Expectations
- Have a schedule.
- Make sure that the schedule is not too detailed. It is a snapshot of the whole day. Each entry on the schedule should have a time and a related picture.
- Model the events on the schedule. Point to the next activity / expectation and then show your child where and what you want him to do. Family members may do the same to make the expectation clear.
- Give your child practice with understanding the "directions" of the day (the schedule). Keep the daily schedule pretty much the same. The world is a frustrating place for your child to understand. Have only small, occasional changes in the schedule so that you can concentrate on getting the schedule done. Avoid making the focus of the day understanding an ever changing schedule.
Warnings
What do you do when your child refuses to cooperate?
- Explain / show again what you want to happen.
- Show that the current behavior is not what you expect. (Shake your head, say No, or gently stop the behavior.)
- Two warnings is enough. These are warnings that are spaced apart time wise, not back to back warnings.
- If the behavior persists, the third warning brings a consequence.
Consequences
Consequences depend on the child. Consequences for a young, autistic child will be very different than those for an elementary aged child with a physical disability.
Here are some possible consequences:
- Verbal reprimand
- Time out
- Loss of a favored activity
Be consistent. If you give two warnings, then it is time for a consequence. If you continue with indefinite warnings, your child will know that you are not sincere.
Getting Back on Track / Staying on Track
Of course, the goal is to not get to consequence or to get back on track quickly. Give reinforcement or positive feedback when you child IS doing what you want:
- Smile.
- Point to the schedule. Say yes or good job>/i>.
- Give high five.
- Give food reinforcers (candy, fruit snacks, marshmallows, chips, pretzels) one or two pieces at a time.
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Note: All children in this article are fictitious and represent general characteristics of the disability.
© 2006 Lynn Moore No portion of this article may be copied or distributed without the written consent of the author.
