Self-discipline is a skill that autistic children have trouble acquiring. This includes not only inappropriate outbursts, but also habits that can be potentially hazardous, as being aggressive towards others or causing harm to themselves, as the knocking the head off the walls. To avoid these and other behaviors, one technique parents and educators can use to control autistic tendencies is self-management. The power of the child, giving him - or herself is often the key to keeping control over violent situations and can be a positive step towards other behaviors and learning.
Self-management works because the child is more fully controlled by others. By teaching self-management during the times of the day, such that even if the child is at school or therapy, the child will be more likely to continue to practice self-control during all periods of the day. It is essential to implement a program in which he or she supervises activities and his own behaviour. Start with short periods of time and continue to monitor the child to a more passive view. All ten to fifteen minutes remind the child that he or she controls and must follow and be aware of the good and the bad behavior.
This surveillance is a form of self-evaluation. When a child is in control, he or she may think more closely about the behaviour in the past and the present. Define clear objectives with the child - for example, an afternoon with no aggression towards others or a day at school with no self-injury. Every fifteen minutes ask the child how he or she is. To meet the objective? If the answer is no, the child may not be ready for self-management, or perhaps the goals are too impractical. You want to make sure that the goals are easy to reach first and then move the child to more difficult targets in the future. When a child is self-monitoring, he or she will have a more positive attitude towards the experience.
Of course, an important part of self-management is a system of rewards. Have the child come with its own reward, according to interest. Strengthening will make these goals of good behaviour more clearly marked in the spirit of the child and by selecting and rewarding him - or herself, the child will feel completely in control of the system of self-management. Choose simple rewards to start, as emoticons for each goal happy and sad face for each objective, not satisfied and progress towards a larger goal, such as a special event or a new toy when a number of emoticons has been reached.
These types of programs are expanding day to the next, it is therefore important that you and the child have enough time to devote to self experience. Reinforcing good behavior to the awards, as determined by the child rather than an adult, he or she will be more likely to pursue this even when it involved do step program. If your autistic child is mature enough, this could be a treatment program good try.
