Self-discipline is a skill that most children with autism find difficult to acquire. This includes not only
inappropriate emotions, but also habits that can be dangerous, such as being aggressive towards others or harming themselves, such as
banging their heads against walls. To prevent these and other behaviors, one technique that parents and teachers can use to control autistic tendencies
is self-management. Giving the child power over himself is often the key to maintaining control of violent situations and may be a positive step toward learning other behaviors as well.
Self-management works because the child is no longer fully controlled by others. By teaching self-management during specific times of the day, such as while the child is in school or therapy, the child will likely continue to exercise self-control
during all times of the day. The key is to implement a program in which he or she monitors his or her behavior and activities. Start with short
periods of time and continue to observe the child from a negative point of view. Every ten to fifteen minutes remind the child that they are under control and need to monitor and be aware of good and bad behavior.
This monitoring is a form of self-evaluation. When a child is under control, he or she may think closely about past and present behavior. Set clear goals with the child - for example, an afternoon without aggression or a day at school without self-harm.
Every fifteen minutes, ask the child how he is doing. Was the goal achieved? If the answer is no, then perhaps the child is not ready to self-manage,
or perhaps the goals are out of reach. You want to make sure the goals are easy to reach at first, and then move the child toward more difficult
goals in the future. When the child succeeds in observing himself, he will have a more positive attitude towards the experience.
Of course, an important part of self-management is the reward system. Ask the child to come up with his own reward, depending on the interest.
Reinforcement will make these goals of good behavior more visible in the child's mind, and by choosing and rewarding them, the child
will feel fully in control of the self-management system. Choose simple rewards to get started, such as smiley faces for each goal achieved and sad
faces for each goal not achieved, and work toward a larger goal, such as a special activity or a new game when a certain amount of smiley faces is achieved.
These types of programs don't develop overnight, so it's important that you and your child have the time to devote to experimenting with
self-management. By reinforcing good behavior with rewards, as determined by the child rather than an adult, they are more likely to continue
doing so even when they are not participating in the program. If your child with autism is mature enough, this may be a good treatment program to try.
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