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Meltdowns and Punishment: Tips for Parents of Kids on the Autism Spectrum

"I know parents shouldn't punish a child for having a meltdown, but how do I know when it's a meltdown versus flat out bad attitude?"

One of the most important things for parents to realize is that a meltdown is a trait of High-Functioning Autism (HFA) and Asperger's. Because meltdowns can often look like tantrums, it's sometimes difficult to know what course of action to take.

To make matters worse, a particular behavior may be meltdown-related on one occasion, but a simple tantrum on another occasion (e.g., the child may have a tantrum over a certain food item because it tastes "yucky," yet he or she acts-out in the same way over another food item due to a gustatory (i.e., taste) sensitivity.

Children on the autism spectrum can avoid tantrums - but not meltdowns. The best parents can do is try to reduce the damage. Punishing a child for a meltdown is like punishing someone for swearing when they hit their thumb with a hammer. It won't do any good whatsoever and can only serve to increase the distance between you and your child. 
 

In addition, meltdowns aren't wholly caused by the current scenario, but are usually the result of an overwhelming number of other issues. The one that "causes" the meltdown is the straw that breaks the camel’s back. Unless you're a mind reader, you won't necessarily know what the other factors are, and your child may not be able to fully communicate the problem.

A meltdown is a condition where the HFA or Asperger's child temporarily loses control due to emotional responses to environmental factors (e.g., sensory sensitivities, anxiety, social frustration, etc.). It generally appears that the child has lost control over a single and specific issue; however, this is very rarely the case. Usually, the problem is an accumulation of a number of irritations which could span a fairly long period of time, particularly given the strong long-term memory that kids on the autism spectrum are known to have.

In addition, the problems may seem hidden due to the following:
  • Kids on the autism spectrum don't tend to give a lot of clues that they are irritated.
  • Often times, the child's grievances are aired as part of his or her normal conversation and may be interpreted by parents as part of his or her standard whining.
  • Some things that annoy HFA and Asperger's kids would not be considered annoying to other kids, which makes parents less likely to pick up on a potential problem.
  • Their facial expressions very often will not convey frustration.
  • Their vocal tones will often remain flat - even when they are highly agitated.

 
Some children on the spectrum describe the meltdown as a red or grey band across the eyes. There is a loss of control and a feeling of being a powerless observer outside the body. This can be dangerous as the child may strike out, particularly if the instigator is nearby or if the HFA child is taunted during a meltdown.

Sometimes, depression is the only outward visible sign of a meltdown. At other times, depression results when the child leaves his or her meltdown-state and confronts the results of the meltdown. The depression is a result of guilt over abusive or violent behavior, which may result in a shutdown (e.g., the child curls up into a fetal position and hides from the world).

Sometimes, the best thing that parents can do is to train themselves to recognize the triggers to a meltdown before the meltdown happens - and take steps to avoid it. Once the child reaches an age where he or she can understand "meltdown triggers," parents can work on explaining the situation.

One way to do this is to discreetly videotape a meltdown and allow the child to watch it after he or she has calmed down (kids on the spectrum are very visual and learn best from images and videos). You could then discuss the incident, explain why it isn't socially acceptable, and give the child some alternatives.

More resources for parents of children and teens on the autism spectrum:
 
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Meltdowns vs. Shutdowns and How Parents Should Respond

"Are shutdowns actually avoidance behavior, in other words, the child is simply trying to get out of doing something uncomfortable? And how is it different than a meltdown? I'm not sure exactly where to draw the line between intentional and involuntary acts with my 10 y.o. (high-functioning) son."

When it comes to dealing with a child who has High-Functioning Autism (HFA) or Asperger's (AS), there aren't too many differences between meltdowns and shutdowns. Both are extreme reactions to everyday stimuli. Both tend to be the result of long-term unresolved issues rather than the more obvious triggers, and both are almost completely out-of-the-control of the youngster rather than being used as a means to an end (which would be either a tantrum or emotional blackmail).

Some kids on the autism spectrum are more prone to meltdowns while others lean more towards the shutdown reaction. It's possible to do both, but this depends greatly on the root cause of the problem. There's a personality component to the reaction with HFA kids who are more sure of themselves or more fiercely independent leaning towards meltdowns rather than shutdowns, but again there's a wide variance depending upon the feelings brought on by the trigger. Some events can make even the most confident youngster on the spectrum doubt himself or herself.

What exactly is a shutdown?

While a meltdown could be described as rage against a situation, a shutdown tends to be more of a retreat. Behaviors which manifest during a shutdown include:
  • rolling oneself into a ball or fetal position
  • crawling under objects
  • lying face down or completely under the covers on a bed
  • gaze avoidance tends to increase significantly
  • conversation may be non-existent

As with meltdowns, in a shutdown situation, the youngster may act irrationally or dangerously. Unlike a meltdown however, the harmful activities are almost always directed at oneself. The youngster may attempt self-harm - and may even be suicidal in some cases. He or she may be more likely to take reckless risks (e.g., attempting to jump out of a bedroom window).
 

What causes a shutdown?

As with meltdowns, the cause of a shutdown tends to be cumulative, and the trigger may bear little resemblance to the actual problem. The real problems associated with shutdowns tend to lean towards depression, loneliness, poor self-image and poor self-worth.

In younger children, a shutdown may be triggered because of a simple breakfast issue (e.g.,  they were given something they don't like). In this case, the cause may actually have nothing to do with breakfast at all, but rather it may be symptomatic of the youngster's frustration at not being able to make himself understood.

What does a shutdown look like in adults on the autism spectrum?

In grown-ups, shutdowns can result from extreme events (e.g., losing a job, marriage break-up, etc.), but they can also have very small triggers, which simply remind the person of a larger pain (e.g., a small incident at work can provoke some long-term insecurities and cause a retreat).

A shutdown will move some form of emotional pain to the center of the adult's focus, and he or she may start contemplating "what if" and "if only" scenarios. These thoughts are always counter-productive, because you can't change the past, and they usually only make the person feel entrapped by events. During a shutdown, the adult may collapse into a heap and will generally not have any contact with anyone.




What can be done?

Think of the fight-or-flight response. When a child shuts down, he is in flight mode. In other words, the child is trying to protect himself/herself from real or imagined harm. So, your objective as a parent is to think in terms of assuring the child that he or she is not in harm's way. Here are a few tips to achieve this objective:

1. Children on the autism spectrum often shut down as a result of being teased, rejected or bullied by others (e.g., siblings, peers, etc.). Thus, it's very important to counter any negative messages your son is receiving from others. If those negative messages are coming from teachers or other family members, then you may need to get involved yourself.
 

2. Unlike meltdowns (where it's best to leave the youngster alone - but in a safe place), it's generally helpful to talk in a soothing voice during a shutdown. Just make sure that you're careful what you say - and keep things positive. The only thing to remember when soothing your son during a shutdown is that you're still dealing with a child on the autism spectrum. Don't try to force eye contact, and don't touch him without either being invited to do so - or being cautious to see the reaction first.

3.  Send him a text message (assuming he has a cell phone) voicing your concern. In this way, you are less likely to elicit an immediate and defensive reaction. The advantage of a text message is that it allows stepping away from the situation and invites reflection and thought.  

4. When your son is in shutdown mode, don’t talk directly to him. When possible, let him overhear you expressing your concern (in a non-critical and non-judgmental way) to someone else (e.g., a spouse). In this way, you are giving your son a chance to understand your concern with no immediate response called for on his part. Your son is more likely to hear your words as concern rather than an attempt to control. You are giving him an opening to talk when he is ready.

5. When your son shuts down, sometimes the best thing you can do is whisper, because it is so different from what he normally hears. If you get down at his level and whisper, then he has to pay closer attention to what you're saying in order to hear you. He will be very curious as to what you're saying (e.g., "I see you're upset. I want you to know that I'm here to listen to you when you're ready to talk. In the meantime, you are safe and nobody is going to hurt you.").


More resources for parents of children and teens on the autism spectrum:
 


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Parents’ Comments:

•    Anonymous said... my son has shutdowns more than meltdowns i never knew there was more than one kind... thanks for the post makes sence now weve been told to grab and hold him when hes trying to hurt himself since it can get serious. he still managed to bang his head good last one we had. does anyone else see a kid that doesnt remember what happened in a shutdown? ours claims he cant remember its what led us to the therapist saying something is wrong... they said aspergers. he was missdiagnosed for years
•    Anonymous said... My daughter is also more prone to shutdown more than meltdown as she has such a beautiful and caring nature. She has now learnt that rather than going through the frustration of trying to explain herself verbally, it's much easier for her to draw a picture or act it out (the arts, both visual and performing, are a life long obsession) and she asks for visual cues when she can't understand whats being explained to her, or she simply says "I don't understand, can you please show me another way?" So she is basically overcoming her difficulties her own way to avoid frustration.
•    Anonymous said... My 4-year-old is just like this. I hadn't read anything about shutdowns before, but this is exactly what he does when he is distressed (hides under the bed, curls up on the floor, etc.).
•    Anonymous said... My 8 yr old has meltdowns at home, but he will shutdown at school, so that's when I get a phone call to come and get him.
•    Anonymous said... I don't know what's worse. My 5 year old has the mother of all meltdowns. It's so hard. However I'm sure that it feels helpless when your child goes into shutdown mode.
•    Anonymous said... Thank you so much for sharing this!
•    Anonymous said... I had not read about shutdowns before either - this is so so helpful!
•    Anonymous said... I must admit I hadn't realised shutdown was a thing, my son has meltdowns, but they are few and far between just now, he seems to have switched to shut downs instead. His self harming behaviour is not present during shutdowns, just meltdowns. I would rather deal with a shut down, but after reading this I realise I still have a lot to do :) Thank you x
•    Unknown said... Thank you so much for this information. Both my husband and son were diagnosed with HFA. I am learning much about the issue surrounding the disorder, and through mistakes and life experience. I hope this article helps others as well.
•    Upside Down Cake said... I can tell you shut downs are pretty horrible. When I have one I can't even talk. People around me will think I'm being rude but I'm not, I literally have no control. For me I normally get them with too much stimulation but they can be the result of a build up of stress. I also have partial shut downs which can last for days and leave me needing my bed the whole time. I find these partial shut downs are caused but stress and I can face going out or having contact in any form with the outside world. It is nice tho if there is a calm caring person around to make tea and give sympathy. During these partial shut downs I am totally drain and I suffer with a lot of pains, my arms go numb too xx
•    Multiple Me's said... My aspie had a total shutdown for 6 months in school and his teacher never communicated that to me. He was then placed in a gifted class and struggled to catch up. Meltdowns and shutdowns were his entire life until he was diagnosed with a new mood disorder and treated. Once I put him in online school, he became a different boy and started articulating what had happened in his mind for 2 years. The poor child was in such pain, yet at 12 yrs was able to finally start talking and so intuitively it was shocking. That was when we finally got the ASD (aspie) diagnosis. His schooling caught up, straight A's for two years, advanced classes, and even high school math credit in 8th grade. We're able to work through meltdowns and shutdowns quickly now because we both look for triggers and work them out. I wish I had this article when he was a toddler and either started his violent meltdowns or seemed secretive and stoic and wouldn't cry or talk. He still doesn't cry, even when hurt, so I know he continues to escape.

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Why "Traditional Discipline" Doesn't Work for Many Kids on the Autism Spectrum

“Why is there a general consensus that children on the autism spectrum (specifically on the high end) should not receive ‘traditional’ discipline that works with most other children? What am I missing here?”

Traditional discipline may fail to produce the desired results for kids with High-Functioning Autism (HFA) and Asperger’s, primarily because they are unable to appreciate the consequences of their actions. Consequently, punitive measures are apt to exacerbate the type of behavior the punishment is intended to reduce, while at the same time increasing the anxiety-level of the child.

This paradox is due to some of the traits of the disorder, specifically the following:
  1. Executive dysfunction: An impairment in the higher-order processes that enable us to plan, sequence, initiate, and sustain our behavior towards some goal, incorporating feedback and making adjustments along the way.
  2. Theory of mind deficits: This is an inability to recognize that other people have thoughts, feelings and intentions that are different to one's own, and an inability to intuitively guess what these may be.
  3. Weak central coherence: The inability to bring together various details from perception to make a meaningful whole.

Let’s take a closer look at each of these deficits:

1. Executive function can be defined as the way in which people monitor and control their thoughts and actions. It is actually a broad category that includes such processes as working memory, planning, cognitive flexibility, and inhibitory control. “Inhibitory control” is one aspect of executive function, and is the ability to restrain (or inhibit) potentially interfering responses and to self-regulate in certain situations.

2. Theory of mind is the ability that we all have in order to make sense of the world we live in. Every person's thoughts, knowledge, beliefs and desires make up his or her own unique theory of mind. From the age of around 4 years, “typical” kids understand that other people have thoughts, knowledge, beliefs and desires that will influence their behavior. However, children with HFA and Asperger’s appear to have some difficulties conceptualizing and appreciating the thoughts and feelings of others (i.e., lack of empathy).

It is this “mind-blindness” that may impair these special needs kids to be able to relate to - and understand the behaviors of - others. Mind-blindness also means the child has difficulty in distinguishing whether someone's actions are intentional or accidental. By failing to account for other’s perspectives, children on the spectrum tend to misinterpret their messages. Many of the social-skills deficits observed in children with HFA and Asperger’s may have their genesis in the lack of ability to decipher subtle meaning from the environment.

3. Central coherence is the ability to focus on both details as well as wholes. However, children on the autism spectrum appear to have a heightened focus on details rather than wholes (a cognitive style termed “weak central coherence”). This is the reason why some kids with HFA and Asperger’s have hypersensitive sensory perceptions. The inability to hold information in mind in order to use it later in other tasks is what causes the child to lack central coherence. A lack of cognitive central coherence can easily cause the child to miss the importance of the subtle cues that create meaning in a social context.

How parents can help:

Consider maintaining a diary of your youngster's behavior in order to uncover patterns or triggers. Recurring “bad” behavior may be indicative of a youngster taking some satisfaction in receiving a “desired” response from parents, siblings, peers - and even teachers.

For example, a student on the autism spectrum may come to understand that hurting another student in class will result in his being removed from class (aside from the associated consequence to his peer). The solution may not be most effectively rooted in punishing the youngster for the behavior, or even attempting to explain the situation from the perspective of his injured peer, but by treating the root cause behind the motivation for the misbehavior. In this example, can the youngster be made more comfortable in class so that he will not want to leave it?

One of the means to achieve this may be to focus on the positive. Praise for good behavior, and reinforcement by way of something such as a Reward Book, can help. Positive verbal cues delivered in a calm tone are likely to elicit more beneficial responses than harsher verbal warnings (which may be effective on kids without an autism spectrum disorder).

When giving directions to stop a type of misbehavior, they should be couched as positives rather than negatives. For example, rather than telling the youngster to stop hitting his brother with the ruler, he should be directed to put the ruler down, and then receive verbal praise for following the parent’s request (e.g., “Thank you for doing as I asked. That’s you being respectful of others”).

 
Resources for parents of children and teens on the autism spectrum:
 
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Tantrums & Meltdowns: Prevention, Intervention & Post-Meltdown Management

Question

I'm so frustrated! My 4 year old son was diagnosed with high-functioning autism last year, and for the year prior to that I was dealing with his overwhelming emotions. Now it seems like even if he's happy, he's too much for me. When he's not happy, he throws things, slams doors, screams, climbs furniture etc. So basically I have the same behaviors no matter how he's feeling. I fear the thought of going out anywhere with him. I have 4 other children, and he has drained everything I have inside me. I just don't know how to cope with him anymore. He is aggressive to the baby… I have to fight with him to change his clothes. I just feel like I've done all I can and now I'm back at square one again without the ability to do it again. Any advice on how to get through to him and calm him some?

Answer

For children with High-Functioning Autism (HFA) and Asperger's, tantrums and meltdowns look similar in the behavioral sense, but have different causes (click here for more information on tantrums versus meltdowns). In any event, it's much easier to prevent both of these than it is to manage them once they have erupted.

Here are some tips for preventing these behaviors and some things you can say:

Prevention Methods—

• Avoid boredom. Say, “You have been working for a long time. Let’s take a break and do something fun.”

• Change environments, thus removing the youngster from the source of the meltdown. Say, “Let’s go for a walk.”

• Choose your battles. Teach kids how to make a request without a meltdown and then honor the request. Say, “Try asking for that toy nicely and I’ll get it for you.”
 

• Create a safe environment that kids can explore without getting into trouble. Childproof your home or classroom so kids can explore safely.

• Distract kids by redirection to another activity when they meltdown over something they should not do or cannot have. Say, “Let’s read a book together.”

• Do not ask kids to do something when they must do what you ask. Do not ask, “Would you like to eat now?” Say, “It’s suppertime now.”

• Establish routines and traditions that add structure. For teachers, start class with a sharing time and opportunity for interaction.

• Give kids control over little things whenever possible by giving choices. A little bit of power given to the youngster can stave off the big power struggles later. “Which do you want to do first, brush your teeth or put on your pajamas?”

• Increase your tolerance level. Are you available to meet the youngster’s reasonable needs? Evaluate how many times you say, “No.” Avoid fighting over minor things.

• Keep a sense of humor to divert the youngster’s attention and surprise the youngster out of the meltdown.

• Keep off-limit objects out of sight and therefore out of mind. In an art activity keep the scissors out of reach if kids are not ready to use them safely.

• Make sure that kids are well rested and fed in situations in which a meltdown is a likely possibility. Say, “Supper is almost ready, here’s a cracker for now.”

• Provide pre-academic, behavioral, and social challenges that are at the youngster’s developmental level so that the youngster does not become frustrated.

• Reward kids for positive attention rather than negative attention. During situations when they are prone to meltdowns, catch them when they are being good and say such things as, “Nice job sharing with your friend.”
 

• Signal kids before you reach the end of an activity so that they can get prepared for the transition. Say, “When the timer goes off 5 minutes from now it will be time to turn off the TV and go to bed.”

• When visiting new places or unfamiliar people explain to the youngster beforehand what to expect. Say, “Stay with your assigned buddy in the museum.”





Intervention Methods—

There are a number of ways to handle a meltdown. Strategies include the following:

• Hold the youngster who is out of control and is going to hurt himself or herself or someone else. Let the youngster know that you will let him or her go as soon as he or she calms down. Reassure the youngster that everything will be all right, and help the youngster calm down. Moms and dads may need to hug their youngster who is crying, and say they will always love him or her no matter what, but that the behavior has to change. This reassurance can be comforting for a youngster who may be afraid because he or she lost control.

• If the youngster has escalated the meltdown to the point where you are not able to intervene in the ways described above, then you may need to direct the youngster to time-out. If you are in a public place, carry your youngster outside or to the car. Tell the youngster that you will go home unless he or she calms down. In school, warn the youngster up to three times that it is necessary to calm down and give a reminder of the rule. If the youngster refuses to comply, then place him or her in time-out for no more than 1 minute for each year of age.
 

• Remain calm and do not argue with the youngster. Before you manage the youngster, you must manage your own behavior. Spanking or yelling at the youngster will make the meltdown worse.

• Talk with the youngster after the youngster has calmed down. When the youngster stops crying, talk about the frustration the youngster has experienced. Try to help solve the problem if possible. For the future, teach the youngster new skills to help avoid meltdowns such as how to ask appropriately for help and how to signal a parent or teacher that the he or she knows they need to go to “time away” to “stop, think, and make a plan.” Teach the youngster how to try a more successful way of interacting with a peer or sibling, how to express his or her feelings with words and recognize the feelings of others without hitting and screaming.

• Think before you act. Count to 10 and then think about the source of the youngster’s frustration, this youngster’s characteristic temperamental response to stress (hyperactivity, distractibility, moodiness), and the predictable steps in the escalation of the meltdown.

• Try to intervene before the youngster is out of control. Get down at the youngster’s eye level and say, “You are starting to get revved up, slow down.” Now you have several choices of intervention.

• You can ignore the meltdown if it is being thrown to get your attention. Once the youngster calms down, give the attention that is desired.

• You can place the youngster in time away. Time away is a quiet place where the youngster goes to calm down, think about what he or she needs to do, and, with your help, make a plan to change the behavior.

• You can positively distract the youngster by getting the youngster focused on something else that is an acceptable activity. For example, you might remove the unsafe item and replace with an age-appropriate toy.
 

Post-Meltdown Management—

• Do not reward the youngster after a meltdown for calming down. Some kids will learn that a meltdown is a good way to get a treat later.

• Explain to the youngster that there are better ways to get what he or she wants.

• Never let the meltdown interfere with your otherwise positive relationship with the youngster.

• Never, under any circumstances, give in to a meltdown. That response will only increase the number and frequency of the meltdowns.

• Teach the youngster that anger is a feeling that we all have and then teach her ways to express anger constructively.


More resources for parents of children and teens on the autism spectrum:
 

 
 
PARENTS' COMMENTS:

•    Anonymous said… Bossy can be a trait of aspie, I had to take control back of my son instead of him controlling me with his less than manageable behaviour. As our special educator said, bossy boys become bossy men. So it's very important things are done on your terms not his. Lastly, is he sleeping? If not, look into it. My boy was so overtired nothing was ever going to settle until that was sorted. Diagnosis is overwhelming too. Be gentle and kind to yourself.
•    Anonymous said… Heavy work activities work well too. Have him help you carry or go up and down the stairs for stuff.
•    Anonymous said… I found that my Aspie daughter (when she was young) would act out when she was emotionally overwhelmed. Happy or sad it was too much sensory input for her. I would get her to let me hold her and put my hands over her ears. Don't know why but the closeness and lack of hearing was calming for her emotions. She is 18 now and when she is very upset, she still wants me to hold her ears. Can't hurt to try it?
•    Anonymous said… I would look for another diagnosis. My son didn't have anger issues or jealousy issues. We did not coddle him nor did we excuse his behavior. He received the same discipline as his sister. He is 32 now and has two college degrees. I suggest you nip this behavior in the bud. Oh and Aspies do not respond to punitive punishment. You have to use logic. Reasoning and bargaining does not word either.
•    Anonymous said… ive looked into essential oils to help my daughter, she is 6 years old, we have been using Doterra 100% pure CPTG oils. Balance, serenity (diffuse in the house and apply to her feet) and ive just bought Intune (rollerball) on really bad days i put a few drops in her bath. we have found they really helped with her sleep and calming her.
•    Anonymous said… My little one is having a lot of success with primitive reflex integration therapy. I don't know if this is helpful for all Aspie's, but it is definitely worth looking into. I agree that the 1, 2, 3 Magic was very helpful. I also agree that amount of sleep makes a huge impact. I know my Aspie needs more sleep than her age peers, and it can be challenging to figure out what the best sleep schedule is for any child.
•    Anonymous said… My mother always said if I was at my end to cope Just give him love , give him rescue drops or pills and camel mild tea
•    Anonymous said… OT for sensory issues will help a ton! He needs lots of physical activity!
•    Anonymous said… Setting very clear boundaries, and exiting the situation (grocery store, birthday party, park day) and going home let her know that I was serious.
•    Anonymous said… Talk to your pediatrician about autism support. Your state probably has some things in place. Also ask for information about parent support groups and play groups. Find a friend or neighbor who would be willing to take him for an hour or two when you are at your wit's end.

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How to Stop Overwhelming Your Child on the Autism Spectrum

“I have two children, one age 4 - the other age 7. Both are on the autism spectrum (high functioning). The oldest is easily overwhelmed by even the smallest of problems, most of which can result in a meltdown depending on his general mood of the day (shirt is too tight, younger brother is too pesky, poor loser playing board games, hates the shower with a passion, and on and on we go). What are some things I can say or do to save him from getting so stressed out?”

High-Functioning Autism is a developmental disorder that results in several ongoing challenges: (a) two-way social interaction, (b) verbal and nonverbal communication, (c) a reluctance to accept change, (d) inflexibility of thought, and (e) an all-absorbing narrow area of interest. Also, there is a range of severity of symptoms within the disorder (e.g., the very mildly affected youngster often goes undiagnosed and may just appear odd or eccentric).

In general, kids with High-Functioning Autism (HFA) and Asperger’s are happiest with routines and a structured environment. They love praise, winning and being first, but find losing, imperfection and criticism very difficult to take. Problem behavior often stems from an inability to communicate their frustrations and anxieties. If we, as parents, can help break through to the HFA child’s “own little world,” we can help him or her to cope a little better in day-to-day activities.

There are many things we can do to help our “special needs” children better understand the world, and in doing so, help them to feel less overwhelmed in certain situations. 

Here are a few suggestions:

1. Use turn-taking activities as much as possible, not only in games, but in other areas at home too.

2. Try to get confirmation that they understand what you are talking about (or asking). Don't rely on a stock ‘yes’ or ‘no’ that they like to answer with.

==> Crucial Research-Based Parenting Strategies for Children and Teens with High-Functioning Autism

3. HFA kids have a need to finish tasks they have started. Strategies can be developed to reduce the stress they experience at such times. Warnings that an activity is to finish in x minutes can help. With younger kids, attempts to “save” the task can help (e.g., videoing a program, mark in a book, etc.).

4. Model an “always looking for the positive” mindset. If you look for the positive in situations, so will your youngster. Kids learn behaviors from watching their parents. So, when you think about your youngster's psychological well-being, think about your own as well.

5. Promises and threats you make will have to be kept. So, try not to make them too lightly.

6. Pre-warn them of any changes, and give warning prompts if you want them to finish a task (e.g., “when you have colored that in, we are going shopping”).

7. Limit any choices to two or three items.

8. Let them know that you love them - warts and all - and that you are proud of them. It can be very easy with a youngster who acts-out behaviorally not to tell him or her all the things you feel inside.

9. Keep all your speech simple to a level they understand.

10. Model “self-care strategies.” If you take care of yourself and schedule time for your own needs, your youngster will learn that self-care is an important part of life.

11. In some kids who appear not to listen, the act of singing your words can have a beneficial effect.

12. Limit their “special interest” time to set amounts of time each day.

13. Try to build in some flexibility in their routine. If they learn early that things do change - and often without warning - it can help.

14. Don't always expect them to “act their age.” They are usually immature as compared to their same-age peer group, and you should make some allowances for this.

15. Try to identify stress-triggers and avoid them if possible. Be ready to distract with some alternative (e.g., “come and see this”).

16. Begin early to teach the difference between private and public places and actions, so that they can develop ways of coping with more complex social rules later in life.

17. Keep instructions simple. For complicated jobs, use lists or pictures.

18. Model “approach behavior.” Your HFA youngster will do what you do. So, if you avoid anxiety-provoking situations, so will he or she. If you face your fears, so will your youngster.

19. As kids on the autism spectrum mature, some problems will get easier. But, like all other kids, new problems will emerge. Social skills will have to be taught in an effort for them to find a place in the world. So, take all opportunities to explain situations time and time again.

20. Lastly, remember that kids on the spectrum are kids just like the rest. They have their own personalities, abilities, likes and dislikes. They just need extra support, patience and understanding from everyone around them.

 
 
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