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How to put limits on an autistic child?

How to put limits on an autistic child?

Autism is characterized, among other symptoms, by rigidity and inflexibility of thought, language and behavior. The child tends to adopt a routine of his own, with specific rituals and to suffer great suffering when having to give them up, such as interrupting repetitive gestures and changing environment. For this reason, parents may end up having problems dealing with children, and doubts like "we give in to their threats or resist". But as with every child, they need limits to grow up happily, with or without autism.

The autistic child has more problems in being thwarted?

Cognitive deficit, difficulty expressing feelings, obsessive- literal understanding of language, non-acceptance of changes and difficulties in creative processes, the autistic child may have bouts of fury in the face of the imposed changes. When confronted and heard a "no," she is confronted with frustration and can react with much anger.

Early imposition of limits on these children is essential, although very painful, especially if parents exaggerate emotion or guilt, losing the reason. One tip is to establish limits already in the first years of the child's life, facilitating their learning. The sooner the child learns to deal with limits, anger and frustration, the better his adaptive ability will be. It is up to parents to decide what the child can and can not do, and ideally it should be done without penalty but with the certainty that they are doing their best for their future.

is easy, independent of the diagnosis of autism, so much that difficulties in giving limits are amply described in the literature of children with other disorders and even in children without apparent problems. In any situation, it is known that the early establishment of limits is essential to any child, even in the first years of life.

In autistic children, the earlier the limits are set, the less their learning and adaptive capacity in life. The more clear and objective the parents are, the faster the child will understand what is expected of them, facilitating their understanding of when the "no" is actually a "no". Parental authority must be exercised without authoritarianism, and the last word must always be from the parents.

When the grade is more severe

Children with more severe degrees of autism will certainly require more parental efforts to set limits, cognitive and behavioral losses are more chronic. It is possible that the central nervous system is more immature and the intelligence quotient (IQ) is smaller. Such cognitive deficits may make it difficult to understand obedience rules, the ability to deal with the authority figure, and to interrupt a pleasurable activity of the moment. More serious cases have a demand for the definition of earlier limits, for better education, socialization and brain maturation as well as for the promotion of the global health of the family system.

Balance between development stimulus with limits

Parents' commitment with the encouragement and consequent development of children's skills makes all the difference. But no child is the same as the other. Therefore, each family should follow a personalized and unique prescription for the autistic child.

Knowledge of illness, common sense and determination should be taken into account in the management of the child. Its stimulation, therefore, will be individual and according to its characteristics, whose limits will have to be respected and within what it is able to withstand. Appropriate stimuli act as positive reinforcers for the child's behavior.

The abilities of an autistic child may be high or low, depending on the intellective coefficient and verbal communication ability. With early and appropriate treatment, some autistic children may develop aspects of independence throughout life. It is the balance between the stimulation and the brake on these children that they will fully develop their potential and life skills, taking into account their limits and the context to which it fits. family therapies are one of the key pieces to the autistic child's education. The family should not give up their leisure, well-being and their limits. The autistic child should be treated as a member of the family and not as a "sovereign" or a sick person, to whom everything is permitted.

It is recommended that parents talk to each other and decide the rules of the house. Parents of different opinions create a confusing family environment with several different channels of communication. Without defined parameters, the child can challenge them. She learns that by insisting extensively, she will eventually get what she wants, as the parents will eventually give in. The child manipulates parents "tyrannically," with full subservience of the parents to the desires and whims of the child.

Parents need to be firm and deferential in look, posture, words and attitudes. Never yell or knock. Resist the crying and cries of the child, only containing self-injurious behaviors. A daily, fair, and consistent routine will foster a relationship of trust in which parents instruct and offer a positive role model.

Another important tip is dialogue. Wait a quiet moment at home and talk to your child, explain why you can not always satisfy him. Sometimes giving no alternative is also a good one. If the time to leave the computer is 17h, it should leave at that time and period. Creating customs with consistency, the child tends to be less resistant to rules.


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