| Children with autism may fight the routine of | | | | bathroom. This will take patience, practice and |
| going to bed and leave you, as parent(s) | | | | consistency. Do not back down from your spoken |
| exhausted, overwhelmed, discouraged and ready | | | | routine to your child. |
| to give up! What can be done? | | | | If your child decides to leave the bedroom when |
| When the individual with autism hears the word | | | | you have put him or her to bed, do not allow that |
| bedtime, or is aware that it is time for he or she | | | | to happen. Your child must stay in their bedroom |
| to go to bed, there can be an extreme sense of | | | | to learn that is the place for sleep, when told to |
| anxiety and dread. This can be simplified. | | | | go to bed. |
| Remember, your child can be taught and | | | | You might want to consider placing some soft |
| disciplined that he or she must follow the rules, | | | | cuddly toys in the bedroom where your child |
| routine and be obedient to you, as a parent when | | | | sleeps, to keep them from wandering around the |
| it comes to their bedtime. | | | | house, but stick to the schedule and routine you |
| The first area that might solve this problem, is to | | | | planned. |
| remind your child that there will be a set time to | | | | Allowing your child to stay home from school, |
| go to bed. Simplify that by showing your child a | | | | because he or she is too tired from not getting |
| clock or make one and let them see the time by | | | | sleep from the night before, even though you |
| the numbers and hands on the clock that are | | | | kept to your schedule, is not a good plan. If you |
| provided for their bedtime. | | | | do this, your child will associate staying home |
| Be sure you stick to the time that you told your | | | | from school, doctor appointments and other |
| child, it is going to be that set-time to go to bed. | | | | activities, by not sleeping when put to bed on |
| Your child may resist the time you designated, for | | | | your schedule that has been designated to your |
| example 8:00 p.m. or 9:00 p.m. Remember, you | | | | child. The negative routine will continue and your |
| as a parent(s) are in charge and you must be | | | | child will be missing many school days and other |
| firm, even if your child cries, screams, or gives an | | | | functions. |
| unacceptable resistance. This can be simplified by | | | | Another point to remember to simplify this |
| not letting your child convince you, that you are | | | | process is, do not allow your child to take naps, |
| wrong and your child is going to have his or her | | | | to make up for loss of sleep, because of resisting |
| own way. | | | | their bedtime. |
| The other point is, you can be in charge of your | | | | Once your child understands bedtime is for sleep |
| child to go to bed, but you are not in charge to | | | | and you will not allow them to take charge of |
| make them fall asleep. You must keep your child | | | | you,each day will become easier, and you will |
| in his or her room and tell the child to be quiet and | | | | sleep better also. This process is simplified each |
| not to leave the bedroom, unless it is for the | | | | time your child is aware of what bedtime is. |