| Living in our dynamic, fast changing
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| | in front of him/her, s/he will most
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| world can be extremely stressful - even
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| | likely be more distracted by the game or
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| for those who are processing information
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| | instructions than learning how to do it.
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| at a normal rate. Imagine moving to
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| | Challenge: Once a child is clearly
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| another country where you know only a
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| | feeling competent, step up your
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| limited amount of the language that the
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| | expectations a bit. For that instance: If
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| nationals speak. It could be
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| | your child is helping you to make a
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| overwhelming! Now imagine trying to keep
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| | dinner you've made together often,
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| up the same lifestyle you now have in
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| | pretend that you don't know how to turn
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| that country. Without the support of a
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| | on the stove or that you can't find the
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| trusted guide, we'd all fail! What a
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| | wooden spoon. Give him/her a chance to
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| different experience that would be if you
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| | think about how to solve these problems.
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| were given more guidance, such as
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| | Stay quiet and wait patiently to see what
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| learning about the culture and
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| | s/he does. Step in with some support by
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| foundational words in their language
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| | demonstrating how s/he might work through
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| before you go; or going with somebody
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| | this problem if s/he is clearly unable to
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| that is familiar with that country!
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| | accomplish this challenge.
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| As a parent, being the guide to your
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| | Encourage: Using sounds like "Wow!" or
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| children is an extremely important role;
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| | "ohhhh" while working together can slowly
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| and when you have a child with autism,
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| | build those feelings of competence.
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| the stress of this job is amplified all
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| | Simplify: If your child is showing signs
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| the more. The pace of our world is very
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| | of stress (silliness, aggression,
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| fast, and much too fast for a child with
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| | attempts to control, running off, etc.),
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| autism to process all that is necessary
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| | find a way to simplify the activity. For
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| to function successfully. Below is the
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| | instance; If you are throwing a ball back
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| acronym SUCCESS, which offers 7 simple
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| | and forth and he is unable to catch it,
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| things you can do to begin a successful
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| | get closer and hand him/her the ball
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| guided relationship with your child.
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| | instead of throwing it. You might be
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| Support: Give as much support as your
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| | surprised by what happens when you try
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| child needs in order to be successful. If
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| | this. Often times it feels too simple,
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| it means holding his/her hand to walk a
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| | and that's ok; remember that we are
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| spoon from the table to the sink to make
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| | building confidence, the challenge of
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| sure that s/he is able to do this, then
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| | actually catching the ball can come
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| do it! Another way to show support is to
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| | later.
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| demonstrate what you want done so s/he's
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| | Short: Don't expect your child to stick
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| not trying to guess what it is you want
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| | with you for too long, especially if s/he
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| him/her to do.
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| | shows a lot of resistance to
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| Uninterrupted: Find a space that is quiet
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| | participating in activities with you.
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| and not full of distractions such as
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| | Giving him/her little opportunities in
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| computers, books, toys, or siblings.
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| | which you know s/he'll be successful is a
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| Offering a quiet space for just the two
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| | great way to lay a foundation for keeping
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| of you will help him/her focus on what is
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| | him/her with you longer in the future.
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| important - the relationship between you,
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| | Maybe it means that s/he picks up the
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| and not the activity you are doing. This
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| | last block that was on the floor, or
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| also means staying quiet yourself! Try
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| | dumps the spaghetti noodles into the
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| doing activities while using as few words
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| | water. Remember that there will always be
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| as possible!
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| | another chance to make the activity
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| Control: Stay in control of the materials
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| | longer and more complicated as his/her
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| you are using. If you are trying to play
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| | confidence builds.
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| a game with all the materials to the game
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