Self-discipline is a skill that children with autism have difficulty absorbing the majority. This includes not only inappropriate outbursts, but also habits that can be potentially dangerous, such as aggression toward others or harm themselves, such as head banging on the walls. To avoid these and other behaviors, one technique parents and educators can use to monitor trends in autism is the self. Empowering children is often the key to keeping control over violent situations and may be a positive step towards learning other behaviors as well.
self-management works because the child is no longer totally dominate others. Autonomy in the area at certain times of the day, as if the child is in school or therapy, the child is likely to continue to exercise self-restraint at all times of the day. The most important thing is to implement the program, in which he follows his own behavior and activities. Start short amount of time, and continue to monitor the child's passive point of view. Every ten or fifteen minutes remind the child that he or she manages and monitoring and knowledge of good and bad behaviors.
This monitoring is a form of self-evaluation. When a child is in control, he or she may think more closely about behavior in the past and present. Establish clear goals with the child, for example, a late no aggression towards others or a day at school without getting hurt. Every fifteen minutes ask the child how he or she is doing. The aim is to achieve? If the answer is no, maybe the child is not ready for self, or perhaps the goals are too unattainable. You want to ensure that the objectives are easy to reach at first, then move the child towards more difficult in the future. When a child succeeds in self-control, he or she will have a more positive attitude towards the experiment.
Of course, an important part of a system of self-reward. Ask the child to come with its own reward, depending on interest. Reinforcement will make these goals more clearly to conduct the spirit of the child, and by the choice and the reward, the child will feel completely in control of the system of self-management. Choose simple rewards to start, as smileys for every base and sad faces for every goal not reached, and the work to a larger goal, as a special activity or new toy when a number of smiling faces have been achieved.
These types of programs do not develop overnight, so it is important that you and your child has enough time to experiment with self-management. By reinforcing the good behavior and benefits, as determined by the child, rather than an adult, is more likely to do this, even if not participating in the program. If the autistic child is mature enough, this could be a treatment program just for trying.
self-management works because the child is no longer totally dominate others. Autonomy in the area at certain times of the day, as if the child is in school or therapy, the child is likely to continue to exercise self-restraint at all times of the day. The most important thing is to implement the program, in which he follows his own behavior and activities. Start short amount of time, and continue to monitor the child's passive point of view. Every ten or fifteen minutes remind the child that he or she manages and monitoring and knowledge of good and bad behaviors.
This monitoring is a form of self-evaluation. When a child is in control, he or she may think more closely about behavior in the past and present. Establish clear goals with the child, for example, a late no aggression towards others or a day at school without getting hurt. Every fifteen minutes ask the child how he or she is doing. The aim is to achieve? If the answer is no, maybe the child is not ready for self, or perhaps the goals are too unattainable. You want to ensure that the objectives are easy to reach at first, then move the child towards more difficult in the future. When a child succeeds in self-control, he or she will have a more positive attitude towards the experiment.
Of course, an important part of a system of self-reward. Ask the child to come with its own reward, depending on interest. Reinforcement will make these goals more clearly to conduct the spirit of the child, and by the choice and the reward, the child will feel completely in control of the system of self-management. Choose simple rewards to start, as smileys for every base and sad faces for every goal not reached, and the work to a larger goal, as a special activity or new toy when a number of smiling faces have been achieved.
These types of programs do not develop overnight, so it is important that you and your child has enough time to experiment with self-management. By reinforcing the good behavior and benefits, as determined by the child, rather than an adult, is more likely to do this, even if not participating in the program. If the autistic child is mature enough, this could be a treatment program just for trying.
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