| The thought that kids with autism do bad things | | | | that set him off. |
| intentionally is a big misconception. Their evident | | | | 4 - Make changes to your child's environment. Safety |
| misbehavior such as slapping their peer, running off | | | | is vital. It's true that creating a safe environment for an |
| from a room, declining to take part in a game, or | | | | autistic child poses a challenge. A lot of your child's |
| climbing a high place, are usually caused by external | | | | behavior is potentially dangerous, so it is wise to |
| concerns and can be resolved by creative and calm | | | | always be on the lookout. Better yet, take precautions |
| parents. | | | | like placing a dead bolt on the doors and securely |
| Below are tips for parents on how to successfully | | | | latching cabinets. |
| manage their child's behavior: | | | | 5 - Do away with overwhelming or excessive sensory |
| 1 - Understand your child. A very small number of | | | | input. There are various ways on how to alter a |
| autistic children manifest undesirable behavior | | | | situation in case your kid has the tendency to |
| intentionally. The key to learning how to manage your | | | | over-react to sensory input. Indeed, the first thing you |
| child is knowing them, because every child is unique. | | | | can do is avoid situations that can overload his senses |
| What is your child sensitive from? Is it light, or sound? | | | | like parades. If that's simply impossible, you can make |
| Does your kid need loads of sensory input? More | | | | use of ear plugs, or you can bribe him for both of you |
| information learned about your child equates to easier | | | | to get through challenging moments. |
| troubleshooting. | | | | 6 - Give sensory input. If you notice that your child is |
| 2 - Adjust your expectations. Typically, children are | | | | fond of climbing the couch, or spinning in circles, he is |
| able to sit through dinner for one hour, but this is not a | | | | craving for sensory input. You can give that in various |
| sensible expectation for a lot of kids with autism. Try | | | | ways. A number of parents suggest providing lots of |
| to begin with smaller goals, like sitting still for four | | | | bear hugs, or putting their child in between cushions, or |
| minutes, or eating with the use of a spoon; whatever | | | | tucking them in quilts. |
| you believe your kid can handle. As soon as this is | | | | 7 - Celebrate your child's success. Cheer your child on |
| accomplished, you can move on to bigger goals like | | | | whenever he's able to finish a sentence, kicks a ball |
| sitting through a full meal. | | | | back to you, or agrees to go with a playdate. |
| 3 - Think of the possible sources of your child's | | | | 8 - Look for ways on how to have fun together. It can |
| behavior. A lot of kids with autism deal with sensory | | | | be hard to relate fun with autism. But think about it. |
| input differently. They either over-respond or crave it. | | | | Bouncing together on a trampoline or cuddling with |
| Some kids go to alternate between the two. More | | | | your kid can be fun! Don't worry overmuch about the |
| often than not, undesirable behaviors are a reaction of | | | | therapeutic action of every move, and enjoy being |
| too little or too much sensory input. Try to observe | | | | plain silly, enjoy your child. |
| your child carefully so that you will discover the things | | | | |