AUTISM AND BEHAVIOUR
Chat and helpline for parents of Autistic children
 
 
INTRODUCTION
Behaviour and the Autistic child
 
 
QUESTIONS AND ANSWERS FOR PARENTS OF AUTISTIC CHILDREN AND THEIR BEAUTIFUL MINDS
10 Most common questions
 
 
AUTISM TEST FOR ADULTS
 
 
SOME SYMPTOMS OF AUTISM
 
 
A.B.A
Every child is able to learn
 
 
THE PARENT AND ABA
 
 
Some more A.B.A.
 
 
ABA is a fundamental science
 
 
Start Teaching Appropriate Behavior the ABA way
 
 
SEROTONIN IMBALANCES
Observation
 
 
NEUROPLASTISITY AND AUTISM
 
 
MANDING
Rewards
 
 
EYE CONTACT
Research
 
 
THE ILLUSION OF INCLUSION
 
 
LEARN YOUR CHILD TO SIT STILL
 
 
TANTRUMS
Managing tantrums of the child with Neuropsychological disorders
 
 
QUESTIONS ON HEADBANGING
 
 
SOME ANSWERS ON QUESTIONS REGARDING HEADBANGING
 
 
Autism,the importants of early intervention
 
 
MESSAGE FROM A AUTISTIC PERSON
 
 
SOME MORE INTERESTING FACTS
HANNAH'S MIND
 
 
AUTISTIC CHILDREN AND DAY DREAMING
 
 
TO PARENTS OR CARERS OF AUTISTIC CHILDREN--FROM WILLIAMS MOTHER
 
 
WILLIAM 1
A MOTHERS INFORMATION
 
 
WILLIAM
 
 
WILLIAM
 
 
WILLIAM
 
 
POSITIVE REINFORCMENT AND THE AUTISTIC CHILD
 
 
REINFORCEMENT AND THE AUTISTIC CHILD
 
 
Need for Sameness and Difficulty With Transitions:
 
 
ELIMINATING PERFORMANCE DEFICITS
 
 
TIPS ON STARTING VERBAL IMITATION
 
 
WE LABEL OUR CHILDREN TO EASILY
 
 
AUTISM AND PARENTAL STRESS
 
 
Problem Behaviour
 
 
INTENSIVE TEACHING AND NET
 
 
WHAT WE SUSPECTED NOW PROVED BEYOND DOUBT
 
 
VBA WORKS ANOTHER SUCCESS STORY
 
 
TREATMENT OPTIONS OF AUTISM
 
 
MEDICATION AND AUTISM
 
 
UNDERSTANDING A.B.A.
 
 
LINK BETWEEN AUTISM AND OXIDATIVE STRESS
 
 
Questions of a concerned parent
 
 
NEGATIVE BEHAVIOURS AND THE AUTISTIC CHILD
 
 
Page 146
 
 
Behaviour
 
 
TEACHING AND TRAINING S.E.N (SOMETIMES A DISGRACE?)
 
 
IF YOU WANT, READ MORE FACTS ON WILLIAM 1
AUTISM CAN BE MANAGE JUST ANOTHER PROOF FROM DENISE
 
 
When Nerve Cells Can't Make Contact
 
 
Some Educational Approaches
 
 
CHILDREN NOT COMPLYING
 
 
SSRI`S SEROTONIN AND AUTISM
 
 
RISPREDAL AND AUTISM
 
 
TEACHERS EDUCATE YOURSELF
 
 
LATEST RESEARCH
 
 
HOW TO REINFORCE CORRECT RESPONSES
 
 
SOME TEACHING TIPS
 
 
BEHAVIOUR MODIFICATION
 
 
REINFORCEMENT
 
 
All SEN Schools should have a Policy for Provision for Children with Autistic Spectrum Disorder
 
 
A WONDERFULL LETTER FROM WILLIAMS MUM
 
 
A PARENTS VIEW OF HER CHILDS EDUCATION
IT IS SAD BUT IN SO MANY CASES TRUE.
 
 
AUTISM LANGUAGE AND BEHAVIOUR
AUTISM MADE EASY
 
 
ABA and ASHLEY`S mother
 
 
SOME NEUROLOGICAL FACTS
 
 
MORE REINFORCEMENTS TO ENJOY YOUR AUTISTIC CHILD
 
 
UNDERSTANDING BEHAVIOUR
 
 
EDUCATIONAL APPROACHES
 
 
How Does Autism Affect a Child?
 
 
Rationale for the Verbal Behavior Approach
 
 
Emotional behaviour and neurotypical children
 
 
Video
 
 
LATEST RESEARCH
 
 
TEACHING THE CHILD WITH ASPERGER SYNDROME
 
 
Children With Oppositional Defiant Disorder
 
 
Autism and Human Evolution
 
 
TWO AUTISM TEACHING TIPS
 
 
Page 122
 
 
TONY BLAIR AND AUTISM
 
 
EMOTIONAL DISTURBANCES AND PROBLEM BEHAVIOUR IN CHILDREN
 
 
EMOTIONS
 
 
Last Updated: Thursday, 26 April 2007, 00:04 GMT 01:04 UK
 
 
FOR TEACHERS
 
 
Neurons
 
 
Children with autism can't discern
 
 
The cause of autism - can it be the malfunction or lack of mirror neurons?
 
 
EMOTIONAL DISTURBANCES AND PROBLEM BEHAVIOUR IN CHILDREN
 
 
DISCRETE TRIAL TRAINING
 
 
POPULAR PROGRAMS FOR TEACHING AUTISM
 
 
ESTABLISHING BEHAVIORAL CONTROL IN EVERYDAY LIFE SITUATIONS
 
 
What every Teacher and Parent should know about D.T.T.
 
 
The teacher and ABA
 
 
THE BRAIN MADE EASY
 
 
Some tips on extinction of bad behaviour
 
 
Autistic Brains Can Be Trained To Recognize Visual And Vocal Cues, A Study First For UCLA
 
 
ABA,TEACHH AND OTHER AUTISM INTERVENTIONS
 
 
Autism and Flexability
 
 
NEWS ABOUT AUTISM IN UK
 
 
Autism and the meaning of conversation
 
 
Neuroplasticity, Autism and Depression
 
 
VIDEO ON NEUROPLASTICITY
 
 
AUTISM, DEPRESSION AND O.C.D.
 
 
NEW AUTISM
 
 
Neuroplasticity and human walking
 
 
Autism and work compliance
 
 
Neuroplasticity and Reorganization of Brain Functioning.
 
 
AUTISM AND U.K. POLICY---AT LAST SOME DIRECTIONS
 
 
Eliminating Aggressive Behaviour in Children
 
 
LATEST RESEARCH
 
 
AUTISM NEWS IN U.K.
 
 
BEHAVIOURAL INTERVENTION
 
 
Abnormal Adaptive Face-Coding Mechanisms in Children with Autism Spectrum Disorder
 
 
ESTABLISHING BEHAVIOURAL CONTROL IN EVERYDAY LIFE SITUATIONS
 
 
Beginning a Verbal Behaviour Program
 
 
NEURONS
 
 
Program for echolalia
 
 
ESTABLISHING BEHAVIOURAL CONTROL IN EVERYDAY LIFE SITUATIONS
 
 
Elevated rates of testosterone- related disorders in women with autism spectrum conditions.
 
 
ANXIETY AND AUTISM
 
 
To prompt appropriately
 
 
HOW TO TEACH AUTISTIC CHILDREN-BASIC Teaching Strategies
 
 
TWO HALVES OF THE BRAIN
 
 
Teach your son to ask
 
 
TESTOSTERONE AND AUTISM
 
 
Autism and escape mechanism
 
 
ABA/VB AND TEACHH
A LETTER FROM A PARENT
 
 
Intelligence and the autistic child-YOU MUST READ THIS
 
 
Early intervention, the autistic brain and Neuroplasticity
 
 
The Amagdyla, Autism and emotions
 
 
RAPAMYCIN A BREAKTHROUGH FOR AUTISM?
 
 
Protein associated with neurons
 
 
Pro- and anti-social behaviour of the Autistic child
 
 
Oppositional Defiant Disorder
 
 
Six Principles of Behaviour Management
 
 
Autism Toxins AND gastrointestinal function
 
 
Parents conversation
 
 
UNBELIEVABLE!!!!!!!!!!!!!!!!!!!!!!!!
 
 
Schizophrenia and autism
 
 
Social skills and children with ASD
 
 
The Autistic “Teacher”
 
 
Autism and An effective classroom of diverse learning
 
 
Behaviour, Autism and the Neurological Impaired child
 
 
Autism and extinction-To Robert
 
 
Autism and Emotions
 
 
How to approach the child and bad behaviour
 
 
THE AMYGDALA AND AUTISM
 
 
Behaviour Management
 
 
Autism and holidays
survey
 
 
Conversation on behavior
 
 
A DEVELOPMENTAL CURRICULUM FOR CHILDREN WITH SLD AND SEVERE ASD
 
 
Gene linked to causes of autism
 
 
The Ticket system for children with S.E.N.
A SHORT EXPLANATION
 
 
Part teacher,Part counselor and Part parent
 
 
Reinforcing Responses that is correct
 
 
BEHAVIOUR OF YOUR CHILD DO YOU UNDERSTAND IT?
 
 
THE CHILD AND POSITIVE DISCIPLINE
 
 
Managing Hostile-Aggressive Behaviour
 
 
Running from the Classroom
 
 
CONVERSATION ON BEHAVIOUR AND AUTISM
 
 
A mother's emotional description of her Autistic child that should reflect all of our feelings as parents
 
 
Escape Behaviour in the classroom
 
 
EARLY SYMPTOMS OF THE CHILD WITH AUTISM
 
 
AN OVERVIEW ON AUTISM
 
 
BEHAVIOUR IN CHILDREN
DO YOU UNDERSTAND IT OR EVENYOUR OWN
 
 
Ten things I wish you knew
 
 
How must I teach my Autistic/SLD child
An approach to help teaching the Autistic/SLD child
 
 
Communication Problems In The Brain
 
 
WILLIAM
A Mother's comments on her Autistic son
 
 
BACKCHAT WHAT MUST I DO?
 
 
CHILDREN AND VERBAL ABUSE
 
 
BEHAVIOUR MODIFICATION THE BASICS
 
 
Early identification of ASD
 
 
Autism Listen to me
A personal view of an Autistic person
 
 
THE MISBEHAVING CHILD
WHY DO CHILDREN PLAY UP IN SCHOOL
 
 
BEHAVIOUR MODIFICATION AND THE ADHD CHILD
 
 
THE CHILD AND VERBAL ABUSE
 
 
IS MY CHILD MISBEHAVING?
 
 
REDUCE AND TAKE CONTROL OF YOUR CHILDS PROBLEMATIC BEHAVIOUR
 
 
NEUROPLASTICITY AND THE HUMAN BRAIN
 
 
BBEHAVIOUR MODIFICATION AND THE ADHD CHILD
 
 
Autism-Deciphering a Mystery
 
 
LETTER FROM A PARENT
WE SOMETIMES DO HELP
 
 
CHANGING YOUR CHILD'S BEHAVIOUR
 
 
Activities of Daily Life and the child with severe learning disabilities
 
 
Autism and S.L.D Behaviour Modification Techniques
 
 
Autism and S.L.D Behaviour Modification Techniques
 
 
TEACHERS BEWARE WILL YOUR SCHOOL BACK YOU?
 
 
ERRORLESS LEARNING
 
 
What do I do with a ADHD boy in my class
 
 
Neurotransmitter deficiencies and ADHD
 
 
LIFE SKILLS AND THE S.E.N.CHILD
 
 
BEHAVIOUR AND ASPERGERS
 
 
Behaviour and sugar intake
 
 
Social development and Behaviour for children with Cognitive impairments
 
 
The Teenage Brain
 
 
Severe Autism ,Cognitive Impairment and communication
 
 
DO WE FAIL OUR CHILDREN WITH SPECIAL NEEDS?
 
 
Instructional control as a method of behaviour .This can also be used with the Autistic child
 
 
TEST FOR ADD
 
 
Pro- and anti-social behaviour of the Autistic child
 
 
Behavioural and Educational Intervention Programs for children with ASD
 
 
BEHAVIOR= MOVEMENT AND OUTCOME
 
 
THE IMPORTANCE OF BEHAVIOUR MODIFICATION AND SENSORY INTEGRATION IN THE CURICULUM OF THE S.L.D.CHILD WITH ANGELMANS
 
 
Attachment Disorder
 
 
CLASSROOM BEHAVIOUR
CLASSROOM BEHAVIOUR
 
 
TEACHING THE ANGELMANS CHILD
 
 
Ethological difference between walking and typing
 
 
The Teenage Brain and how it works
 
 
WHAT DO WE KNOW ABOUT EDUCATING THE C HILD WITH ANGELMANS SYNDROME
 
 
What parents want teachers and administrators to know about students with Angelman syndrome:
 
 
Mathematics or memory?
 
 
UNDERSTANDING HOW THE BRAIN WORKS
 
 
Behaviour and Creativity
 
 
Distinct Developmental Patterns Identified During The First 3 Years of the Autistic Child
 
 
Modern medicine and Autism
 
 
Pets and Autism
Children with Autism bond with animals
 
 

How Does Autism Affect a Child?

How Does Autism Affect a Child?
Because of their disorder, children with autism have certain sensitivities and needs that most other children do not experience. Below are just a few examples of challenges that some students with autism may experience:
Spoken Language and Communication: The fundamental problem in communication lies in the inability to recognize that needs, desires, thoughts, feelings, etc., can be communicated as seen by the fact that there is usually no attempt to use other means of communication (e.g., gestures) in the absence of verbal language. Children with autism may have difficulty with spoken language or recognizing that their thoughts and feelings can be shared or communicated with another. Some will have limited speech, while others may use communication devices, sign language, or written language to communicate. Some children with autism may engage in echolalia repeating a phrase they just heard without understanding the meaning or the desired response. Echolalia may also be a way for the student to express frustration, ask for help, or communicate that he or she is not enjoying the activity at hand. The display of echolalia can be immediate or delayed
Need for Sameness and Difficulty With Transitions: Many children with autism like things to stay the same and have a need for structure in their lives that far exceeds that of typically developing students.
Leaving home to attend school, for example, is one of the earliest and most challenging transitions the child with autism will experience. A similar challenge recurs at vacation time, the end of the school year, and at the next “back to school” time. Transitions from one activity to the next may also be challenging for children with autism. Within school, the changes from classroom to other settings,the library, gym, playground, assembly, or special classes,all pose potential challenges for some children with autism. They may get very upset at the slightest change, such as when someone else occupies “their” seat or when a field trip makes them miss a daily class.
Sensory Sensitivities: Generally, many children with autism have a more heightened sensitivity to sensory inputs than typical students. These differences in vision, hearing, smell, taste, touch, and other sensations can affect the students’ ability to concentrate. For example, fluorescent classroom lights may bother a child with autism so much that he or she cannot complete an assignment. Children with autism may also cover their ears or hum to filter out distracting classroom noises. Naturally, an unexpected fire drill, a noise loud enough to bother the ears of typically developing students, may greatly alarm and/or cause pain in a child with autism. While you may not be able to alleviate the sensitivities, you need to be aware of them and strive to help the child learn how to handle these everyday experiences if he or she is to function in life. This is an area where collaboration with the parents and the school team can be very helpful.
Educational Approaches
Generally speaking, the educational goals for elementary school-age children with autism will include developing cognitive and academic skills, supporting communication and language development, and encouraging appropriate social behaviour. As the child grows older, supplementary skills will be added to the child’s lesson plans as they become developmentally appropriate. For instance, self-help skills and vocational training are important abilities students with autism should learn as they enter middle and high school.
Applied Behavioural Analysis (ABA) is an educational approach that is often used successfully for the education of children with autism. ABA is based on the premise that behaviours are learned and can, therefore, be shaped through the systematic application of Behavioural principles. Teaching new skills by breaking them down into small parts and providing multiple opportunities to learn or practice the skills. Corrective feedback is provided, and correct behaviours or responses are reinforced. The reinforcement systems set up by teachers of children with autism are highly personalized. The rewards may be very concrete and involve things that interest them, such as tokens or time to play with a favourite toy. These tangible rewards should always include the delivery of praise, smiles, or other positive social gestures.
Children with autism may not learn what the appropriate behaviour is for different situations as easily and quickly as their typical developing peers. Teaching must be a concrete and clear way for children with autism to learn behaviours they will need in the classroom and later in life. It is important to stress that, early in the child’s program, he or she should be taught how to observe and imitate the behaviour of others, besides that of the instructor.
This type of learning experience, observation learning, will prepare him or her for learning outside the controlled learning environment, where more natural learning opportunities occur.
As a teacher working with a student with autism, you will find it helpful to use positive reinforcement techniques to promote the child’s progress toward communication, academic, and social goals. You will be an important part of a comprehensive team supporting the student with autism both at home and in the school. In addition to the child’s parents and you, this team will include special and general education teachers, speech and language therapists, occupational therapists, educational aides, school psychologists, and social workers. Also, other people may be working with students outside of School therapists to work on problem behaviours, speech/language therapists to address communication difficulties, and psychiatrists or neurologists to manage medications and medical problems. Families of students with autism could also be participating in therapy to support the child, as well as engaging to reinforce skills at home. The education and treatment of a child with autism has many facets.
It is important to have frequent communication within the in-school team about progress and struggles the student is having. The team should also regularly consult the family for their perspectives on classroom issues, and the outside therapists and medical professionals concerning their areas of expertise. The perspective and thoughts of these additional professionals and family members should serve as a great help in brainstorming ideas for adaptations and accommodations for the student with autism.

Jay

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