Discipline And The Child With Asd

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Discipline And The Child With Asd

  1. 1. Discipline and the Child with ASD Alicia Hart ECIASG Feb. 19th, 2009
  2. 2. What other parents are doing Spanking Time Outs Removing favored objects / activities Grounding Go to your room! Yelling Ignoring
  3. 3. Why don’t these work? Autism is a neurologically based developmental disorder. – Child may not understand the language – Child may not understand the repercussions – Child may not be able to ‘think ahead’ to know when or when not to do something. – Child may not care / issue has no meaning – Child may just ignore you – Child will argue with you till kingdom come about why you are wrong.
  4. 4. Spanking Hyposensitive child (i.e. won’t feel it won’t matter anyway) versus the Hypersensitive child (experiences the pain much stronger). Child who is self-injurious may LIKE it, which is exactly the opposite of what parents are trying to accomplish with spanking.
  5. 5. Time Out! Time is an abstract concept. Children on the spectrum don’t often understand abstract language or concepts. Doesn’t tell the child what TO do.
  6. 6. Removing objects and activities THE WII—Don’t touch the WII!!!
  7. 7. Grounding The phrase, “You’re grounded” has a whole different meaning to a literal thinking child on the spectrum. He / she is probably thinking something about electricity when you say this! Might be too abstract and too long of a time. If you ground a child for a month, they’ve forgotten what they did in the first place.
  8. 8. Go To Your Room! It’s probably what the child wants anyway! The room is the safe zone for most kids. A king in his castle! It’s more of a reward than a punishment.
  9. 9. Yelling Stop it! Would you quit? Don’t do that! What were you thinking? What is wrong with you? What’s wrong with these phrases? If you yell, the child will yell. If you curse when angry, the child will too.
  10. 10. Ignoring Doesn’t solve anything! Doesn’t model the behavior you want! Doesn’t teach the child anything at all! When it might be appropriate is with repetitive questioning.
  11. 11. Modeling Small steps Repeat repeat repeat Sometimes may need to use hand over hand, or guide the child to what they should be doing Role playing / drama / practice appropriate behavior when NOT angry
  12. 12. Use Positive Language Never say no, don’t, can’t—realistically speaking of course! If you have visual rules, make sure you have the rules for what you CAN do! Give choices—you can do this or that.
  13. 13. I need you to… The most powerful phrase in the world! Used in the Child Development Lab at EIU with enormous success! Tells the child what you expect of them and what they should be doing. Not what they shouldn’t!
  14. 14. Make it visual! When in doubt, write it out! Schedule it! Describe what they should be doing Circles Technique / Have Dreams uses Write a contract—seriously some of our Aspie kids would find this to be just the right kind of ‘concreteness’ to understand the problem! Take pictures of the appropriate behavior. Social stories can work—but leave out the inappropriate behavior, it just puts ideas in their head!
  15. 15. Find the good As Georgia Winson (TAP) says, “Catch ‘em being good!” Reward good behavior when you see it! Reward charts are useful but don’t make the child wait till the end of the week or month for something—that’s too long and too abstract. Use praise when you see good behavior! Be specific in your praise, don’t just say good job. “I like how you…”
  16. 16. Pick your battles Everything cannot be a struggle, some things you have to let go. You cannot win every battle, you cannot only have your viewpoint. You cannot be as inflexible as the child with ASD. Listen to and observe what the child has problems with and work with that in a positive way.
  17. 17. Consistency Don’t change the rules mid-game. Keep with a system that BOTH caregivers are on board with. If one parent does one thing and the other parent is drastically different, the child is simply confused about what to do!
  18. 18. What if nothing is working? Start at the beginning and think it through using the frame of autism! Doesn’t have to be anything as fancy as a functional analysis, but keep a behavior diary. CAT-Kit!
  19. 19. What if nothing is working? Look for other components such as: Illness Sensory problems (is this a can’t issue?) Communication problems (can he / she truly express the problem or is anger all that comes out?) Executive dysfunction playing a role? Is this an obsession that we can’t control but we can redirect, shape, and mold to something more positive?
  20. 20. Last but not least… SEEK SUPPORT!
  21. 21. From Blind Children in the Family and Community by Marietta Spencer “The question in the art of discipline is really not how and when to punish a child but rather how to help him be cooperative, constructive, and responsible. Any parent tries to teach his child what is expected of him—willingly, at the right time, and at a reasonable speed. As the child learns to think and do things for himself, and becomes willing to assume responsibility for his actions, parents can relax and begin to relinquish controls. Turning over controls to the child is naturally a gradual process. Reminders and words of guidance will still be needed, even though a child has succeeded in taking over responsibility for a certain part of his daily routine. But such reminders can be positive, supportive words rather than tense, critical, or angry ones. Experience clearly shows that a thoughtful, firm, and supportive approach will bring the best results in the long run.”

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