Learn about autism: The more parents know about autism spectrum disorder, the better equipped they will be to make informed decisions for their child. Educate yourself about the therapy options, ask questions, and participate in all intervention decisions.
Additionally:
Be consistent: Children with ASD have a hard time applying what they’ve learned in one setting (such as the therapist’s office or school) to others, including their home. For example, your child may use sign language at school to communicate, but never think to do so at home. ‘Creating consistency’ in your child’s environment is the best way to reinforce learning. Find out what your child’s therapists are doing and continue their techniques at home. Explore the possibility of having therapy take place in more than one place in order to encourage your child to transfer what he or she has learned from one environment to another. It’s also important to be consistent in the way you interact with your child and deal with challenging behaviors.
Stick to a schedule: Children with ASD tend to do best when they have a highly-structured schedule or routine. Again, this goes back to the consistency they both need and crave. Set up a schedule for your child, with regular times for meals, therapy, school, and bedtime. Try to keep disruptions to this routine to a minimum. If there is an unavoidable schedule change, prepare your child for it in advance.
Reward good behavior: Positive reinforcement can go a long way with children with ASD, so make an effort to “catch them doing something good.” Praise them when they act appropriately or learn a new skill, being very specific about what behavior they’re being praised for. Also look for other ways to reward them for good behavior, such as giving them a sticker or letting them play with a favorite toy.
Create a home safety zone: Carve out a private space in your home where your child can relax, feel secure, and be safe. This will involve organizing and setting boundaries in ways your child can understand. Visual cues can be helpful (colored tape marking areas that are off limits, labeling items in the house with pictures). You may also need to safety proof the house, particularly if your child is prone to tantrums or other self-injurious behaviors.
Become an expert on your child: It’s essential that parents figure out what triggers their kid’s challenging or disruptive behaviors and what elicits a positive response. What does the child find stressful or frightening? Calming? Uncomfortable? Enjoyable? If you understand what affects your child, you’ll be better at troubleshooting problems and preventing or modifying situations that cause difficulties.
Look for nonverbal cues: If you are observant and aware, you can learn to pick up on the nonverbal cues that children with ASD use to communicate. Pay attention to the kinds of sounds they make, their facial expressions, and the gestures they use when they’re tired, hungry, or want something.
Figure out the motivation behind the tantrum: It’s only natural to feel upset when you are misunderstood or ignored, and it’s no different for children with ASD. When children with ASD act out, it’s often because you’re not picking upon their nonverbal cues. Throwing a tantrum is their way of communicating their frustration and getting your attention.
Make time for fun: A child coping with ASD is still a child. For both children with ASD and their parents, there needs to be more to life than therapy. Schedule playtime when your child is most alert and awake. Figure out ways to have fun together by thinking about the things that make your child smile, laugh, and come out of her/his shell. Your child is likely to enjoy these activities most if they don’t seem therapeutic or educational. There are tremendous benefits that result from your enjoyment of your child’s company and from your child’s enjoyment of spending unpressured time with you. Play is an essential part of learning for all children and shouldn’t feel like work.
Pay attention to your child’s sensory sensitivities: Many children with ASD are hypersensitive to light, sound, touch, taste, and smell. Some children with autism are “under-sensitive” to sensory stimuli. Figure out what sights, sounds, smells, movements, and tactile sensations trigger your kid’s “bad” or disruptive behaviors and what elicits a positive response. What does your child find stressful? Calming? Uncomfortable? Enjoyable? If you understand what affects your child, you’ll be better at troubleshooting problems, preventing situations that cause difficulties, and creating successful experiences.
Accept your child: Rather than focusing on how your child with autism is different from other children and what he or she is “missing,” practice acceptance. Enjoy your kid’s special quirks, celebrate small successes, and stop comparing your child to others. Feeling unconditionally loved and accepted will help your child more than anything else.
Don’t give up: It’s impossible to predict the course of autism spectrum disorder. Be patient, positive. Like everyone else, people with autism have an entire lifetime to grow and develop their abilities.
What are the most common challenges?
• Noise Sensitivity.
• Sleep Problems and other Sleep Issues.
• Sensory Issues: Seeking and Avoiding.
• Mood Instability and Meltdowns.
• Executive Function Issues.
• Activities of Daily Living.
What are the unique patterns that I have seen in autistic children?
• Problems with social interaction with others. This may include problems talking back and forth, working, or playing with others.
• Unusual interest in objects
• Need for sameness
• Great variation in abilities
• Under or over reaction to one or more of the five senses: sight, touch, taste, smell, or hearing
• Repeated actions or body movements
• Unusual emotional reactions and expressions
Social attitudes of stigma, superstition needs to be removed through science education
There is considerable stigma and discrimination affecting children with autism and their families. Strategies for intervention should include building community and family support network. In the absence of specialists, community members such as health workers, and even motivated family members could be trained in recognizing and providing interventions. Such strategies should be accompanied by campaigns to raise awareness so greater inclusivity can be achieved. Inclusion and awareness are key factors.
What are the possibilities of a non-verbal child to become a verbal child?
If the child is non-verbal, after a lot of prompting and stimulation, he may become verbal but not sure if he will communicate up to his age level. I would also like to refer parents to the following:
(https://www.autismspeaks.org/science-news/children-nonverbal-autism-overcome-severe-language-delays).
