| Self-discipline is a skill that most autistic children | | | | minutes ask the child how he or she is doing. Is |
| have trouble acquiring. This includes not only | | | | the goal being met? If the answer is no, perhaps |
| inappropriate outbursts, but also habits that can | | | | the child is not ready for self-management, or |
| be potentially dangerous, such as being aggressive | | | | perhaps the goals are too unattainable. You want |
| towards others or causing harm to themselves, | | | | to make sure that the goals are easy to reach at |
| such as banging their heads off walls. To prevent | | | | first, and then move the child towards more |
| these and other behaviors, one technique parents | | | | difficult goals in the future. When a child is |
| and educators can use to control autistic | | | | successful at self-monitoring, he or she will have a |
| tendencies is self-management. Giving the child | | | | more positive attitude towards the experience. |
| power over him- or herself is often the key to | | | | Of course, an important part of self-management |
| keeping control over violent situations and may be | | | | is a rewards system. Have the child come up with |
| a positive step towards learning other behaviors | | | | his or her own reward, depending on interest. |
| as well. | | | | Reinforcement will make these good behavior |
| Self-management works because the child is no | | | | goals more clearly marked in the child's mind, and |
| longer fully controlled by others. By teaching | | | | by choosing and rewarding him- or herself, the |
| self-management during specific times of day, | | | | child will feel completely in control of the |
| such as while the child is at school or therapy, the | | | | self-management system. Choose simple rewards |
| child will be more likely to continue to practicing | | | | to start, such as smiley faces for every goal met |
| self-control during all times of the day. The key is | | | | and sad faces for every goal not met, and work |
| to implement a program in which he or she | | | | up to a larger goal, such as a special activity or |
| monitors his or her own behavior and activities. | | | | new toy when a certain amount of smiley faces |
| Begin with short amounts of time, and continue to | | | | has been attained. |
| monitor the child from a more passive standpoint. | | | | These types of programs do not develop |
| Every ten to fifteen minutes remind the child that | | | | overnight, so it is important that you and the child |
| he or she is in control and needs to monitor and | | | | have enough time to devote to a |
| be aware of good and bad behavior. | | | | self-management experience. By reinforcing good |
| This monitoring is a form of self-evaluation. When | | | | behavior with rewards, as determined by the child |
| a child is in control, he or she may think more | | | | instead of by an adult, he or she will be more |
| closely about behavior in the past and present. | | | | likely to carry this on even when not participating |
| Set clear goals with the child-for example, an | | | | in the program. If your autistic child is mature |
| afternoon with no aggression towards others or a | | | | enough, this could be a good treatment program |
| day at school with no self-injury. Every fifteen | | | | to try. |