| There is a lot of trouble with autistic children | | | | the past and present. |
| managing to achieving self control. This includes in | | | | You should set good goals with the child for an |
| appropriate outbursts, and also potentially | | | | example an afternoon without aggression towards |
| dangerous habits, like for instance being | | | | others, a whole day at the school without any |
| aggressive towards friends, or at times harming | | | | injury to self. |
| themselves by banging their heads off walls. | | | | During a certain program, we have to check the |
| In order to stop this and other dangerous | | | | child more or less every 15 minutes or so, how |
| behaviors a technique a lot of parents and | | | | he or she is doing as a sort of reminding him of |
| educators use to stop these autistic tendencies is | | | | the goal? If the answer is no, then maybe the |
| by using self-management. | | | | child is not ready for self management, or maybe |
| By giving the autistic child control over him or | | | | the goals have been set to unattainable levels. |
| herself is many times the key to keeping control | | | | What is good is to set a goal for them that is not |
| over violent actions and can be a positive step | | | | difficult to achieve and then give them a hard |
| for other behaviors to be learned as well. | | | | task as you go along with the program. When |
| The program of self-management is really a great | | | | you get a child to where he is experiencing |
| help because it makes the child more friendly | | | | success at self monitoring then you can reinforce |
| towards other people and he/she doesn't feel | | | | the positive attitude more towards the |
| anymore that he/she is controlled by others. | | | | experience. |
| Therefore by teaching the self-management at | | | | Do not forget a very important part of self |
| specific times each day maybe while the child is at | | | | management is the rewards system, you should |
| school or therapy, many times the child will | | | | have your child come up with his or her own |
| exercise the self-control many times during the | | | | reward according to the interest. |
| day, then he may start to practice the | | | | You should choose simple rewards in the |
| self-control throughout the day. | | | | beginning. You have to be more artistic on your |
| The major step is to start a program in which | | | | own way by providing materials that could easily |
| the child monitors his or her own behavior and | | | | grasp their mind like if their goals are met, you will |
| activities. We try and begin with small amounts of | | | | bring up smiley faces and if the goals are not |
| time then continue to monitor the child from a | | | | met, you also have to create sad faces. Then |
| passive standpoint. | | | | work it up to a greater goal like a special price or |
| After which every 10 to 15 minutes you can | | | | new toy when a certain amount of smiley faces |
| remind the child that he is the one now in control | | | | have been attained. |
| and needs to monitor his behavior and keep | | | | By backing the good behavior up with rewards, |
| aware of good and bad behaviors. | | | | and let the child determine instead of an adult, he |
| When the child is in control, this form of | | | | or she will be more likely to carry this on even |
| monitoring becomes a type of self-monitoring, | | | | when not participating in the program. It is more |
| however the self control becomes a form of | | | | advantage to start a treatment program if your |
| self-evaluation when the child is in control, by using | | | | autistic child is already mature. |
| this the child may think more about his behavior in | | | | |