How to treat an autistic child? 6 key ideas

Guidelines on how to properly treat an autistic child, adapting to his/her needs.

Do you have a child diagnosed with autism in the classroom and you are not sure how to deal with him/her? Are you a therapist and need some guidance in this field? Do you have a friend or family member with autism (or your own child) and you would like to know how to treat him/her to improve your relationship with him/her and make you both feel at ease?

In this article we will see a series of simple guidelines aimed at answering the question of how to treat an autistic child, in order to enhance his or her strengths.In this article we will see a series of simple guidelines aimed at answering the question of how to deal with an autistic child, in order to enhance his/her strengths, to improve his/her well-being and to learn from both of you in the process.

What characterizes children with autism?

Autism spectrum disorders (ASD) encompass, as the name suggests, different disorders within the same spectrum. Classically, two main groups of autistic two main groups of autistic individuals: those with high functioning (Asperger's Syndrome) and those with more altered functioning (the "classic" autistic). (the "classic" autistic). This second group is the one that, in addition to ASD, has a diagnosed associated intellectual disability.

In this article we will focus on the second group, and mention some guidelines on how to treat an autistic child.

Before addressing how to treat an autistic child, in order to improve their quality of life and interactions, we will look at the core characteristics/symptoms of this diagnosis, which many of these children may manifest. In order to do so, we we rely on the diagnostic criteria of the DSM-5 (Diagnostic Manual of Autistic Disorders (Diagnostic Manual of Mental Disorders).

We believe it is necessary to know their characteristics and their way of being (although each child is a different world, logically, and has its own characteristics), in order to understand why we have to act in one way and not another with them.

1. Difficulties in interactions and in social communication

The first characteristic of children with ASD is a marked difficulty (or deficit) in interacting with others in a "normative" way. This translates into a deficit in emotional reciprocity (e.g., through anomalous social approaches, problems in sharing interests and emotions, etc.).

2. Repetitive and restricted patterns

The second symptom is the existence of one or more repetitive and restricted patterns, which have to do with: behaviors, interests, activities, actions... How does this manifest itself? For example through stereotypies, echolalia, hitting objects, rituals, etc....

3. Onset at an early developmental age

In ASD, the above symptoms usually appear at a very early stage of development (from a few years of life, in more severe cases).

4. Symptoms cause interference

Finally, the last criterion for diagnosing a case of autism is that the symptoms interfere with their daily life, in any of its spheres: school, social, emotional...

How to treat an autistic child and why?

In relation to the question of how to treat an autistic child, the first thing we will say is something quite obvious, but it is worth noting: simply, we will treat them like other children, we will treat them like the rest of the children in the most fundamental way, with normality, respect and respectfulness.with normality, respect and empathy.

That is to say, we do not have to treat them differently, but it is true that we can act in a certain way to make things easier (or better) for them in many ways; that they do not feel overwhelmed, that they feel understood, valued, etc. We can also act in a certain way so that they feel more at ease, and so that they can strengthen all their potential.

In other words, it is a matter of bringing a "plus" to their well-being, to their quality of life and to their adaptive capacity, not of treating them in a discriminatory way (neither in the positive nor in the negative sense). In addition, it is worth mentioning that many of these children can be it is worth mentioning that many of these children can lead a practically normal (or normative) life, especially those (or normative), especially those who do not have an added intellectual disability.

Thus, the guidelines we propose on how to deal with an autistic child are as follows.

1. Act from empathy

The first guideline is quite obvious and general. Thus, it is a guideline that can be generalized to all children, and even adults. It is simply common sense to treat people with empathy.

So the first guideline arises from common sense; how else are we going to treat them? From empathy, trying to understand how they feel at all times to adapt our behavior to each situation.

2. Anticipate situations or events

The second guideline, more specific, consists of the following: Anticipate the events of the day, the changes that may have occurred.…

This will help to reduce the anxiety levels that autistic children often present, as a consequence of "not knowing what will happen" (since one of their characteristics is that they tend to be quite rigid, and need planning as well, as we will see in the next point).

3. Provide routines

Due to the characteristics of children with ASD, routines are the key for them not to feel anxious about what will (or will not) happen. (or what will not happen), and to put order in their world and in their mind (as we will also see below).

So, you can put into practice this guideline on how to treat an autistic child by elaborating with him/her schedules and routines, for example through a board or a cardboard (and have it hanging in his/her room or classroom).

4. Use alternative communication systems (if necessary).

Let us remember that up to 75% of children diagnosed with autism (not high-functioning autism, Asperger's Syndrome), also have a diagnosed intellectual disability, which can be mild, moderate or severe.

In this sense, there is a group of children who also have no language (no speech), but they do have communication. That is why in these cases we must use alternative communication systems, such as pictograms, portable communicators, virtual keyboards, etc.It all depends on the type of child and his or her characteristics.

5. Structure their activities

Whether you work with him/her (as a therapist, psychologist, educator...) or if you are a parent or relative, it can be very useful to structure the activities you do together.

They, in addition to needing routine and anticipation, they need guidelines, concrete directives, schedules, structure, planning... This helps them to structure their sometimes chaotic mind, and their world as well.

6. Reinforce their positive behavior

It is also important to to reinforce the appropriate behaviors, so that they increase in intensity, duration and frequency..

Behavioral programs (or behavioral therapy, such as the Applied Behaviour Analysis (ABA) method) are very effective for this purpose. These also include using behavioral strategies to reduce their inappropriate behaviors (e.g. extinction, response cost...).

Bibliographical references:

• Abril, D., Delgado, C. and Vigara, A. (2010). Augmentative and Alternative Communication. Reference guide. CEAPAT.
• American Psychiatric Association -APA- (2014). DSM-5. Diagnostic and statistical manual of mental disorders. Madrid: Panamericana.
• Belloch, A., Sandín, B. and Ramos, F. (2010). Manual of Psychopathology. Volume I and II. Madrid: McGraw-Hill.
• Mulas, F., Ros-Cervera, G., Millá, M.G. Etchepareborda, M., Abda, L. and Téllez, M. (2010). Models of intervention in children with autism. Rev Neurol, 50(Suppl 3): S77-S84.