ASC Strategies -What has worked for you? Help, please ........!

[cankles]

Hi, haven't mnetted in an awful long time but wondered could any of you ladies help me put something together for work! A big ask, I know, but any help would be gratefully received; what I would like to know is what is the most important bit of training, or research, or strategy that you have been told or has been shared with you, that has helped you work with your child, family member. Or if you are on the spectrum, what would you like nt's to understand about you most of all, if you could teach it what would it be?

(I am trying to put forward ideas for training in our workplace that would provide really practical ways of working with our client group who have dx of aspergers for staff)

Anyone who posts, many thanks x

ABA

It can be applied to anything and is the single most useful thing I have learned when managing, teaching and just enjoying my child with ASC.

Yes, ABA

ABA, d'oh, thanks, that's one thing I hadn't thought of, mind you I thought it was wednesday today; thanks a million for that x

With ds very severe asd I have found that quiet and low key works best. Also too much talking even if it meant to be reassuring can cause more anxiety. I have lost count of the number of professionals and carers who talk almost non stop to ds who is non verbal. It causes him more anxiety than someone who is quiet and who stays put in one place!

With dd less severe I found ABA very good. Also use of first and then.

I also think that a change of person can be very helpful. If ds gets upset and I am dealing with I'm. Just switching to dh makes a massive difference and vice versa as he then calms much more quickly.

music therapy & mirrors everywhere

Thanks Cansu, funny, you made me think about my ds2 as well, a change of person can be really helpful; that's given me something to think about.

Eatyourveg, do you mind me asking, what impact having mirrors everywhere has?

Thanks ladies!

With my son, who is aspie and HF - don't stand over him when he is required to 'repair'. For example, if he has done something wrong, tell him what you want done to make it right, give him a time limit, and go away. 95% of the time it will be done. Tell him what you want done to make it right and stand there waiting for him to do it, 95% of the time he will melt down. he just cannot handle the pressure of 'losing face' under observation. Same for getting him to do pretty much anything - tell him what, and when, and then go away and come back. Tell him what, and stand waiting for him to do it, and hell would freeze over first...

It was a strategy recommended when ds2 was first diagnosed back in 1998 just before he was 3. It would help they said with his proprioception but the major benefit we found was that he was able to use eye contact if he looked at our faces through a mirror. For some reason looking at a mirror image of a face seemed much less intimidating. Maybe its because he could see himself at the same time. He said his first word to a mirror image of my dm and spent hours and hours just jumping up and down in front of mirrors chuckling and gabbling to himself. Dunno how it worked, just know that it did and I would always thoroughly recommend it for those starting out. I expect someone has done research into it somewhere for the profs to recommend it to us in the first place.

o.m.g. cansu with 'first' and 'then'. That's genius! Will use that today

How to talk so kids will listen Book.
I should be on commission as I keep referring to it.

Has been excellent for helping me to teach DS how to recognise and name his own feelings so that he is less overwhelmed by them.

Many thanks everyone that's great; mirrors for practicing eye contact, such a good idea.

Ilikemysleep, my ds is the same, it can be frustrating for me sometimes when I want something or need something done then and there type of thing but actually allowing him his space works much better; it's nice to see that reinforced on this thread though.

Will have a look at the book you recommended Porridgelover thank you.

Have added first and then to my list Handywoman!

Cheers everyone x

DS1 and DS2 hate being stood over and verbally prompted but demand avoidance combined with poor auditory memory meant that asking them to do things and then withdrawing meant that they would quickly forget what they were supposed to be doing.

So I use visual aids to help with memory and sequencing so that they are 'prompted' in my absence. I just have to say follow the routine (one for getting dressed, going to bed, having a bath, cleaning teeth, going to the toilet etc) and then leave.

Don't get me wrong, things still take time but at least they happen eventually and this stops them making PDA 'excuses' or having a meltdown (which adds even more time).

Yes, KOKO1, there is something about following things up with visuals, or prompts and being aware of giving space I think. Thanks for that x