The child with Autism Spectrum Disorder (ASD) presents a condition of neurological origin and early onset, frequently appearing before the age of three, which may or may not be associated with other conditions. They present a series of characteristics, such as deviations in the sequence of development , alterations in the social relationship , disorders in language and communication , in addition to sensory-perceptual and cognitive problems that cause routines, stereotypes, resistance to change and restricted interests, all of which interferes with their interaction with other people and with the environment.
Hence, the importance of psychoeducational treatments by multidisciplinary teams at an early age that affect the application of psychological, pedagogical, language and sensory-perceptual techniques and strategies suitable for each child in particular. Likewise, orientation to parents and especially psychological therapies for the acceptance of the condition, the only way to help our children with ASD.
How to apply psychoeducational therapies for Autism Spectrum Disorder?
According to the criteria defined in the Manual American Psychiatric Association (APA, 2013) or the Diagnostic and Statistical Manual of Mental Disorders DSM-IV-TR (López-Ibor and Valdés, 2002) , they define the characteristics of autism with the following criteria for your diagnosis
- The qualitative alteration of social interaction.
- The qualitative alteration of communication.
- Restricted, repetitive, and stereotyped patterns of behavior, interests, and activities.
For psychoeducational treatment it is necessary to provide attention to each of these criteria, it is important that these techniques and strategies are applied at school and at home, some are more altered than others. Achieving their social independence and establishing their life project should be the goal that every parent and teacher would set for themselves.
Here are 4 strategies that you can apply at school and at home to develop skills in: social interaction, communication and behavior modifications.
Structured teaching a way of learning
Many children with ASD present an alteration in the sensory-perceptual understanding of their environment, which is why social interaction with their environment and those around them is difficult, an effective technique to favor the child-environment relationship is teaching with structured techniques . These techniques are represented in giving the child information in advance, favors the understanding of what the adult, parents or caregiver wants to express, and enhances their visual memory.
For example, a series of images of the day’s routine is made where they are encouraged to observe them and with verbal instigation the actions to be carried out are repeatedly shown, either at school or at home. This is done when getting up, brushing teeth, eating breakfast, going to school, and so on, until the child understands the task.
Preparation of parents and teachers for the care of the child in the classroom and at home
The formation of the family is fundamental for the process of acquiring techniques and strategies that can be approached at home and at school. Parents and teachers should instigate eye contact , cross eyes when speaking to the child, catch up with the actions that are asked of them, and exaggerate tone and expressions when speaking, these are some of the actions that they must be handled when given an order.
This will stimulate the processes of communication and social interaction . Hug him and kiss him even if he ignores you for well-performed behaviors. Greet him, play with him even if you think he’s not listening, your voice calms him down and he will soon return your caresses in the same way.
Incentive for language and communication
Other ways to stimulate interaction and social communication is to achieve “attributing the communicative intention”, this is nothing more than doing and building communication as if their actions were communicative , that is, responding and putting words where there are none. This will make the child try to respond and imitate the action repeatedly and in this way understand that for each task he will always have to provide an answer. This will help the teacher and parents to carry out activities that will lead to the acquisition of learning.
Teach him to handle unexpected events
Anticipate what is going to happen , improvised events alter the emotional and mood of the child with autism. It is important that you tell him that you are leaving the party because it is raining or that there is no school because the car was damaged. Anticipating the activities that will occur will achieve tranquility in him and he will adapt to eventualities little by little. Understand it when you can’t handle unexpected situations.
The child’s social interaction at home and at school encourages the acquisition of skills and abilities in social communication. For this reason, social and educational integration is important in the first years of life, enhancing the process of socialization, communication and cognition.
