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New here and at my wit's end with Aspergers male teen (sorry. its kind of long)
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<blockquote data-quote="trinityroyal" data-source="post: 383771" data-attributes="member: 3907"><p>Hello. I'm back. Just wanted to address a few more things that I didn't have time to respond to earlier.</p><p></p><p></p><p></p><p>Have you ever analyzed your behaviour when you get positive responses, or negative ones? If you can identify a pattern of when it works and when it doesn't based on what you're saying and doing, you might be able to identify the sort of reinforcement that he needs.</p><p></p><p>Ambiguity is so very difficult for someone on the Autism Spectrum Disorders (ASD) spectrum to deal with. You may need to provide what seems to you to be obvious or excessive detail. </p><p></p><p>Example: "Little easy child, would you please turn the volume down on the tv to something lower than 8? Thanks." If I ask my little lad to just "turn it down", he might lower the volume by one increment, but it's still too loud. I have to be precise. </p><p></p><p></p><p></p><p></p><p>This might be the level of detail that's right for Cameron. You're being specific, and providing a reason why you're disciplining him. So it doesn't seem arbitrary.</p><p></p><p>Another example: "Little easy child, please don't lean over the rail of your top bunk. That means: no arms or legs or any other body parts not even fingers or toes (or thumbs) hanging over the rail. It also means not lying too close to the side, so that you might accidentally hang over. Please lie close to the wall, that way you're sure."</p><p></p><p>It might sound ridiculous, but for Little easy child it provides the sort of information he's looking for. He knows what I mean, the questions he would have are answered, there is no guesswork involved. This is the sort of detail that I often require as well (although I've gotten better at filling in the blanks with age).</p><p></p><p>Hope this helps,</p><p>Trinity</p></blockquote><p></p>
[QUOTE="trinityroyal, post: 383771, member: 3907"] Hello. I'm back. Just wanted to address a few more things that I didn't have time to respond to earlier. Have you ever analyzed your behaviour when you get positive responses, or negative ones? If you can identify a pattern of when it works and when it doesn't based on what you're saying and doing, you might be able to identify the sort of reinforcement that he needs. Ambiguity is so very difficult for someone on the Autism Spectrum Disorders (ASD) spectrum to deal with. You may need to provide what seems to you to be obvious or excessive detail. Example: "Little easy child, would you please turn the volume down on the tv to something lower than 8? Thanks." If I ask my little lad to just "turn it down", he might lower the volume by one increment, but it's still too loud. I have to be precise. This might be the level of detail that's right for Cameron. You're being specific, and providing a reason why you're disciplining him. So it doesn't seem arbitrary. Another example: "Little easy child, please don't lean over the rail of your top bunk. That means: no arms or legs or any other body parts not even fingers or toes (or thumbs) hanging over the rail. It also means not lying too close to the side, so that you might accidentally hang over. Please lie close to the wall, that way you're sure." It might sound ridiculous, but for Little easy child it provides the sort of information he's looking for. He knows what I mean, the questions he would have are answered, there is no guesswork involved. This is the sort of detail that I often require as well (although I've gotten better at filling in the blanks with age). Hope this helps, Trinity [/QUOTE]
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New here and at my wit's end with Aspergers male teen (sorry. its kind of long)
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