In general with your client, their needs and goals should be considered in a long-term perspective.\u00a0 Things that are currently not a problem may become more-so over time.\u00a0 For example, if their misbehaviour increases and they become more physically aggressive and difficult to control, a special \u201csafe room\u201d may have to be created in the house.\u00a0
This space would ideally be calming and soothing for them and would allow them to begin to settle down before they lose control.\u00a0 Typically, smaller spaces, with soft lighting, soft music, and a blanket or something in which to wrap up tight (for kinesthetic pressure) are helpful.<\/p>\n\n\n\n
\u25a0 To facilitate transitions, make use of visual cues that forewarn the student when something is going to end, stop or be all done. \u25a0 Medication can sometimes be helpful with individuals who have autism, as it can help to stabilize both emotions and behaviour. It is recommended that your client\u2019s parents consult with a pediatrician or child psychologist who has experience with this population. It will also be important to monitor the effects of the medication, to limit the impact of side-effects. Parents are usually the best observers and can provide feedback to prescribing physicians. Additional Strategies Include:<\/strong><\/p>\n\n\n\n \u25a0 Establish predictable routines. Routines should be developed for key parts of the day including: wake-up, washing-up (grooming, self-care), dressing, activities, outings, food, exercise, bedtime, etc.\u00a0\u00a0 It will be important for your client and his\/her parents to utilize evidence-based practices (i.e., those interventions that researchers have shown to be effective). Information on evidence-based practices for ASD can be found below:<\/p>\n\n\n\n A number of specific suggestions in response to specific stressors: <\/strong><\/p>\n\n\n\n \u25a0 Grooming:\u00a0<\/strong> If your client appears to encounter distress during grooming activities, this may be built into their daily routine in small segments.\u00a0 For example, rather than clipping all of their nails at once, a single finger or toenail could be clipped each day.\u00a0 Similarly, rather than cutting their hair all at once, a small amount could be done each day. For more information on and targeted interventions for ASD, see this handout: ASD Handout<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"
\u25a0 Practice alternative behaviors, such as appropriate communication (e.g., \u201cI need some space\u201d, \u201cI need help<\/em>\u201d) and relaxation strategies (e.g., find a quiet space, count to 10, deep breathing).
\u25a0 The easiest way to deal with difficulties is: a) prevention; b) redirection; and c) withdrawal (removing the person from the situation).
\u25a0 Compile a list of things that support your client that bring them security, and which they can enjoy.\u00a0 These could include objects, activities, people, places, foods, music, etc.\u00a0 This list will be helpful for family members \u2013 in order to help them feel settled and capable in various situations \u2013 which will in turn help to prevent emotional and behavioural outbursts.\u00a0 In particular, these kinds of supports can help them to be successful in situations when there are changes in routine or special activities.\u00a0 This list will also help others to be able to help him\/her, as well as provide for his\/her ongoing success.<\/p>\n\n\n\n
\u25a0 Speech-language intervention should be provided by an individual who specializes in working with this population, and will likely be most beneficial if it emphasizes sign language rather than solely oral language. Sign language would capitalize on his\/her nonverbal strengths without taxing his\/her abilities. In addition, the broader area of communication should be addressed as a whole (body language, gestures, facial expressions, vocal tone and expression, etc.).
\u25a0 Goals for home and school may need to be differentiated. Home should continue to provide a nurturing and supportive social and emotional environment, with emphasis placed on learning life skills rather than teaching more academic subjects. Home should not become an academic setting for your client.<\/p>\n\n\n\n
\u25a0 Use visual or textual schedules (i.e., a written list) that depict the student\u2019s daily routine.
\u25a0 Use structured work systems and work schedules (specific number activities of or amount of time to engage in a work task, steps in activity clearly broken down, choice of motivating activity upon completion).
\u25a0 Make directions and learning expectations clearly understood. Include essential and concrete information in directions that will answer:\u00a0\u00a0How much work is there to do in this task?
– What exactly am I supposed to do?
– When do I do the work?
– What is my payoff for doing the work?<\/em><\/p>\n\n\n\n\n
\u25a0 Eating:\u00a0<\/strong> If changes are made to your client\u2019s diet, they should be introduced slowly.\u00a0 For example, additional foods could be added to soup broths in the blender.\u00a0 Small sections of their food could be coated with new sauces.\u00a0 A small piece of new food could be introduced in the middle of foods that they eat regularly and enjoys.\u00a0 Flavours for new foods should be mild (e.g., if introducing fish, Pollock would likely be more successful than a more strongly flavoured fish).
\u25a0 Dressing:<\/strong>\u00a0 When asking your client to help with dressing activities, he\/she should be supported initially with hand-over-hand guidance.\u00a0 A reward should be offered immediately after his\/her attempt.\u00a0 Gradually, he\/she can be expected to do things more independently.
\u25a0 Drinking from a bottle:\u00a0<\/strong> Changing from a bottle to a glass should be done gradually.\u00a0 Initially, a larger hole could be made in the nipple.\u00a0 Then the end of the nipple could be clipped off.\u00a0 Eventually, the nipple could be discarded entirely.\u00a0 Next, the bottle could be inserted inside a tight fitting glass.\u00a0Then, the top part of the bottle could be cut off (if it is plastic).\u00a0 And finally, the bottle could be removed entirely.
\u25a0 Visits to physicians\/dentists:\u00a0 I<\/strong>deally, medical staff should have experience working with this population. Your client should gradually be exposed to the building, office, and professional while doing activities that they enjoy.\u00a0 For example, the professional could initially come to visit him\/her at home or at school.\u00a0
They can be taken to visit the parking lot, then the lobby, then the waiting room, and finally the consulting room.\u00a0 Each time, the visits should be short (5-15 minutes), without any specific medical intervention applied.\u00a0 This gradual exposure should help to reduce their anxiety about the environment and activities.<\/p>\n\n\n\n