Tag Archives: Caregivers

Question?: Angry Autistic Child

Lisa asks…

How to handle a child with autism?

I have a little boy that goes to my church that is 5 years old. He has autism. I am asked by his grandmother to watch him ALOT. He always runs away or misbehaves and i have no training in this type of disease. How do you communicate and talk to kids with autism?
As I said in this question, I know NOTHING about autism. I don’t mean to affend in any way

admin answers:

First of all i have a child with autism and its not a disease and as a parent with a child with autism you just offened me its a devlopmetl disabilty please dont put it that way

in my words it would be like 100 pages i found a good list for you

Social management
Behavioural management
Scholastic management

Autism is a communication disorder characterised by a child’s inability to relate to the outside world – physically and emotionally. These children are usually hypersensitive to external environmental stimuli and seem to be withdrawn into an inside world only they have access to. In such a situation, autistic children need special and individualised care from their parents and other caregivers. Here are some guidelines to help deal with an autistic child’s needs.

Social management:

Try to make eye contact with the child.

Organise the child’s environment and daily activities into a routine. Autistic children respond well to routine, which helps them to create order in their world. This could be done by keeping fixed times for food, play and other activities like taking a bath, sleeping, etc.

Provide prior warning of any change in routine – physical or otherwise. For example, if the furniture of the child’s room needs to be moved, the child should be told and allowed to get used to the idea, before the change is made.

Getting angry at the child’s tantrum will not help. In such a case, it is better to allow the child to calm down and then repeat the instructions.

Taking the child to crowded places should be avoided, at least till behavioural therapy has made him more accepting of such outings.

Behavioural management:

Talk to the child in simple and uncomplicated language. Long and subtle sentences should be avoided. For example, instead of saying, “Rahul, would you please come and sit here”, it is better to say, “Rahul, sit here” while pointing to the destination with a finger.

Touch the child often. Though an autistic child will frequently rebuff any effort to touch, research has shown that they begin to respond to touch sooner or later. Instead of making overt efforts to touch the child, a parent should try to make subtle advances like lead the child by holding the arm lightly, or a gentle nudge from behind etc.

The child should be talked to often, rather than waiting for him to initiate conversation. Any effort to talk on the child’s part should be effusely praised. Gradually the child can be encouraged to initiate conversation on his own.

Taking the child’s name every time he is addressed is essential. However, pronouns should be taken care of while talking to him since most autistic children who talk tend to reverse pronouns, using “You” instead of “I” and vice versa. So it may be better to say, “Rahul, YOU can have toast”, rather than “Rahul can have toast”.

It is better to ensure consistency in discipline and demands since autistic children tend to take everything literally. Once a limit or target has been set, it is better to adhere to it at that time. For example, if the time for play has been set for 4 o clock and the parent wants to postpone it, it is better to tell the child, “Rahul we will play at 5”, rather than saying, “We will do that later”.

Scholastic management:

Use visual media as far as possible with background auditory stimuli. For example, while telling a story, the child should preferably be shown a picture book simultaneously. Unlike other children, an autistic child might like to hear the same story everyday providing him with a sense of routine and order.

Give clear, simple and literal tasks to a child to complete and let him finish it before moving on to another activity.

Do not rush the child into keeping pace with others.

The teaching material may be increased in complexity with time.

The child should be encouraged to interact with peers.

Positive reinforcement should be given if the child makes eye contact, speaks, completes an activity or curbs repetitive behaviour. Praise should be effusive. For example., say “Rahul that was excellent. You have done well”, instead of “That was good”.

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Question?: Autism Signs In Children

Ruth asks…

Any tips on potty training kids with autism?

My daughter has autism and will be 3 next month. I really don’t know how to potty train her since she has limited verbal skills and can not tell me when she needs to go!
I have consulted with “experts” but I would like some tips or feedback from parents or caregivers that have been there as well.
MeShell, we are in Texas too! She is starting school next month when she turns 3.

admin answers:

Toileting can be difficult especially if there is a disability present, some children take longer than others to make the transition, so don’t feel disheartened if she does not want to do it yet, just let it go for a week or two and try again.

Start by keeping a record of the times she is has wet and soiled herself (in her diaper/nappy) over a period of a week or two, with any luck you will have a idea of approximate times, if not a pattern she is going. And then try to have her sit on the potty or toilet around these times.

Make sure has a big drink, every time she has a meal, to encourage the need for elimination, usually children will need to go to the toilet within half an hour after a meal, so this would be a good time to have her sit on the toilet/potty, you will have to do this after breakfast, lunch and tea as part of her routine.

Modeling is another way of encouraging children to use the toilet/potty. The idea is for her to see you actually sitting on the toilet, and see whats in the toilet after you have finished, let her flush the toilet, and then wash hands (all of which are part of toileting). If you reluctant to sit on the toilet in front of her, other siblings are usually more than happy to show others how to wee etc. With boys a ping pong ball with a target or an bulls eye painted on it, and then placed into the loo, the boys love seeing it whiz around, it also teaches them to AIM into the toilet not at it.

Be sure you tell its toilet time, before taking her so she becomes familiar with the word, even when you need to go so she knows its something everyone has to do. As she is not verbal you can teach her the sign for toilet, you may like to draw a picture of the toilet and show her every time your take her to the toilet (you can buy picture cards, but it can be expensive, check links below)

But don’t let her sit on the toilet for more than 10 minutes as she will become bored and resist sitting, have a few toys for her play with while sitting (ones that can be washed easily). Saying that NEVER use the toilet or potty as punishment for soiling themselves, as you will find yourself back to square one.

Be mindful of the toilet flushing upsetting her as it can be a bit noisy for some autistic children, also doing pooh can be a bit frightening too, this can be overcome by modeling as above.

If she does do a wee or pooh make a huge fuss, and tell daddy or grandparents how clever she is.

I use a mix of Makaton sign language and compics to communicate with my clients. Boardmarker is really good program but is a bit expensive too, but well worth the money.

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Question?: Autism Symptoms In Infants

Mandy asks…

When can you diagnose autism in a baby?

And what are the signs and symptoms?

admin answers:

From these studies, five distinct areas of development are flagged for consideration. All parents should consider these “Big Five” if they suspect that their child may have autism.

1) Does the baby respond to his or her name when called by the caregiver? Within the first few months of life, babies respond to their own name by orienting toward the person who called them. Typical babies are very responsive to the voices of familiar people, and often respond with smiles and looks.

In contrast, infants later diagnosed with autism often fail to respond to their own name. That is, when called by name, they tend to turn and look at the person only about 20% of the time as found- in the videotaped one year-old birthday parties of children with autism. They also are often selectively responsive to sounds. They may ignore some sounds and respond to others that are of the same loudness. Thus, they may fail to respond to their parent calling their name, but immediately respond to the television being turned on. It is not unusual for parents to suspect their child has a hearing loss.

2) Does the young child engage in “joint attention”? Near the end of the first year of life, most infants begin to join with their caregivers in looking at the same object or event. To aid in this process of “joint attention”, typical infants begin to shift their gaze from toys to people, follow other’s points, monitor the gaze of others, point to objects or events to share interest, and show toys to others. These behaviors have a distinct sharing quality to them. For example, the young infant may point to an airplane flying over head, and look to the parent, as if to say, “do you see that!”

In contrast, young children with autism have particular difficulties in jointly attending with others. They rarely follow another’s points, do not often shift their gaze back and forth from objects to people, and do not seem to share “being with” the caregiver as they watch and talk about objects, people, or events. They also tend not to “show” a toy to the parent.

3) Does the child imitate others? Typical infants are mimics. Very young infants can imitate facial movements (e.g., sticking out their tongue). As early as 8-10 months, mothers and infants say the same sounds one after another, or clap or make other movements. Indeed, imitation is a major part of such common infant games as pat-a-cake and So Big (“How big is baby? Soooo big!” as infant raises hands to sky).

Young children with autism, however, less often imitate others. They show less imitation of body and facial movements (waving, making faces, playing infant games), and less imitation with objects.

4) Does the child respond emotionally to others? Typical infants are socially responsive to others. They smile when others smile at them, and they initiate smiles and laughs when playing with toys and others. When typical infants observe another child crying, they may cry themselves, or looked concerned. Somewhat older infants may crawl near the person, pat, or in other ways offer comfort. These latter behaviors are suggestive of empathy and are commonly observed among children in the second year of life.

In contrast, children with autism may seem unaware of the emotions of others. They may not take notice of the social smiles of others, and thus may not look and smile in response to other’s smiles. They also may ignore the distress of others. Several researchers have now shown that when an adult feigns pain and distress after hitting herself with a toy, or banging her knee, young children with autism are less likely to look at the adult, or show facial concern.

5) Does the baby engage in pretend play? Someone once noted that “play is the work of children.” Young children love to pretend-to be a mother, father, or baby, to be a firefighter or police officer. Although children start to play with toys around six months or so, play does not take on a pretend quality until the end of the first year. Their first actions may involve pretending to feed themselves, their mother or a doll, brush the doll’s hair, or wipe the doll’s nose. Nearer their second birthday, children engage in truly imaginative play as dolls may take on human qualities of talking or engaging in household routines. Children may pretend that a sponge is a piece of food, a block is a hat, or a plastic bowl is a swimming pool that contains water.

In contrast, the play of children with autism may be lacking in several ways. The young child may not be interested in objects at all, paying more attention to the movement of his hands, or a piece of string. If interested in toys, only certain ones may catch his interest, and these may be used in a repetitive way that is not consistent with how most children would play with the toy. They may be more interested in turning a toy car upside down and spinning the wheels than pushing the car back and forth. Overall, pretend qualities are nearly absent in the play of children with autism under 2 years of age.

It is important to note that in each of the 5 areas we have flagged, we are most concerned with behaviors that are absent or occur at very low rates. The absence of certain behaviors may be more difficult to pinpoint than the presence of atypical behaviors. But concerns in any of the above areas should prompt a parent to investigate screening their child for autism. Several screening measures are now available, and information from the screener will help to determine if the parent should pursue further evaluations. If the parent is convinced their child has autism, then they should seek an evaluation with an expert in autism. Most likely, this evaluation will involve an interview with the parents to obtain a complete developmental history of the child, and direct observations of the child in different situations.

Luckily, Timmy and his parents were able to get the diagnosis of autism before Timmy’s third birthday. They began intensive treatment with Timmy, and he made immediate progress. They are hoping for the best outcome, and feel confident that his early diagnosis was critical in getting him the help he needs to reach his potential.

Http://www.bridges4kids.org/articles/1-03/EP12-02.html

or
http://www.mugsy.org/pmh.htm

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Question?: What Is Autism

Susan asks…

If an early childhood centre is unable to accomodate a child with Autism, how would you tell the family?

I am researching Autism. I would like to know how a professional would tell a family that they are un able to meet a families needs and cannot provide care for them at the centre. Any information would be much appreciated.

admin answers:

You would need to explain the reasons….such as the specialized training care givers need in the center, the center is not set up for specialized care, or that it is too expensive for the center to hire a one-on-one staff member for the child. Specialized care for some children with Autism is very rigorous. Caregivers need to be trained and the other children in the center need to have their safety ensured. Severe Autistic children can be violent or aggressive. In addition, staff members who care for these children have the likelihood of getting hurt (workman’s comp ins.) or burnt out quickly. Autistic children need that specialized care, especially early in life, and thus need a specialized center.

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Government Funded Autism Services – What to Do While You Wait

If your child has recently been diagnosed with autism, you will quickly experience the frustration of being put on long waiting lists for government-funded services. The worst thing you can do for your child is to sit back and wait because you could be waiting for years. The good news is that there are several things that you can do, which aren’t free, but much less expensive than paying for the services of ABA (Applied Behaviour Analysis) psychologists, program supervisors, and instructor therapists, etc. for 30 to 40 hours of therapy for your child per week.

I will start by saying that I am not affiliated in any way with the websites that I am recommending below. But I have personally used them or joined their programs at one time or another and found the information provided by them to be extremely beneficial for my son with autism.

First, learn about biomedical treatments for children with autism. Autismactionplan.org is an excellent website. It is a “doctor-driven” website and was created to assist parents and caregivers in the biomedical treatment of their children. Doctor Kurt Woeller provides comprehensive and interactive education by way of video lectures and tutorials to help you treat your child using biomedical interventions. You will also have access to live chats and parent forums. In order to access the information, a monthly or annual membership fee is required. In my opinion it is worth every cent because it costs much less than monthly visits to a DAN (Defeat Autism Now) doctor. Plus, instead of blindly following treatment instructions given by a DAN doctor, you will become educated about the reason for each treatment and can make informed decisions on behalf of your child.

Next, investigate online ABA therapy tools that will help you create and implement a learning plan for your child. Rethinkautism.com provides an effective and affordable web-based ABA treatment program that provides step-by-step written instructions as well as videos to demonstrate how to teach your child each new skill. The program also includes automated progress tracking to measure treatment effectiveness so that you can determine if your program is working.

Finally, invest in an iPad. There are hundreds of very effective autism apps, and more are being developed every day. Autismepicenter.com is my personal favourite website for Autism App reviews. The apps are categorized into groups such as; AAC Communication, Behaviour, Social Skills, Speech & Language, Visual Schedules, etc. Reviews and ratings are through first-hand experience of an autism Dad with a technology background and a degree in Management Information Systems. He also provides reviews on iPad cases that can handle the rigors of autism.

Note: In Ontario, iPads (for the purpose of augmentative communication) can be accessed through the ADP (Assistive Devices Program). An occupational therapist or speech and language pathologist who is registered with the program, assesses the specific needs of the person and prescribes the IPad and communication app (Proloquo2Go). The program will only help pay for equipment that is purchased from vendors registered with the Assistive Devices Program.

Take these 3 gigantic steps and it is possible that your child will be on their way to recovery or at the very least, major improvement. I can tell you from personal experience as a parent that being proactive and directly involved in managing your child’s treatment plan will alleviate the dreadful feeling of helplessness and frustration, and ultimately your child will benefit greatly.

Karen Robinson at AFASE at school http://www.afase.com/ provides special education advocacy training and consulting services to parents and guardians whose children are challenged by autism and other developmental disabilities.

I develop my clients into informed, proactive advocates for their children’s educational needs. They are empowered by current, customized information that enables them to articulate their children’s needs to school staff and school board administrators in a way that is both assertive and collaborative.

Browse through my website to learn more and sign up to receive free advocacy tips and news. http://www.afase.com/

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The Borderline Symptoms of Autism

If there are any truisms regarding disorders of the Autism spectrum, it is the fact that the disorder cannot be determined by employing a specific blood test that targets it. In addition to this, an MRI will not reveal that the disorder is present. Interestingly enough, one of two things that typically occurs during the time of diagnosis is that it is diagnosed improperly or misdiagnosed as something else when the disorder actually is present in the child. There is also the issue of borderline symptoms of Autism.

What do we mean by borderline symptoms? Borderline symptoms of Autism are the same as the “full-blown” symptoms with two exceptions in that they do not occur with the same frequency or severity that comprises the full diagnosis of the disorder. The borderline symptoms of the disorder include difficulties or problems involving:

o adaptability
o body use
o developmental and social issues
o language
o making transitions
o social skills

Answers provided by the child’s parents and other caregivers (i.e. the day care center personnel, teachers in school, etc.), directly observing the child, and performing several developmental screenings, are the three components that comprise the diagnosis of Autism.

Adaptability and making transitions – changing from one activity to the next or not being able to tolerate receiving new clothing are a couple of prime examples involving the difficulties involved with adapting or making changes and transitions. One of the most common symptoms of Autism is the inability to tolerate any type of change in routine.

Language issues – delays in the development of a child’s language skills are extremely common with Autism spectrum disorders. It can range from slight difficulties encountered with communicating to being completely non-verbal and not speaking at all. Being overly verbal while dominating a conversation or just making strange noises for communication purposes are both common symptoms.

Physical behavior – although they do not occur as frequently and with the same severity as the common symptoms, the borderline symptoms of Autism include certain physical aspects such as behavior that is not normal or unusual. Certain symptoms include:

o butting one’s head against a floor or wall
o repetitive hand motions
o rocking and spinning in place

Social skills – no matter what disorder of the spectrum you are talking about, there are borderline symptoms of Autism that relate to the affected child’s social skills. The child could be extremely fearful, outgoing and even overbearing, or very shy, or they may display more anger or fussiness than other children.

Other developmental and sensory issues – other indications of the borderline symptoms of Autism may include negative reactions to color, lighting, smells, sounds, and textures. Less than average or even poor coordination may be evident as well. Interestingly enough, any one of these symptoms on their own does not indicate the presence of Autism. However, if there is a cluster of these symptoms occurring between two to 10 years of age, a team of educational, medical, psychological, and vision professionals should examine and evaluate the child.

For the latest videos and training information on child development as well as books and curricula on Autism please visit childdevelopmentmedia.com.

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Facts About Autism Treatment

Autism treatment is not considered to be a fix-all, a cure. People diagnosed with developmental disorders can expect to have to live out their lives with them. Treatment is for therapeutic purposes. Treatment is given in the hope of providing these individuals with coping methods, and skills needed to successfully handle life’s situations as easily, and comfortable as possible. Treatment takes on the form of therapy sessions both one-on-one and in a group setting. It involves speech pathology therapy that focuses on not only the semantics of verbal communication but the psychological and emotional characteristics as well. Treatment can also take the form of standardized classroom instruction-these classes are special education classrooms that specifically are meant to educate individuals with developmental disorders.

Depending on the severity of the symptoms a child may be able to participate in the general setting of classes at his/her school. High functioning autistic, while still faced with the awkward social skills and awkward communication skills do have some ability to successfully participate in group setting such as public school classrooms with little or no extra help or attention. However, they still look at things in a different way and will probably come to understand and learn them in a different way as well. Because of this difficulties are more likely to occur than not and teachers and parents need to be aware of this. Children with developmental disorders are prone to bullying and negative relationships with their peers. It is difficult for children, especially those at a young age to be accepting of something so drastically different from their selves.

Most will act out because of fear of the unknown. It is necessary for teachers and caregivers to teach children a more accepting attitude of change and difference. It is with open minds, patience, and compassion that we can live together peacefully. Hiding anything different from the world is not the best course of action. However, in some cases where the severity of autism is extreme it is beneficial to everyone involved to place the child in an educational environment geared toward his/her disorder. This doesn’t mean ostracize them from the general public but simply provide them with a stable environment in which they can learn to handle said general public, comfortably.

Speech pathology therapy can be useful in helping an autistic child to build a better communicative repertoire. Communication is often difficult for autistic children no matter the severity of their symptoms.

They do not understand and react to social, environmental, emotional, intuitive cues. Due to this autistic children can develop antisocial tendencies that can unknowingly ostracize themselves from their peers. Therapy can help them to develop communication skills they are comfortably with and able to use in any situation. This can actually help them to better understand those around them which will lead to success in everyday life. It can also help autistic children to make friends-which can be of great benefit to them.

Again, autism treatment is not meant to be a cure. But it can help to alleviate the major negative characteristics of the disorder. It will help a child live as best a life as possible for him/her.

For the latest videos and training information on child development as well as books and curricula on Autism please visit childdevelopmentmedia.com.

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Psychometric properties of the Caregiver Strain Questionnaire (CGSQ) among caregivers of children with autism

Psychometric properties of the Caregiver Strain Questionnaire (CGSQ) among caregivers of children with autism Sign In to gain access to subscriptions and/or My Tools. sign in icon Sign In | My Tools | Contact Us | HELP SJO banner Search all journals Advanced Search Go Search History Go Browse Journals Go Skip to main page content

Home OnlineFirst All Issues Subscribe RSS rss Email Alerts Search this journal Advanced Journal Search » Psychometric properties of the Caregiver Strain Questionnaire (CGSQ) among caregivers of children with autism Rahul Khanna

Department of Pharmacy Administration, The University of Mississippi, University, Mississippi, USA S. Suresh Madhavan
Department of Pharmaceutical Systems and Policy, West Virginia University, School of Pharmacy, Robert C. Byrd Health Sciences Center (North), Morgantown, West Virginia, USA Michael J. Smith
Department of Clinical and Administrative Sciences, University of Oklahoma College of Pharmacy, Tulsa, Oklahoma, USA Cindy Tworek
Department of Pharmaceutical Systems and Policy, West Virginia University, School of Pharmacy, Robert C. Byrd Health Sciences Center (North), Morgantown, West Virginia, USA Julie H. Patrick
Department of Psychology, West Virginia University, Morgantown, West Virginia, USA Barbara Becker-Cottrill
West Virginia Autism Training Center, Marshall University, Huntington, West Virginia, USA Rahul Khanna, Department of Pharmacy Administration, University of Mississippi, Mississippi, USA. Email: rkhanna{at}olemiss.edu Abstract The purpose of this study was to test the psychometric properties of the Caregiver Strain Questionnaire (CGSQ) among caregivers of children with autism. The CGSQ was originally developed to assess burden experienced by parents of children and adolescents with serious emotional and behavioral disorders. Study data was collected from 304 primary caregivers ofchildren with autism using a cross-sectional survey design. We tested the one-, two-, and three-factor CGSQ model. Though the three-factor CGSQ model fit better than the one- and two-factor model, it was still short of an acceptable fit. Minor modifications were made to the three-factor model by correlating error terms. The modified three-factor CGSQ model with correlated error indicated reasonable fit with the data. The 21-item CGSQ had good convergent validity, as indicated by the correlation of its three subscales with constructs including mental health-related quality of life, maladaptive coping, social support, family functioning, and care recipient level of functional impairment and extent of behavioral problems, respectively. The internal consistency reliability of the instrument was also good, and there were no floor and ceiling effects. The CGSQ was found to be a reliable and valid instrument to assess burden among caregivers of children with autism.

psychometric properties CGSQ autism caregivers © The Author(s) 2012 Add to CiteULikeCiteULike Add to ConnoteaConnotea Add to DeliciousDelicious Add to DiggDigg Add to FacebookFacebook Add to Google+Google+ Add to LinkedInLinkedIn Add to MendeleyMendeley Add to RedditReddit Add to StumbleUponStumbleUpon Add to TechnoratiTechnorati Add to TwitterTwitter What’s this?

« Previous | Next Article » Table of Contents This Article Published online before print June 29, 2011, doi: 10.1177/1362361311406143 Autism March 2012 vol. 16 no. 2 179-199 » Abstract Full Text (PDF) All Versions of this Article: current version image indicatorVersion of Record – Mar 15, 2012 1362361311406143v1 – Jun 29, 2011 What’s this? References Services Email this article to a colleague Alert me when this article is cited Alert me if a correction is posted Similar articles in this journal Similar articles in PubMed Download to citation manager Request Permissions Request Reprints Load patientINFORMation Citing Articles Load citing article information Citing articles via Scopus Citing articles via Web of Science Google Scholar Articles by Khanna, R. Articles by Becker-Cottrill, B. Search for related content PubMed PubMed citation Articles by Khanna, R. Articles by Becker-Cottrill, B. Related Content Load related web page information Share Add to CiteULikeCiteULike Add to ConnoteaConnotea Add to DeliciousDelicious Add to DiggDigg Add to FacebookFacebook Add to Google+Google+ Add to LinkedInLinkedIn Add to MendeleyMendeley Add to RedditReddit Add to StumbleUponStumbleUpon Add to TechnoratiTechnorati Add to TwitterTwitter What’s this?

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Autism Language – Speech and Language Therapy for Children With Autism

Autism Language

What is it? The goal of speech therapy is to improve all parts of communication. This includes: comprehension, expression, sound production, and social use of language (1). Speech therapy may include sign slang and the use of picture symbols (2). At its best, a specific speech therapy plan is custom to the specific weaknesses of the precise child (1). Unfortunately, it can be difficult to fashion a child-specific, evolving, continual speech therapy guidelines (1, 3). Autism Language

The National Research Council describes four aspects of beneficial speech therapy- (1) Speech therapy should begin early in a child’s life and be frequent. (2) Therapy should be rooted in practical experience in the child’s life. (3) Therapy should encourage spontaneous communication. (4) Any communication skills learned during speech therapy should be generalizable to multiple situations (4). Autism Language

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Thus, any speech therapy program should include practice in many different places with many different people (2). In order for speech therapy to be most successful, caregivers should practice speech exercises during normal daily routines in the home, school, and community (1, 5). Speech therapists can give specific examples of how best to incorporate speech therapy throughout a child’s day (6).

What’s it like? Speech therapy sessions will vary greatly depending upon the child. If the child is younger than three years old, then the speech therapist will most likely come into the home for a one hour session. If the child is older than three, then therapy session swill occur at school or in the therapist’s office. If the child is school age, expect that speech therapy will include one-on-one time with the child, classroom-based activities, and consultations between the speech therapist and teachers and parents (2).

The sessions should be designed to engage the child in communication. The therapist will engage the child through games and toys chosen specifically for the child. Several different speech therapy techniques and approaches can be used in a single session or throughout many sessions (see below). What is the theory behind it? Children with autism not only have trouble communicating socially, but often also have problems behaving.

These behavioral problems are believed to be at least partially caused by the frustration associated with the inability to communicate. Speech therapy is intended to not only improve social communication skills, but also teach the ability to use those communication skills as an alternative to unacceptable behavior (1). Don’t let your child suffer anymore! Lead your child out of his world through Autism Language program now!

Autism Language is a proven Autism Solution for your Child.

Try The Program and change child’s life forever!
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Should Autistic Children be Responsible For Their Behavior?

All children need to learn to take responsibility for their behavior. But, what about autistic children who have a behavior problem of temper tantrums, anger outbursts and other areas of behavior unbalances, caused by this disorder? Should we make excuses for them, due to their disorder and ignore the outcome of what the end result will be, or do we step in and educate this process into a positive way of life, that will help the child and parents? Yes, children with autism must be taught that they are responsible for their behavior, and they too, as other children without the disorder will be corrected and guided into a better way of displaying these emotions that can be controlled and managed.

It is crucial, when parents are aware of their child with autism who have an outburst of anger, or temper tantrums, to redirect them into an area where this will not be accepted. This takes patience and being in tune with the particular behavior of the child and what triggers it to be set in motion and what their age is. There is the possibility, the child is over stimulated, tired, too many new things to handle and the data is too much to process, too many loud noises, unusual sounds, and bright lights, new faces of people and sometimes the food the child eats at that time. These examples can cause overload on the child and they express it in their way of communication that influences behaviors, that are unacceptable in our surroundings.

To teach the individual with autism to be responsible for their behavior, starts at an early age, when it is noticed and it starts to create problems. Parents or caregivers, need to be aware of the sensory overloads that the child is experiencing and try to eliminate the causes if possible to avoid the behavior.

Once autistic children realize they are being corrected and redirected, because of their behavior being out-of-line with their surroundings, they are responsible for not doing it again. This takes constant patience and discipline on the parents or caregivers, to follow through with this plan and be consistent.

Communication with any individual is imperative, but for autistic children it too, is essential to communicate in the best appropriate way, without being intimidated. Behaviors in autistic children can vary, but, also can be extremely offensive, if it is not being addressed and corrected.

As young autistic children grow in our society, they must learn how to act appropriately, to be accepted in our environment. Of course, that does not indicate, they will be perfect, but it is essential to be aware of the fact, that their behavior which at times is off-balance, can be dealt with. This will enable them to be the best according to their abilities, to fit in our society and gravitate towards new challenges and opportunities.

This is a process, but autistic children are responsible for their behaviors and they should be aware of the consequences that the parents or caregivers have communicated to them and have taught them, if they become out-of-line or are, unjustifiable,

Remember, it takes patience, time, discipline, consistency, unconditional love, to guide and understand that autistic children are responsible for their behaviors. In the end result, there will be positive growth, and it will assist them to become stronger individuals in our society.

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