Children with autism disorder, very often have developed a set of behaviors that help them to cope with the effects of their disorder. They may exhibit a variety of behaviors that assist them in understanding the world around them. These behaviors serve a variety of purposes including:
---To protect the child from an overwhelming stimulation ---To intensify sensory input to a level they can feel ---To meet the wants or needs of the individual ---To organize or make sense of their environment
While these behaviors are functionally necessary, they can also be disruptive. These behaviors serve such a critical function for the child, the goal is to try and develop more functional and appropriate behaviors rather than to eliminate or extinguish the behavior.
Some common coping behaviors include: ---Self-isolation ---Biting and or motor stimulation ---Repetitive patterns in play, communication and familiar daily events ---Vocal stimulation (humming, echolalia self talk, whistling) ---Intense attachment to favored objects ---Excessive avoidance of intense seeking of particular sensory experience
Developing skills To decrease the less functional and inappropriate behaviors, one must try to increase the ability of the child to accept comfort or assistance from a significant adult and increase the number of coping strategies for the child. These strategies include seeking help, increasing use of language, taking a break, defining needs and including a diet of sensory input. To assist in increasing the coping skills the following ideas are recommended:
---Allow time for delayed processing when communicating with the child. Read the cues for the child to be sure the information was understood. ---Practice coping strategies during play so the child can learn strategies before she or he is promoted to use them in a challenging situation. ---Organize input. Limit extraneous noise, movement and materials to help the child learn to focus on relevant information and screen out the rest. ---Increase structure and predictability of activities by using organizing phrases such as "First, Then", or "Ready, Set, Go". ---Provide adult support and modeling for appropriate social interactions with peers. ---Define space with chairs, carpet squares, bean bags, etc, to help the child feel safe when in proximity to peers. ---Provide clear, visual information about routine and novel events.
Be patient with your child when assisting with new skills and methods for a healthy behavior. Be creative and open-minded when trying to understand the different and uninque patterns that are displayed with autistic behavior.
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information presented herein intended to substitute for the advice provided to you by any health care or other professional
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