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Behaviours.......response to the surroundings or needs

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saima ijaz

PostPosted: Sun Jun 04, 2006 5:25 pm    Post subject: Behaviours.......response to the surroundings or needs Reply with quote

Dear Members,

Now to the main discussion. Parents approach me frequently about the behaviours and behaviour management techniques. Its very imp. to understand that kids with autism try to communicate through their behaviours and instead of taking that as a negative action...should make us think about what are they trying to communicate or accomplish via their behaviours.So our response should not be punitive, but understanding and problem solving.

Three basic reasons of behaviours are:

1.Child doesn't understand your requests / tasks developing a basic means of comunication to overcome that is most helpful. For younger and non / barely verbal kids, PECS is the way to go. Some parents have shown concern about kids getting dependent on the pecs. and not trying their words. Establishing a means of communication is far more imp; than the way its done. Child will only learn to communicate the way their mind will allow him to. Some kids start to verbalize with the help of pecs. and simple sentence strips, while some will start reading and printing as they develope sight word vocabulary and although verbalization is a task their minds are unable to take, they can surprise you with yet other ways. My own precious son is a one who would spell, than print than say and has started verbalizing on his own too. Yet there are others who will learn to sign with the pecs. and than start either to verbalize or print.

Boardmaker plus by mayer johnson is a excellent resource for making pecs. You can get more info. about the program by punching in the key words. I have already added this info. before on another discussions too. Remember to always include the text in a clear visible format when designing the pecs. I have placed some basic pecs. and a few task analysis on the worksheets of another website, You can print these sheets out and laminate, use according to your child's needs.

For verbal kids, you can use the same program to make personalized task analysis, social stories as well as modification of cirriculums. Another useful cd for this purpose is writing with symbols.

2. Child's sensory needs are not being met .

Sensory perceptions of our kids are very different from us. To understand that more, please refer to my discussion on the sensory setups for your child in this forum.

3. Child's learning system is not adequate.

Looking at each child interests and abilities, a program should be designed to develope the fine, gross motor skills, along with receptive and expressive language. Once you have a base of these basic milestones, the academic can be introduced in the form of number and letter tracing etc. Almost all kids with autism do well with academics once the initial communication, sensory set up and basic milestones have been established.

Please add your feedback, concerns and questions to this discussion, thanks.

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saima ijaz

PostPosted: Sun Jun 04, 2006 5:28 pm    Post subject: behaviours as means of communication Reply with quote

I would like to take the issue of reluctance for colouring, as an example of behaviour that needs to be modified and what can be done.

1. Better task request communication, with pecs and incentives.

A pec. of colouring as a First, task on the first and then board, followed by the pec. of a preferred activity (tickles/ song / bubbles) or tangible (candy / chips).

2. Easy task.....half or 3/4 coloured picture so what the child needs to do is a few strokes to feel 'off the hook'.

3. Lots of praise for cooperation instead of work correction.

Like if child coloured a bit but didn't finish off...still praise and don't make him . Try to end the task at a good note.

4. As kids with ASD have tactile defensiveness, (some tactile stuff feels too good and some too bad). To make the decision easy check to see if your child craves for rough, gritty surfaces or soft squeezable ones and try to find a marker like that or wrap something around the marker to improve grip.

5. Let your child play with finger paints in the bathtub or sink. Use playdough or atta with food colourings for rolling and squishing to strenghten hand grip. Use coins and money banks (slit in a shoebox would do) to improve pincer grip.

6. More than all ...gentle persistence is the key. If nothing seems to be working, take a break for one particular activity for a couple of weeks and than try again.

Cutting involves, bilateral motor integration along with eye hand coordination and should be delayed till child is more comfortable with one hand motor activities.


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