How to Write Goals for Self-Management of Behavior in Autism

Most autistic children have social, communicative and cognitive deficiencies. However, like people, not all fit into one category. Clinical psychologist and Rutger's University professor Dr. Sandra L. Harris explains that autistic children exhibit different skills and idiosyncratic behaviors. Goals are established with respect to the child's cognitive, social and communicative aptitudes, but most importantly, it takes community awareness, and the involvement of teachers and other specialists. Familiarizing yourself with the child's social, cognitive and communicative domains can give you an idea of what educational plan to follow.

Instructions

For the Parent and Teacher

• 1

  Write a list of the child's problem behaviors such as eating and sleeping patterns, self stemming behaviors (like rocking back and forth, or constant occupation with an object or his hands) and intolerance to change. Take note also of his successes in each domain. Cognitive improvements include, but are not limited to, naming the days of the week, counting to ten and illustrating the concept of money by identifying pennies, nickels and dimes. Successes in communication include articulating how she feels and asking questions, and an increase in social graces can include saying hello when acknowledged and participating in play with other kids.

• 2

  Share your lists with early intervention specialists. Infants and toddlers who are exposed to therapeutic and educational techniques have a better chance of adapting in later school years. This is a home-based program for toddlers and infants only, in which the teacher visits your home. Combine your efforts and observations with the teacher.

• 3

  Participate in a individualized education program (IEP) when your child is about to enter grade school. This is a chance for parents, teachers and specialists to collaborate their efforts. Parents can share their input on their child's communication, social and cognitive level, and can state how her child best learns and what activities best facilitate that learning. Other specialists, such as the orthopedic or case manager, can share their observations as well. As a result, the teacher should be able to compute measurable goals.

• 4

  Communicate consistently with professionals, such as behavior specialists, case managers and the special education teacher, to make sure progress is being made. Teachers, make sure to update parents of any progress your student has made by sending notes and data home.

• 5

  Implement the agreed educational goals in your home for follow through. Autistic children improve better when their school life and home life is both consistent. Make any phone calls or notes to the teacher if any home life situational changes have occurred, such as divorce or death in the family. Such incidents can affect the autistic child.