| Living in our dynamic, fast changing world | | | | of him/her, s/he will most likely be more |
| can be extremely stressful - even for those | | | | distracted by the game or instructions than |
| who are processing information at a normal | | | | learning how to do it. |
| rate. Imagine moving to another country where | | | | |
| you know only a limited amount of the | | | | Challenge: Once a child is clearly feeling |
| language that the nationals speak. It could | | | | competent, step up your expectations a bit. |
| be overwhelming! Now imagine trying to keep | | | | For that instance: If your child is helping |
| up the same lifestyle you now have in that | | | | you to make a dinner you've made together |
| country. Without the support of a trusted | | | | often, pretend that you don't know how to |
| guide, we'd all fail! What a different | | | | turn on the stove or that you can't find the |
| experience that would be if you were given | | | | wooden spoon. Give him/her a chance to think |
| more guidance, such as learning about the | | | | about how to solve these problems. Stay quiet |
| culture and foundational words in their | | | | and wait patiently to see what s/he does. |
| language before you go; or going with | | | | Step in with some support by demonstrating |
| somebody that is familiar with that country! | | | | how s/he might work through this problem if s |
| | | | he is clearly unable to accomplish this |
| As a parent, being the guide to your children | | | | challenge. |
| is an extremely important role; and when you | | | | |
| have a child with autism, the stress of this | | | | Encourage: Using sounds like "Wow!" or |
| job is amplified all the more. The pace of | | | | "ohhhh" while working together can slowly |
| our world is very fast, and much too fast for | | | | build those feelings of competence. |
| a child with autism to process all that is | | | | |
| necessary to function successfully. Below is | | | | Simplify: If your child is showing signs of |
| the acronym SUCCESS, which offers 7 simple | | | | stress (silliness, aggression, attempts to |
| things you can do to begin a successful | | | | control, running off, etc.), find a way to |
| guided relationship with your child. | | | | simplify the activity. For instance; If you |
| | | | are throwing a ball back and forth and he is |
| Support: Give as much support as your child | | | | unable to catch it, get closer and hand him |
| needs in order to be successful. If it means | | | | her the ball instead of throwing it. You |
| holding his/her hand to walk a spoon from the | | | | might be surprised by what happens when you |
| table to the sink to make sure that s/he is | | | | try this. Often times it feels too simple, |
| able to do this, then do it! Another way to | | | | and that's ok; remember that we are building |
| show support is to demonstrate what you want | | | | confidence, the challenge of actually |
| done so s/he's not trying to guess what it is | | | | catching the ball can come later. |
| you want him/her to do. | | | | |
| | | | Short: Don't expect your child to stick with |
| Uninterrupted: Find a space that is quiet and | | | | you for too long, especially if s/he shows a |
| not full of distractions such as computers, | | | | lot of resistance to participating in |
| books, toys, or siblings. Offering a quiet | | | | activities with you. Giving him/her little |
| space for just the two of you will help him | | | | opportunities in which you know s/he'll be |
| her focus on what is important - the | | | | successful is a great way to lay a foundation |
| relationship between you, and not the | | | | for keeping him/her with you longer in the |
| activity you are doing. This also means | | | | future. Maybe it means that s/he picks up the |
| staying quiet yourself! Try doing activities | | | | last block that was on the floor, or dumps |
| while using as few words as possible! | | | | the spaghetti noodles into the water. |
| | | | Remember that there will always be another |
| Control: Stay in control of the materials you | | | | chance to make the activity longer and more |
| are using. If you are trying to play a game | | | | complicated as his/her confidence builds. |
| with all the materials to the game in front | | | | |