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| Discipline Strategies for Autism |
• Identify danger, being prepared, and transition between activities.
• Provide clear signals to specify the start and finish of an activity.
• Use effective communication to warn of unexpected changes to routine.
Discipline
Difficult behavior usually serves a purpose for the autistic child. Once you identify the desire, you may learn how to prevent the
behavior and replace it with something more appropriate. For example, the desire may be to gain attention or obtain something, or
avoid or escape from an unpleasant situation. Traditional forms of discipline are not effective with an autistic child who is
displaying difficult behavior. The child may not simply seek approval or understand anger from another person so your reaction to
the behavior may have little impact. It is always important to look at what motivates and interests each child and to assist the child
to communicate his/her needs, anxieties and frustration in acceptable ways. Assistance through behavioral services, role play and
modeling may be necessary.
For a sibling without an autism spectrum disorder it can be difficult to understand why their brother or sister receives different
treatment or appears to ‘get away with’ their bad behavior.
• Explain Autism to siblings and encourage them to ask you questions about the disorder.
• Ask the typical child for help with their autistic sibling. Give them a role, such as helping the child with ASD with
homework.
• Give your typical child plenty of attention when they behave well.
Discipline Strategies for Children with Disabilities Prevention Strategies
• Solve any medical or sleep problems
• Increase supervision and structure
• Establish set daily care routines
• Have set places where activities always occur
• Establish a reward system
• Work on simple directions - following them everyday
• Increase your efforts to “catch them being good”
• Use picture schedules - if helpful
• Use of stop sign/universal no symbol
• Allow plenty of time (exercise patience)
• Pick your battles and follow through
• Increase consistency between care givers (work together)
• Be consistent and firm (not 100%)
• May need “down time” following school/daycare
• Have a set community outing each week that occurs just for “teaching” and practicing good behavior
Reactive Strategies
• Ignore/redirect
• Guided compliance (small steps)
• Time-out (use sparingly)
• It’s okay to say, “No”
• Give specific directions for compliance
• Teach an acceptable alternative behavior
• It’s okay to “bribe”
Key Points to Remember
With some behaviors the goal should not be zero! (Consider the child’s developmental level: whining, noncompliance, temper
tantrums, and talking back are normal for kids in general!)
• Don’t be afraid to discipline
• Don’t be afraid to discipline while out in the community
• Have a set plan for car misbehavior
• Don’t feel guilty if you are not 100% consistent
• Establish a safety net of support around yourself
• Attend parent support group meetings
• Use respite care
Tracy J. Stephens Ph.D.
• Provide clear signals to specify the start and finish of an activity.
• Use effective communication to warn of unexpected changes to routine.
Discipline
Difficult behavior usually serves a purpose for the autistic child. Once you identify the desire, you may learn how to prevent the
behavior and replace it with something more appropriate. For example, the desire may be to gain attention or obtain something, or
avoid or escape from an unpleasant situation. Traditional forms of discipline are not effective with an autistic child who is
displaying difficult behavior. The child may not simply seek approval or understand anger from another person so your reaction to
the behavior may have little impact. It is always important to look at what motivates and interests each child and to assist the child
to communicate his/her needs, anxieties and frustration in acceptable ways. Assistance through behavioral services, role play and
modeling may be necessary.
For a sibling without an autism spectrum disorder it can be difficult to understand why their brother or sister receives different
treatment or appears to ‘get away with’ their bad behavior.
• Explain Autism to siblings and encourage them to ask you questions about the disorder.
• Ask the typical child for help with their autistic sibling. Give them a role, such as helping the child with ASD with
homework.
• Give your typical child plenty of attention when they behave well.
Discipline Strategies for Children with Disabilities Prevention Strategies
• Solve any medical or sleep problems
• Increase supervision and structure
• Establish set daily care routines
• Have set places where activities always occur
• Establish a reward system
• Work on simple directions - following them everyday
• Increase your efforts to “catch them being good”
• Use picture schedules - if helpful
• Use of stop sign/universal no symbol
• Allow plenty of time (exercise patience)
• Pick your battles and follow through
• Increase consistency between care givers (work together)
• Be consistent and firm (not 100%)
• May need “down time” following school/daycare
• Have a set community outing each week that occurs just for “teaching” and practicing good behavior
Reactive Strategies
• Ignore/redirect
• Guided compliance (small steps)
• Time-out (use sparingly)
• It’s okay to say, “No”
• Give specific directions for compliance
• Teach an acceptable alternative behavior
• It’s okay to “bribe”
Key Points to Remember
With some behaviors the goal should not be zero! (Consider the child’s developmental level: whining, noncompliance, temper
tantrums, and talking back are normal for kids in general!)
• Don’t be afraid to discipline
• Don’t be afraid to discipline while out in the community
• Have a set plan for car misbehavior
• Don’t feel guilty if you are not 100% consistent
• Establish a safety net of support around yourself
• Attend parent support group meetings
• Use respite care
Tracy J. Stephens Ph.D.
Children with autism have difficulty understanding social rules and interpreting the
feelings and emotions of others. Physical space and/or contact with others may cause
anxiety. Here are some steps we can take:
• Actively teach social behaviors through role play and presentation.
• Have clear consequences for inappropriate social behavior.
• Rehearse social rules in different settings.
• Reinforce the use of appropriate verbal or facial expressions of feelings and emotions.
Changes in Environment
Children with autism can become very confused when routines change. They may also
know what is expected in one situation but may not be able to transition this knowledge
to another, related situation. Here are some steps we can take:
• Explain rules (using a variety of communication methods) that apply to each situation
encountered.
• Teach the same skill in different settings.
feelings and emotions of others. Physical space and/or contact with others may cause
anxiety. Here are some steps we can take:
• Actively teach social behaviors through role play and presentation.
• Have clear consequences for inappropriate social behavior.
• Rehearse social rules in different settings.
• Reinforce the use of appropriate verbal or facial expressions of feelings and emotions.
Changes in Environment
Children with autism can become very confused when routines change. They may also
know what is expected in one situation but may not be able to transition this knowledge
to another, related situation. Here are some steps we can take:
• Explain rules (using a variety of communication methods) that apply to each situation
encountered.
• Teach the same skill in different settings.
|
after it has occurred.
Communication
Children with autism are concrete, literal thinkers and have difficulty communicating both verbally and non-verbally. Being unable
to express or receive messages can lead to frustration and anger. Here are some steps we can take:
• Give and receive messages using a variety of communication methods (written, verbal, gesture, or visual cues).
• Use clear, simple and precise language when giving instructions; start with one word and gradually move on to more complex
sentences.
• Try to phrase requests in a positive way, stating what you want rather than what you don’t want.
• Use activity schedules to assist the child in following daily routines.
• Provide a structure and routine this assists the child in knowing what to expect.
Social Environment
Communication
Children with autism are concrete, literal thinkers and have difficulty communicating both verbally and non-verbally. Being unable
to express or receive messages can lead to frustration and anger. Here are some steps we can take:
• Give and receive messages using a variety of communication methods (written, verbal, gesture, or visual cues).
• Use clear, simple and precise language when giving instructions; start with one word and gradually move on to more complex
sentences.
• Try to phrase requests in a positive way, stating what you want rather than what you don’t want.
• Use activity schedules to assist the child in following daily routines.
• Provide a structure and routine this assists the child in knowing what to expect.
Social Environment
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To autistic children, the world may feel disorganized and overwhelming. Due to their lack of
communication children with autism tend to retreat into themselves. They can also display
unwillingness or anger if forced to have contact with the world when they do not want to. Children
with autism can become frustrated and angry because they find it difficult to express their feelings in a
way that other people can understand. As a result, they appear disorderly but there are ways to help.
Most children with autism improve as they get older. Their progress depends upon the degree of
autism together with quality and quantity of services they receive.
Ways to help
There are many things we can do to assist children with autism to improve their quality of life.
Children with autism can become confused, anxious and disconnected by everyday events and
situations, they do not readily understand. Difficult behavior often emerges as a way of
communicating this confusion and frustration. There are steps one can take to reduce confusion and
thereby diminishing the difficult behavior. Taking preventative action often requires time and effort.
The effort is generally rewarded in the long run and is more effective than reacting to the behavior
communication children with autism tend to retreat into themselves. They can also display
unwillingness or anger if forced to have contact with the world when they do not want to. Children
with autism can become frustrated and angry because they find it difficult to express their feelings in a
way that other people can understand. As a result, they appear disorderly but there are ways to help.
Most children with autism improve as they get older. Their progress depends upon the degree of
autism together with quality and quantity of services they receive.
Ways to help
There are many things we can do to assist children with autism to improve their quality of life.
Children with autism can become confused, anxious and disconnected by everyday events and
situations, they do not readily understand. Difficult behavior often emerges as a way of
communicating this confusion and frustration. There are steps one can take to reduce confusion and
thereby diminishing the difficult behavior. Taking preventative action often requires time and effort.
The effort is generally rewarded in the long run and is more effective than reacting to the behavior
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