Repeat this process until it is obvious that the autistic person is empowered and understands that they do not need to comply against their will and they do not need to escalate to escape or avoid the things they don’t want or obtain the things they do want. Let the autistic person return to their way and resume following their lead until he/she/they gets back to their version of happy, relaxed, and engaged for a short period. If the autistic person shows any explicit sign of distress, discomfort, or protest in the form of either minor or severe problem behavior while transitioning from essentially their way to your way, acknowledge it immediately and relent. Be sure this area of high expectations is set aside to some extent and populated with all the challenging activities and expectations reported by those who know and love this autistic person as important for his/her/their development. Through normal actions and words, make it clear to the autistic person that you would like them to stop what they are doing, set aside their materials, move in a different direction, inhibit any self-stimulatory behavior, and transition to an area in which developmentally appropriate instruction/expectations will commence. It starts by clearly signaling that the prevailing conditions are about to change, and for the worse, but be clear and kind about it. See Also Stores Like ASOS: 12 Alternatives For Men (Online and IRL) Modes of Communication: Types, Meaning and Examples | Leverage Edu Tutorial: Azure AD SSO integration with Sage Intacct - Microsoft Entra 20 mejores campañas en redes socialesĪfter you are confident that you can create a safe and engaging context and there is zero probability of any severe problem behavior in this context, it is time to empower the autistic person further and establish trust between you and the autistic person. Recognize that happy, relaxed, and engaged looks very different for different autistic persons, which is why it is essential that someone who knows and loves the autistic person is present at this and the next step of the process. Keep working on building and refining the context until the autistic person is happy, relaxed, and engaged for an extended period. Leaving means something important is missing or something aversive is present. Let them “vote with their feet.” Besides being dignifying and avoiding regrettable physical management, allowing them to leave the space provides good information. Do not let any behavior towards you be ignored react to their behavior in normal ways, just do not attempt inspire the next interaction-let them lead.Ĭontinue revising the context and your manner of interaction until the autistic person does not want to be anywhere but there. Be earnest in your attempts to help even when you are not sure how to do so. Help them, for instance, not when they struggle, but when they indicate they would like assistance. Respond to all attempts to communicate–this will happen the sooner you stop trying to lead the situation. Do not supervise the experience share in it without taking it over in any way. Reserve even praise unless the autistic person initiates by sharing what they are doing or just did with you and you are authentically impressed. Be 100% available to the autistic person but do not add your “two-cents” to the situation unless asked. During this time, avoid all acts of redirection, prompting, teaching, questioning, and language expansion. Let the autistic person bring other materials to this context, remove materials from this context, reposition objects and people in this context, and essentially redesign it with either their actions or words.īe sure to create clear signals of your submission (i.e., remove all signals of dominance-hovering too close or standing above them). Follow their lead, physically and conversationally. Do not restrict in any way their freedom to do or move.
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