Challenging Problem in Children with Autism - Essay Example

Challenging Problem in Children with Autism Autistic Children have challenging and problematic behaviors. Asperger Syndrome andAutism are part or wide conditions referred as Autistic Spectrum Disorders-ASD (World Health Organization, 1993). They influence the way the brain processes information. Autistic Children risk developing problematic behaviors. Some of the problems observed in children with autism include self-injury, pica, property destruction, tantrums, stereotypy, and physical aggression (American Psychiatric Association, 2000). The behaviors can disrupt community, home environment, and classrooms. These problematic behaviors are reinforced by the disruption they generate and if there is no intervention, the chances of them increasing are high than improving (Volkmar & Wiesner, 2009). The paper focuses on the range of these problematic behaviors and their interventions. Coping with an ASD child may be very difficult; especially when they have the challenging and problematic behavior. It is also hard to cope with non-verbal child (IDEA, 2004). Challenging behavior involves physical aggression and putting inedible items in mouth-pica (American Psychiatric Association, 2000). If the behavior has negative impact on family or child, they can cause hand flapping. People should keep in mind that the behavior could have a reason and has a function. It include challenges in information processing, under-sensitivity-hypo and over-sensitivity-hyper to something, unstructured time, routine change, or reasons of physical problems like hungry, tired, or feeling unwell (American Psychiatric Association, 2000). The inability to communicate these challenges leads to frustration and anger, anxiety, then outburst of the problematic behavior (World Health Organization, 1993). The problematic challenging behaviors are dangerous physically, hinder studying, and access to ordinary activities. Moreover, they need many resources that compound the challenging of curing the main symptoms of ASD. Despite the sophisticated challenging behavior in the community, there have been several studies about identification, assessment and monitoring the challenges. There are different effective strategies used when tying to manage a child with autism. There is recognition of the disorder as behaviors spectrum from mild to severe (Volkmar & Wiesner, 2009). Each technique success depends on the autism degree displayed by the child. One fundamental strategy involves engaging the child to in shared games that foster necessary eye contact. Then gradually introduce the child to group behavior and by supporting sharing. This may be the start of the process of growing the child knowledge about others. In school, use of photographs is a great way of emphasizing relationship among people. Visual cues organize registers and group time. Group time fosters excellent communication. Games, singing, and music that require a response are great ways to attempt breaking through autistic carapace behavior (Volkmar & Wiesner, 2009). Giving support to the child at school perhaps is the most important element of their development and care. Educators must be aware of the needs of the child and organize clearly defined areas in the classroom where the child can get access to varying activities. An area of calming and relaxation is equally necessary. Space compartmentalizing enables the child have a good focus and offer comfort, particularly if the child loves structure. Proper use of symbols, reference objects, and visual cues improve understanding and involvement (IDEA, 2004). Avoiding anxiety like discouraging any dramatic routine change benefits the children whose studying can undergo disruption. Parents play a vital role in helping the children with autism (Koegel & LaZebnik, 2004). Some parents set diary to identify triggers of behavior and monitor if there is an emerging pattern. This requires whatever happens before the behavior, during the behavior itself, and whatever happens immediately after the behavior. They find it crucial to note the environment and surrounding of the child before the behavior, during the behavior and immediately after the behavior. They also note whoever was around the particular behavior, any changes in the environment and the feeling and response of the child. Through this, it becomes easy to identify the function or the cause of the behavior and attempt to prevent the same from happening (American Psychiatric Association, 2000). Before addressing the challenging behavior of the child, it is important to observe and identify the behavior patterns making notes of behavior and specific details. When they happen, they how often do they happen, the level of communication adopted and the results or outcome. This involves how the nature of displaying the challenging behavior and handling it. Different methods of observation recording include Antecedent, Behavior, Consequence-ABC, Settings, Triggers, Actions, Results-STAR, out of turn Talking, behavior Out of seat, seeking Attention, Disruptive behavior-TOAD (World Health Organization, 1993). The observations motivate the observer become reflective and analytical about everything the child does, the way they do it, and mark everything the child says and the way they put it, their voice way, and the used words. The result must lead to appropriate implementation of helping strategies for the children with challenging behavior. This is despite the method used. Most studies show the need for educating professionals and people taking care and dealing with ASD in the way the effectively communicate with the autistic children. It is vital for the persons concerned to know child’s literal language interpretation and their challenges with metaphorical and abstract concept (IDEA, 2004). They have to be aware of what the child is saying so that the result of the challenging behavior from the child does not shock them. The professionals need to give consistent, concise and simple instructions. In most scenarios, use the name of the child so that the child understands that the instructions given include them too. Slang, metaphors, and colloquialism are hard for an ASD child to understand (Koegel & LaZebnik, 2004). In some instances of displaying challenging behavior, the ASD child may scream, shout, kick, pinch or bite. Involved people must collaborate and must have language consistency in addressing challenging behavior outburst in the particular environment like classroom. The language consistency should include non-verbal and verbal language. Some studies develop preventive strategies to deal with the challenging behavior of autistic children. However, they all agree with other strategies of effective communication. The basic frameworks are in three levels. Level one is the universal strategy, or primary interventions. This involves everyone and has lower intensity of practices of prevention (Koegel & LaZebnik, 2004). Level two is the targeted strategies or the secondary interventions. This is particular for groups with higher risk and they need high intensity. Level 3 is the indicated strategies or the tertiary interventions. This targets people already influenced by the problem. It is usually individualized and intensive strategy. What can parents do regarding the challenging behavior of an autistic child? It is hard for the child to help because of the language difficulties that hinders him or her from communicating his or her problems. Thus, parents end up guessing and assume the problem. This makes many parents try many experimental diagnoses. Such diagnoses include swinging and skin brushing in attempt to fix the sensory system of the child. Some parents use pills and diets to modify the mineral and vitamins status of the child. Little studies, however, support such strategies. Instead of treating internal system are impossible to observe, the most successful treatment is what people can observe and understand (Volkmar & Wiesner, 2009). It is easy to quantify and describe observable behavior. Studies further show that the way the child behaves is mainly due to getting or wanting something or escaping or avoiding something unfavorable to him or her. For instance, the child can rock forth and back since it feels good. On the other hand, the child can throw tantrum since it draws attention or escape or avoid something unpleasant to him or her. There are children who injure themselves just to get a massage or a hug. Children hurting themselves might try to remove items that they do not desire like toys, food, and even people (IDEA, 2004). They children can stop the behavior after some time or immediate intervention, but the chances of repeating the behaviors are high because they achieve what they want by the behavior. Determining the problem cause is the major step of prevention the challenging behavior. Functional analysis or assessment is the most accepted method of determining problem cause. Professionals are responsible for this kind of assessment (Volkmar & Wiesner, 2009). Medical conditions are the first to eliminate issues like bowel infections, allergies and ear infections. A clear description and definition of the behavior is necessary. There are three methods of function determination of the problem. First is to perform interviews with the child’s parents and teachers. Whereas the results may not be totally objective, it is vital since it is from persons more familiar with the behaviors of the child. Second is observing the child during normal activities at home and at school. It requires recording of whatever happens in the scenario of the behavior, that is before, during and after the challenging behavior (Koegel & LaZebnik, 2004). Over a period, observations that are direct helps understand certain responses of adults that are consistent to problematic behavior. The third and final method of function assessment is to put the child in an instance they can control response to the problematic behavior. In case the behavior gets worse, attention is given each time. For instance, it is possible to notice that the behavior is controlled by the behavior of the adult. Research on behaviors in controlled environments helps in determining their cause. Helping and assisting the challenging behavior the autistic child requires therapies for both the child and people who care for them like parents, guardians, and teachers. If these people can understand the behavior of the child, then it becomes easy to handle them (IDEA, 2004). Slowly they will help the child to adapt in certain situations and offer effective communication. Decision aid, shows that behavioral and educational therapies are the major treatments of autistic children. People should consider medicine after the use of therapies. Behavioral and educational therapies have to continue even if there is medicine in the treatment. However, everyone needs to know that medicine does not cure nor prevent autism. Medicines can help with the behavior that are challenging. They can minimize anxiety, sleep problems, tantrums or hyperactivity (Koegel & LaZebnik, 2004). It is essential to administer one treatment at a time. Medicines are expensive and have side effects. The key factor in addressing and dealing with the challenging behavior therefore, is effective and good observation, planning for change, promoting new behaviors and effective communication. The task is not easy, but with commitment and dedication to the child, it is easy to improve the life of an autistic child even though it may be impossible to cure autism. Autistic children have challenging and problematic behavior, but they need care and understanding. References American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed.—Text Revision). Washington, DC: Author. Individuals with Disabilities Education Improvement Act (IDEA) (2004). Public Law 108-446, 20 U.S.C. Koegel, L.K., & LaZebnik, C. (2004). Overcoming autism. New York: Penguin. Volkmar, F.R., & Wiesner, L.A. (2009). A practical guide to autism. Hoboken, NJ: John Wiley & Sons. World Health Organization. (1993). International classification of diseases: Diagnostic criteria for research (10th ed.). Geneva, Switzerland: World Health Organization. Read More