area – for a period of 15 minutes at most, otherwise the child will feel as though he has lost the privilege for an eternity and will act-out accordingly.

7. Create a list of behaviors your youngster CAN’T control due to his disorder. The list may include items such as repetitive behaviors, poor peer relations or lack of social skills, being easily distracted, sensory sensitivities, obsessive/compulsive tendencies, meltdowns, etc. These are the behaviors that your child should NEVER be punished for. Your youngster will require help and guidance to overcome these issues.

8. Don’t assume your youngster will automatically transfer and apply information previously learned in one environment to a new situation that, in your mind, is remarkably similar. For kids on the autism spectrum, a new situation is a new situation.

9. Enlist the help of your child in creating a “consequence plan.” For each negative behavior you have identified as inappropriate, the two of you decide on a consequence. Discipline needs to be clear, concise, consistent and calm. When your youngster misbehaves, tell her in a few words what she did wrong, and tell her the consequence (which she agreed to in the planning stage).

10. For kids on the spectrum, it is important that the consequence or reward immediately follow the behavior in order to have the greatest effect and opportunity to teach.

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


11. Kids with HFA and AS require more exposure to discipline before they begin to understand expectations. Parents must follow through and apply discipline EVERY time there is an incident in order to effectively send a message. Kids who have trouble learning respond very well to consistent structure and limits. But for this to work, moms and dads must be consistent.

12. Kids on the spectrum thrive on clear rules. Thus, post a list of unacceptable behaviors and their consequences in a prominent location. For younger kids who can’t read yet, the rules can be reviewed periodically, and the list should have visual illustrations to demonstrate the unacceptable behaviors and consequences associated with them.

13. Look for small opportunities to deliberately allow your youngster to make mistakes for which you can set aside “discipline-teaching” time. It will be a learning process for you and your youngster.

14. Never assume that your HFA or AS child will understand appropriate social behavior under a wide variety of specific circumstances, and when that doesn't occur, discipline in the moment.

15. Prioritize problematic behaviors rather than trying to fight multiple battles at one time. List the top 3 behaviors that you feel are most deserving of attention. This is an important step, because (a) many of the smaller problems will take care of themselves once the bigger issues have been resolved, and (b) some behaviors need an intervention or therapy in order to be eliminated rather than simple disciplinary techniques.

16. Reset your anger buttons. Your autistic youngster will inevitably do some things that will frustrate the hell out of you, but getting angry with him will only worsen things. So, when you catch yourself starting to get angry – YOU take a time-out. If you’re still angry after the time-out – don’t show it! Put on a “poker face.”

17. Social stories, developed to help HFA and AS kids understand difficult situations, are particularly helpful for teaching appropriate behaviors.

18. Through role play, you can provide your youngster with alternatives to problematic behaviors (e.g., hitting, yelling, throwing, etc.).

19. View all problematic behaviors as “signals of needs.” Everything an autistic youngster does tells you something about what she needs.

20. While it is true you have to change your expectations of your HFA or AS youngster, you don’t have to lower your standards of discipline. It’s tempting to get lax and let a “special needs” child get by with behaviors you wouldn’t tolerate in your other kids. Your youngster needs to know, early on, what behaviors you expect. Many moms and dads wait too long to start “behavior training.” It’s much harder to redirect a 170 pound teenager than a 45 pound 3rd grader.

21. Your HFA or AS youngster likely has triggers that can cause her to become distressed, which may result in a meltdown. Watch carefully for these triggers and distract her when you sense an outburst coming on. For instance, if she thrives on a schedule and you need to change it for some reason, let her know carefully and watch for signs of a meltdown during the change.




22. If parenting strategies fall short and do not yield the desired outcomes, then seeking outside assistance from a therapist who specializes in autism spectrum disorders is highly recommended. There are various standard courses of treatment, with each treatment modality addressing a different set of issues. Some of the most common treatment options include:
  • Applied Behavioral Analysis is a form of therapy used to teach basic skills in many different areas.
  • Cognitive-behavioral therapy is used to treat the emotional side of HFA and AS (e.g., anxiety, depression, obsessions, etc.). 
  • Occupational therapy is basically used to teach independence. Grasp, handwriting, social skills, and play skills are often included. 
  • Sensory integration therapy may be included by the occupational therapist. This therapy helps get your youngster’s sensory systems in synch.
  • Physical therapy addresses the physical awkwardness that sometimes comes with HFA and AS. 
  • Social skills training is a therapy that teaches kids on the spectrum how to relate to others, making and keeping friends, how to recognize social cues and gestures, and other details such as personal space and understanding slang.
  • Speech/language therapy covers speech articulation as well as pragmatics, or fluency. Language therapy covers social communication, and in some cases, social skills. Speech/language therapy will help your youngster learn to communicate verbally or nonverbally, if necessary, with the use of picture exchange and/or sign language. When a child can use words to express his anger and frustration, problematic behaviors are greatly reduced.

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


23. In worst case scenarios, behavior problems may need to be addressed (in part) through the use of medication. Some medications that may be prescribed include antidepressants, antipsychotics, and stimulants.

24. There are many alternative approaches to treating symptoms associated with HFA and AS. One such approach is Complementary and Alternative Medicine (CAM), which is defined as “a group of diverse medical and health care systems, practices, and products that are not presently considered to be part of conventional medicine.” CAM therapies used to treat HFA and AS have been categorized as biological and nonbiological:
  • Examples of biological therapies include: (a) immunoregulatory interventions (e.g., dietary restriction of food allergens or administration of immunoglobulin or antiviral agents), (b) gastrointestinal treatments (e.g., digestive enzymes, antifungal agents, probiotics, yeast-free diet, gluten/casein-free diet, vancomycin), (c) dietary supplement regimens that are supposed to act by modulating neurotransmission or through immune factors (e.g., vitamin A, vitamin C, vitamin B6 and magnesium, folic acid, folinic acid, vitamin B12, dimethylglycine and trimethylglycine, carnosine, omega-3 fatty acids, inositol, various minerals, etc.), and (d) detoxification therapies (e.g., chelation).
  • Examples of nonbiological interventions include treatments such as auditory integration training, behavioral optometry, craniosacral manipulation, dolphin-assisted therapy, equine-assisted therapy, facilitated communication, and music therapy.

HFA and AS children need limits and structure much more than “typical” kids do. When they can predict what will happen next in their day, they feel confident and safe. Of course, they will test the boundaries. But, it's up to parents to affirm that these standards are important – and to let their youngster know that they believe he or she can meet them.


More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> 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
==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism


COMMENTS:

•    Anonymous said… A couple of things to try. We did this with my son, who had an awful time getting up in the morning. It became a battle every day, just to get him out of bed. 1. Video him and show him what his behavior looks like. He won't like it, and prepare yourself for a meltdown over that in itself. 2. Talk about the video once he's calmed down and talk about the 'other' ways he could have handled the situations. For example, better responses instead of backtalk, a reaction that is different that a tantrum. 3. Take those situations and turn them into role-playing - a way to actually practice what should happen, rather than what is happening. 4. Once you've role-played it, video it again and play it back for him. He will see a positive way that he's changed his behavior. The theory behind this is that you are replacing the negative images and reactions that he 'sees' in his head with the positive ones. It may take a few times to replace the action when the time comes, but if he re-views the positive video, it can help him literally see his behavior in a new way.
•    Anonymous said… Give choices focus on positive ignore negative.
•    Anonymous said… I say, I will. Or speak with you as long as you're talking to me like that. (After over explaining why it's not okay.)
•    Anonymous said… My 5 year old  😞 I'm going to try some of these techniques
•    Anonymous said… My 9 year old is the same way. He needs to become a professional negotiator for a big business someday. He is so good at it, no matter how small they requests from me or his dad. Always an argument, refusal, avoidance or negotiation behaviors happening at our house. It drains my energy.
•    Anonymous said… My son is still young and about to turn six so thank God I have not run into this – yet – I'm coming into this with my eyes wide open now based on all of the other parents experience with their teenagers . However I have been reading and reading for at least a year on every possible autism site I can get my hands on. Although I do not know your son and I do not know what you have tried – I would default to diet and get cannabis with THC. Although there are some kids that the parents have trouble finding the right Balance or strain of cannabis with – I have heard many times more successes been failures with diet, supplements and also cannabis with THC
•    Anonymous said… Positive reinforcement, confidence building, talk therapy (not always in the moment if he's angry). Talk and give some one on one time half an hour a day. Do something they like with them for 30 minutes a day, relationship building / trust building. Let them know what they are doing right. Role play / role model / script conversations that are polite. Make your goal for the month Kindness and reward everytime he is kind. Make a goal (item) he wants to work towards and everytime he's kind, genuinely, give him a reward. I used to also give $10 (big money) whenever I got an unsolicited compliment on my son. I would always share with him what the other person said so he took pride and made sure to "shine that part on" and know "this is where I shine". Good luck, give positive feedback and know that you are supposed to ignore a lot of bad behavior (it's weird to do at first). Pick and chose your battles always and it sounds more like an ADHD problem. My child with Autism also has this Dx. You have to encourage, especially if it "hormonal" time because think of our Hormonal stages and then times that by 10. They feel things more intensely. Physical outlets/sports always. Also, "Downtime" 15 minutes break. 15 minutes work on this. 15 minutes break. 15 minutes get this organized. They frrustrate themselves. Mood boosters help.
•    Anonymous said… Video. Try video. It lets him see another perspective and sometimes is an excellent teaching tool.
•    Anonymous said… We had exactly the same problem with my now 15 year old son, tried literally everything we could think of. Its only now that he is on anxiety meds (Resperidone) that he is almost a different child. I'm not condoning drug use for behaviour but for us it was the best decision we could have made. Perhaps look at the symptoms of ODD as well.

Post your comment below…
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Behavioral, Emotional, and Academic Challenges of Students with Asperger’s and HFA


Most young people diagnosed with Asperger’s and High-functioning Autism (HFA) have behavioral and emotional problems to one degree or another. These challenges are most often related to social skills deficits associated with the disorder (e.g., when the youngster fails to take his turn in a playground game, because he doesn't understand the social rules associated with it).

Social difficulties frequently involve feelings of anxiety, loss of control, and the inability to predict outcomes. As a result, kids on the autism spectrum usually have problems connected to their inability to function in a world they see as threatening and unpredictable.

==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism 

The child who feels generally fearful and confused will typically act-out these troubling emotions in rather destructive ways (e.g., tantrums, meltdowns, shutdowns, aggression, etc.). Thus, it is not uncommon for others to view the Asperger’s or HFA child as mean-spirited and malicious. This, of course, is not the case in most situations. When the “special needs” child experiences behavioral difficulties, his problems are most often associated with his defensive panic reaction, social incompetence, sensory sensitivities, or an obsessive interest in a particular topic.



Because children with Asperger’s and HFA tend to be cut off from their feelings, they obtain facts and information without understanding how those facts can be applied to real-life situations. Also, due to being detail-oriented, they often miss the overall picture and apply the same level of detail to every situation whether appropriate or not.

Parents usually have a great deal of concern about the behavior and social skills deficits of their Asperger’s or HFA youngster. They often report that their child has significant weaknesses in a variety of socially related areas, including overall behavior (e.g., conduct problems, aggression, hyperactivity, withdrawal from social interaction, etc.).

Conversely, teachers often perceive the Asperger’s or HFA student to have both fewer and less significant deficits than do parents (although some teachers do view the student to be "at-risk" in the areas of attention problems and anxiety). This disparity is often due to the fact that kids on the high-functioning end of autism “appear” to perform as well as neurotypical kids in most domains (with the exception of social competency). Therefore, many of the child’s symptoms related to the disorder that result in behavioral problems may be viewed as simple defiance and/or laziness on the part of teachers.

In many ways, students with Asperger’s and HFA are well qualified to benefit from general classroom experiences. They typically have average to above-average intellectual abilities, and better-than-average rote memory skills. However, many of them have learning disabilities and other significant problems in academic performance. The reasons for these problems often are related to the communication and social deficits related to their disorder.

==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism 

Additionally, even though the Asperger’s or HFA student is exceedingly gifted when it comes to comprehending factual material, he or she often experiences unique challenges that make it difficult to benefit from general education curricula and instructional systems without support and accommodations. For example:
  • concrete and literal thinking styles
  • difficulty in discerning relevant from irrelevant stimuli
  • inflexibility
  • difficulties in the areas of problem-solving and language-based critical thinking
  • trouble generalizing knowledge and skills
  • obsessive and narrowly defined interests
  • weakness in comprehending verbally presented information
  • poor organizational skills
  • difficulties in arriving at logical solutions to routine and real-life problems
  • poor problem-solving skills
  • difficulty attending to salient curricular cues 
  • difficulty in comprehending abstract materials (e.g., metaphors and idioms)
  • problems with understanding inferentially-based materials
  • problems in applying skills and knowledge to solve problems

Many teachers fail to recognize the special academic needs of students with Asperger’s and HFA, because they often give the impression that they understand more than they do. Furthermore, certain strengths of the disorder may actually mask the deficits (e.g., their ability to “word-call” without having the higher-order thinking and comprehension skills to understand what they read, parrot-like responses, seemingly advanced vocabulary, and their pedantic style).

Here’s additional information on the behavioral, emotional, and academic challenges of students with Asperger’s and HFA – and how parents and teachers can help:

 Reasons Why Your Asperger’s or HFA Child Gets So Stressed-Out at School

School-Work Problems in Children on the Autism Spectrum

Helping Kids on the Autism Spectrum to “Fit-In” with Their Peer Group

Aggressive Children on the Autism Spectrum: Advice for Parents and Teachers

Students with High-Functioning Autism and Asperger’s: Crucial Strategies for Teachers

Anxiety-Based Absenteeism and School-Refusal in Kids on the Autism Spectrum

Poor Academic Performance in Students on the Autism Spectrum



By

Understanding and Addressing Problematic “Pathological Demand Avoidance” in Autistic Children and Teens

Pathological Demand Avoidance (PDA) is a behavioral profile that is often observed in some individuals on the autism spectrum. It is characterized by an extreme avoidance of everyday demands and requests, as well as a need to be in control of situations. PDA in autistic children can present significant challenges for both the children and their families, as well as for educators and other professionals involved in their care. This essay aims to explore the nature of PDA in autistic children and to discuss potential strategies for supporting these individuals.

Firstly, it is important to recognize that PDA is not a standalone diagnosis but rather a part of the autism spectrum. Autistic children with PDA can display a range of behaviors, including high levels of anxiety, impulsivity, and difficulties with social interaction. They may also exhibit behaviors commonly associated with oppositional defiant disorder, such as defiance, aggression, and explosive outbursts. These behaviors can significantly impact a child’s ability to engage in everyday activities and can create challenges within home, school, and community settings.

Autistic children may exhibit defiant behavior as a result of difficulty in expressing their needs, sensory sensitivities, communication challenges, and difficulties in understanding social cues. It is essential to approach this issue with empathy, patience, and effective strategies to support the child and help them manage their behavior.

One of the primary reasons for defiant behavior in autistic children is the difficulty in expressing their needs and emotions. Many autistic children struggle with communication, and when they are unable to communicate their needs effectively, they may resort to defiant behavior as a way of expressing frustration or seeking attention. It is crucial for parents and caregivers to recognize the underlying reasons for the defiance and work on alternative communication methods, such as using visual aids, sign language, or assistive communication devices, to help the child express themselves.

Sensory sensitivities also play a significant role in triggering defiant behavior in autistic children. Many autistic individuals experience sensory overload, where certain sounds, lights, textures, or other sensory inputs can be overwhelming. In such situations, a child may exhibit defiant behavior as a coping mechanism to protect themselves from sensory discomfort. Understanding the child's sensory sensitivities and creating a supportive environment that accommodates their sensory needs can help minimize defiant behavior.

Moreover, the social and communication challenges that autistic children face can contribute to defiant behavior. Difficulties in understanding social cues, interpreting nonverbal communication, or navigating social interactions can lead to frustration and anxiety, prompting the child to display defiant behavior. Teaching social skills, providing clear and consistent expectations, and implementing behavioral strategies can assist the child in managing their responses in challenging social situations.

When addressing defiant behavior in autistic children, it is essential to implement positive behavior support strategies. This involves identifying triggers, proactively teaching and reinforcing alternative behaviors, and providing a structured and supportive environment. Positive reinforcement, visual schedules, and clear expectations can help autistic children understand boundaries and regulate their behavior more effectively.

When working with autistic children exhibiting PDA, it is crucial to adopt a collaborative and person-centered approach. This involves gaining a comprehensive understanding of the individual child's strengths, preferences, and triggers, as well as involving them in decision-making processes. It is also important to provide a structured and predictable environment that minimizes unnecessary demands, as well as offering clear and concise communication to help reduce anxiety and confusion.

Furthermore, supporting autistic children with PDA may involve the use of strategies such as providing choice and flexibility, offering alternative means of communication, and using visual supports to aid understanding and reduce anxiety. It is also important to focus on building positive relationships and fostering a sense of trust and security, as this can help to reduce the need for control and avoidance behaviors.

In addition, collaboration between families, educators, and professionals is essential in developing and implementing effective support strategies for autistic children with PDA. This may involve the development of individualized behavior plans, regular communication and information sharing, and ongoing training and support for those working with the child. By working together, it is possible to create a consistent and supportive environment that meets the unique needs of the child.

In summary, addressing problematic PDA in autistic children requires a multi-faceted and collaborative approach that recognizes the individual needs and strengths of each child. By understanding the nature of PDA, adopting person-centered approaches, and working collaboratively, it is possible to provide meaningful support that enhances the well-being and quality of life for autistic children with PDA.

 

By

The Importance of Early Therapeutic Intervention for Kids with ASD

Early intervention is key to optimal outcomes for kids on the autism spectrum. There's little doubt that young people with Asperger’s (AS) and High-Functioning Autism (HFA) who undergo therapy at an early age, be it behavioral or developmental, do better than kids who don't. And there's certainly no good reason for parents to wait to provide such therapy.

Even a little progress is far better than none, especially when that progress comes in the form of new social skills that allow the special needs youngster to “fit-in” with his or her peer-group. While early intervention is extremely important, intervention at any age can be helpful.

Even if your youngster has not been diagnosed with AS or HFA, he may be eligible for early intervention treatment services. The Individuals with Disabilities Education Act states that kids under the age of 3 who are at risk of having developmental delays may be eligible for services. In the U.S., these services are offered through an early intervention system in each State. Through this system, parents can ask for an evaluation. Also, treatment for particular symptoms (e.g., speech therapy for language delays) often does not need to wait for a formal diagnosis.



The first five years of life are crucial to a child’s development and growth. To intervene before age five can help the AS or HFA youngster learn new social and communication skills at a time when she is most able to grasp them. In addition, she can unlearn problematic behaviors before they become deep-rooted. Kids on the autism spectrum who are younger are usually easier to teach because they have less time to develop unwanted behaviors before they become habit. For example:
  • Speech therapy works best with younger kids. Correcting errors in speech early on can be easier than waiting years later after the youngster has already become used to certain mouth movements and pronunciations.
  • It is easier to implement new dietary interventions with a younger boy or girl before long-term food preferences are entrenched. A preschool child, while having some food preferences of course, can often be convinced to change her diet with repeated introductions to new foods. This is essential since many therapeutic interventions address possible food allergies (e.g., gluten, casein).
  • It is much easier to teach a 4-year-old not to tantrum as compared to a 7-year-old.

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

There are many different types of therapies available (e.g., vitamin therapy, sensory integration therapy, physical therapy, occupational therapy, speech therapy, music therapy, facilitated communication, discrete trial training, auditory training, anti-yeast therapy, etc.). The different types of therapies can generally be broken down into four categories:
  1. Medication
  2. Dietary Interventions
  3. Complementary and Alternative Medicine
  4. Behavior and Communication Interventions

Medication— While there are no medications that can “cure” AS or HFA, or even treat the main symptoms, there are medications that can help most children with related symptoms (e.g., hyperactivity, inability to focus, anxiety, depression, seizures, etc.). (Click here for more information.)

Dietary Interventions— Many biomedical interventions call for changes in the child’s diet (e.g., removing certain types of foods, using vitamin or mineral supplements, etc.). Dietary therapies are based on the idea that the lack of certain supplements and/or food allergies cause (or worsen) symptoms of AS and HFA. (Click here for more information.)

Complementary and Alternative Therapies— To relieve the symptoms of AS and HFA, some moms and dads use therapies that are outside of what is typically recommended by their doctor (e.g., special diets, treatment to remove heavy metals like lead from the body, biologicals, deep pressure, etc.). (Click here for more information.)

Behavior and Communication Interventions— Behavior and communication methods that help kids with AS and HFA are those that provide structure, direction, and organization for the youngster in addition to family participation. A notable treatment method for these special needs children is called Applied Behavior Analysis (ABA). ABA has become widely accepted among mental health professionals and is used in many schools and treatment facilities. ABA discourages negative behaviors and encourages positive behaviors in order to improve a variety of skills. There are different types of ABA (click here for more information), for example:
  • Verbal Behavior Intervention (VBI) is a type of ABA that focuses on teaching verbal skills.
  • Pivotal Response Training (PRT) aims to increase the AS or HFA youngster’s motivation to learn, monitor her own behavior, and initiate communication with others. 
  • Early Intensive Behavioral Intervention (EIBI) is a type of ABA for younger kids on the autism spectrum (below the age of 5).
  • Discrete Trial Training (DTT) is a type of therapy that uses a series of trials to teach each step of a desired behavior or response. Lessons are broken down into their simplest parts, and positive reinforcement is used to reward correct answers and behaviors while incorrect answers are ignored.

Additional Therapies— Other therapies that can be part of a complete treatment program for a youngster with AS or HFA include the following:
  • The Picture Exchange Communication System (PECS) uses picture symbols to teach communication skills. The child is taught to use picture symbols to ask and answer questions and have a conversation.
  • TEACCH uses visual cues to teach certain skills (e.g., picture cards can help teach a youngster how to get dressed by breaking information down into small steps).
  • Speech therapy helps to improve the child’s communication skills. 
  • Sensory integration therapy helps the child deal with sensory information. The therapy aids the AS or HFA youngster who is troubled by certain tastes, smells, sounds, or does not like to be touched.
  • Occupational therapy teaches skills that help the AS or HFA adult live as independently as possible. 
  • FLOORTIME focuses on emotional and relational development (e.g., feelings, relationships with parents/teachers/peers). It also focuses on how the youngster deals with sensory overload.

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

What about moms and dads whose kids on the spectrum weren’t identified soon enough for early intervention?

Many kids with AS and HFA are indeed “high-functioning” enough that they are not identified until they enter elementary school. It is only as they get older and their classmates surpass them socially and behaviorally that problems become noticeable. Not every youngster shows signs of autism before the age of 6, or the signs are so few and far between that they are missed. The higher-functioning youngster can compensate for his deficits, and peers may just pass him off as being odd or “quirky.” The entire pattern of behavior has to be evaluated, and unless the youngster is having issues that significantly disrupt his daily functioning at home or school, no “red flags” pop up.

Parents should not blame themselves in this case. Simply begin the process of seeking help when you discover the need for it. Later intervention is certainly better than no intervention. Rather than dwelling on what wasn’t done or what you “should have noticed,” focus on what can be done now. With the right intervention, older kids with AS and HFA (since they are high-functioning) can catch up rather quickly in most cases.




More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> 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
==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism
By

Aspergers Children Who Abuse Their Siblings

Question

How can I help my youngest child age 4 cope with my 12 year old Asperger child’s sneaky aggressive behavior toward him? My four year old loves his older brother but is constantly being manipulated and abused. He does this very sneaky and tries not to get caught.

A typical example: My Asperger child will appear to cuddle with my child on the couch while he's secretly smashing the air out of him until the 4 year old screams. It's hard to watch my loving four year getting hurt every time I turn my back.


Answer

Research reveals that 53 out of every 100 kids abuse a sibling (higher than the percentage of grown-ups who abuse their kids or their spouse). What some children do to their sibling inside the family would be called assault outside the family. 

Here are some important facts related to sibling aggression. Researcher suggests that:
  1. A younger sibling who is very aggressive increases an older sibling's level of aggression.
  2. An older sibling who is very aggressive increases a younger sibling's chances of being aggressive too.
  3. If mothers/fathers show hostility in their family interactions, their kid’s level of aggression increases.
  4. Parental hostility related to economic pressures has an impact on kid’s aggression.
  5. Just having a sibling influences a youngster's level of aggression.
  6. Aggression runs in families.
  7. Although parental hostility is a risk factor for childhood aggression, marital conflict between mothers/fathers is not.
  8. Other family risk factors that increase the likelihood of childhood aggression are economic pressures, single parenting, violence in the home, and maternal depression.
  9. Boys are more physically aggressive in sibling relationships than girls, but girls can be just as aggressive in non-verbal ways.
  10. Sister-to-sister relationships have less fighting than brother-to-brother or brother-to-sister combinations.
  11. Having a nurturing older sister protects younger kids from becoming aggressive and even protects them from developing substance abuse issues, but having an overly aggressive older brother has the opposite effect.
  12. Kids tend to show more aggression toward siblings at younger ages, and then outgrow it.
  13. Kids learn how to be aggressive by watching their older brothers/sisters.

As moms and dads, we may be tempted to ignore fighting and quarrelling between kids. We may view these activities as a normal part of growing up. We say, "Boys will be boys" or "They'll grow out of it." However, thousands of adult survivors of sibling abuse tell of the far-reaching negative effects that such unchecked behavior has had on them as kids and grown-ups.

Sibling abuse, as all forms of human abuse, may be sexual, physical, or emotional:
  • Sexual abuse includes unwanted touching, indecent exposure, intercourse, rape or sodomy between brother/sister.
  • Physical abuse ranges from hitting, biting, and slapping to more life-threatening acts such as choking or shooting with a BB gun.
  • Emotional abuse is present in all forms of sibling abuse. It may include teasing, name calling, belittling, ridiculing, intimidating, annoying, and provoking.

Kids often abuse a sibling, usually younger than themselves, to gain power and control. One explanation for this is that the abusive youngster feels powerless, neglected and insecure. He/she may feel strong only in relation to a brother/sister being powerless. The feeling of power kids experience when they mistreat a brother/sister often reinforces their decision to repeat the abuse.

How can you identify normal “sibling rivalry” versus “sibling abuse”? Here are some useful guidelines:
  • How does the abused sibling respond? Victims often respond to abuse from a sibling by protecting themselves, screaming and crying, separating themselves from the abuser, abusing a younger sibling in turn, telling their moms and dads, internalizing the abusive message, fighting back, or submitting.
  • How often does it happen and how long does it go on? Acceptable behavior that is long and drawn out may become abusive over time.
  • Identify the behavior. Isolate it from the emotions associated with it and evaluate it.
  • Is the behavior age-appropriate? Remember that generally you should confront fighting and jealousy even if you tend to think it is "normal."
  • Is there a victim in the situation? A victim may not want to participate, but may be unable to stop the activity.
  • What is the purpose of the behavior? If it tears down another person, it is abusive.

If you suspect abuse, it's important to act quickly to stop it. An effective parental response involves the following steps:
  • As a parent, you play a critical role in teaching kids how to mediate disputes without aggression. By setting rules and expectations for how your kids interact with each other, they are more likely to find ways to resolve their differences without aggression throughout their lives.
  • Be a good role-model of positive and esteem-building behavior.
  • Bring all kids involved into a problem-solving process.
  • Figure out alternative solutions to the problem.
  • Get enough fact and feeling information to assess the problem accurately.
  • Help kids to arrive at a child-set goal (goals set by moms and dads often become rules that kids will not follow).
  • How you handle aggression between siblings is critical. A common complaint among kids is, "He started it!" If you continually punish one youngster, and do not properly address issues with another youngster who could be instigating aggressive situations, you will likely breed resentment between siblings that could result in even more aggression. Assuming the older youngster is the aggressor could mean that you are missing a younger child's aggressive impulses and letting them go unchecked.
  • Minimize the violence your children see on T.V. and in the movies.
  • Reward sensitive, positive behavior among siblings.
  • Specify appropriate ways of acting and consequences should abusive behavior occur in the future.
  • State and restate the problem to make sure you understand it clearly.
  • The most important role you play with your youngster is that of a model for behavior. Your kids are more likely to do as you do, not as you say. If they see that you handle stressful situations by becoming aggressive or belligerent, they will learn this behavior. It is important to be aware of the behaviors you are teaching your youngster. Do you drive aggressively while screaming angry insults at other drivers? Are you rude or aggressively demanding toward others, such as restaurant or other service workers? Your kids learn through these interactions.
  • Work together to set up a contract which states the rights and responsibilities of each youngster.

More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> 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
==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism
By

Disciplinary Tips for Difficult Kids on the Autism Spectrum

Disciplining kids displaying difficult behavior associated with ASD or High-Functioning Autism (HFA) 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, 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 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 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 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 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 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 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 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 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 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: 
  • "Time-outs" that are open-ended and governed by the child's readiness to gain self-control
  • Acknowledging or rewarding efforts and good behavior
  • Consistent, firm guidance
  • Directed at the child's behavior, never the child’s personality
  • Giving children positive alternatives
  • Listening and modeling
  • Logical consequences that are directly related to the misbehavior
  • Physically and verbally non-violent
  • Positive, respectful
  • Re-directing and selectively "ignoring" minor misbehavior
  • Reflection and verbal give-and-take communication
  • Teaching children to internalize self-discipline
  • Teaching empathy and healthy remorse by showing it
  • Understanding individual abilities, needs, circumstances and developmental stages
  • Using mistakes as learning opportunities
  • When children follow rules because they are discussed and agreed upon
  • When children must make restitution when their behavior negatively affects someone else

Punishment is: 
  • "Time-outs" that banish a child for a set amount of time governed by the parent
  • Being told only what NOT to do
  • Children are punished for hurting others, rather than shown how to make restitution
  • Consequences that are unrelated and illogical to the misbehavior
  • Constantly reprimanding children for minor infractions causing them to tune-out
  • Controlling, shaming
  • Criticizing the child, rather than the child's behavior
  • Forcing children to comply with illogical rules "just because you said so"
  • Inappropriate to the child’s developmental stage of life
  • Individual circumstances, abilities and needs not taken into consideration
  • Negative and disrespectful of the child
  • Physically and verbally violent or aggressive
  • Reacting to - rather than responding to - misbehavior
  • Sarcastic
  • Teaching children to be controlled by a source outside of themselves
  • Teaching children to behave only when they will get caught doing otherwise
  • When children follow rules because they are threatened or bribed

Discipline is guidance. When we guide children toward positive behavior and learning, we are promoting a healthy attitude. Positive guidance encourages a child to think before he acts. It also promotes self-control. Punishment, on the other hand, is a type of parental-control behavior. Basically there are 3 kinds of punishment: (1) penalizing the child with consequences that do not fit the crime (e.g., "Because you told a lie, you can't have your allowance"); (2) physical (e.g., slapping, spanking, switching, paddling, using a belt or hair brush, etc.); and (3) with words (e.g., shaming, ridiculing, cussing, etc.).

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

Punishment is usually used because it vents the parent’s frustration, it's quick and easy, parents don't know other methods, and it asserts adult power. Punishment does not promote self-discipline. It only stops misbehavior for that moment. Punishment may fulfill a short-term goal, but it actually interferes with the accomplishment of the long-term goals of self-control. The outcomes for children who are punished include ideas such as: 
  • “It is okay to hit people who are smaller than you are.”
  • “It is right to hit those you are closest to.”
  • “Those who love you the most are also those who hit you.”
  • “Violence is okay when other things don't work.”

Conclusion—

From the moment parents hear the diagnosis, they know life will be more challenging for their “special needs” youngster than for her siblings. So, when they ask her to do something and it's not done, they may let it go. Or they may fear that what they like her to do, or not do, is impossible for her to achieve. But, if parents feel that their child doesn't deserve discipline, it's like telling her, "I don't believe you have what t takes." And if parents don't believe it, neither will the child.

Behavior management is not about punishing or demoralizing the youngster. Instead, it's a way to lovingly set boundaries and communicate expectations. Discipline is one of the most important ways that moms and dads can show their HFA child that they love and care about him.



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