| If your child has been diagnosed with
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| | as a picture or a demonstration, to
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| high functioning autism, parenting can be
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| | clarify the task.
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| a challenge. The main reason is because
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| | Tip 3 - Create a personalized behavior
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| autistics do not think and mentally
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| | plan - You can't rely on the parenting
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| develop the same way as the average
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| | methods that work for parents with
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| child, and so must be taught individually
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| | regular children, or even those who have
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| and differently. Therefore, the challenge
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| | a child with high functioning autism. You
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| is finding out what parenting methods
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| | need to create a program that is
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| work for your autistic child.
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| | specifically oriented around the
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| Essentially, it's a lot of trial and
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| | interests and needs of your child. This
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| error.
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| | means analyzing your child's behavior and
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| Raising a child with high functioning
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| | creating a personal program based on his
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| autism can be made easier by providing
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| | her behavioral patterns. This is how you
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| children with the necessary therapy they
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| | will eventually get your child to learn,
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| require. However, aside from therapy, the
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| | respond and interact with others.
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| following are 5 basic parenting tips that
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| | Tip 4 - Focus on improvement - Instead of
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| may prove helpful along the way:
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| | trying to explain to your child what you
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| Tip 1 - Create Schedules - Most
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| | don't like when they do something you
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| autistics, including those with high
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| | deem inappropriate or unproductive, focus
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| functioning autism, resist change and
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| | on improving their behavior. If you want
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| insist on routine. Creating schedules
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| | to improve on past behaviors, teach new
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| helps autistic children to better
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| | "acceptable" ones to replace the old.
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| comprehend situations and learn. You need
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| | Teaching new behavioral skills will take
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| to provide your child with a daily
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| | plenty of time, patience and practice,
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| schedule that shows him/her the order of
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| | but eventually the new acceptable
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| activities they will experience. If your
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| | behaviors will replace those you don't
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| child has difficulty reading, create a
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| | approve of.
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| picture schedule.
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| | Tip 5 - Sensitivity alert! - Make sure
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| Furthermore, telling a child in advance
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| | you are aware of the triggers that will
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| that an activity is about to change,
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| | upset your child, so you can do your best
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| helps to create an easier transition for
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| | to ensure they are avoided. Some issues
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| them. For instance, tell your child "In 5
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| | that tend to upset those with high
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| minutes, we're going to stop coloring and
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| | functioning autism include, but are not
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| read a story".
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| | limited to:
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| Tip 2 - Create understanding - Make sure
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| | - Sudden loud sounds (IE. alarms)
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| your child understands what you want him
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| | - Unusual smells in a particular room
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| her to do. Ensure that the task you are
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| | - Discomfort when touched
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| asking is achievable and you understand
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| | - Being bumped
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| the specific way in which your child
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| | Although you can't ensure your child will
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| learns and reacts to information told to
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| | always be safe from sensitive issues, by
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| him/her.
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| | knowing what they are helps you to have
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| For instance, you should refrain from
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| | more control. Like any child, the less
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| using figures of speech as part of
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| | stress your autistic child has, the more
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| instruction. A figure of speech is when
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| | productive they will be.
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| you use an expression that has a
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| | Remember, as a parent of a child with
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| non-literal meaning (IE. metaphors,
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| | high functioning autism, you need to
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| similes, etc.) This form of language will
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| | learn how to go with the flow, be
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| be lost on an autistic. Thus, a better
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| | creative, patient - and above all -
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| choice would be to use a visual aid such
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| | maintain a positive attitude.
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