Tag Archives: skills

10 Ways to Help Children to Manage their Anger

Anger is one of our primary emotions. We all feel it regularly, but very few of us know how to manage it. Just like us, some children also find anger management challenging. Children’s failure to appropriately manage their anger could lead to negative consequences such as being involved in physical altercations, damaged relationships, and/ or depression. What follows are what adults can do to help children manage their anger:

  1. Recognise and validate their feelings – Instead of telling them to stop being angry, say ‘ I know you’re angry because (for example) she called you names. That would probably make me feel angry too’. Validating their feelings can reduce the likelihood of them hiding their feelings from you. Let them know that it is alright to feel angry so that they don’t have to feel defensive. Also, not recognising their feelings may cause their anger to intensify as they bottle it up inside. Furthermore, talking to a child about their feelings will help build a trusting relationship between you.
  2. Empathise – Listen to what they say. Some incidents may appear less serious to you, which could lead you to discount their interpretations. This could lead to confusion or feelings of isolation on the part of the child. Encourage them to say what they feel.
  3. Teach children to self-monitor – Not all children would develop an understanding of the causes and cues of emotions. A lot of aggressive behaviour can be prevented if children are able to correctly recognise that they are feeling angry. Explicitly teach children about the sensations that accompany anger, such as being sweaty, clenching of jaws, shaking, dizziness, stomach ache, etc. Teach children to use a scale (e.g. 1-10, with 10 meaning they are about to hit someone), which can be used as a communication tool.
  4. Allow them to express and communicate their feelings in different ways- Some children may find speaking challenging as they might not have the necessary vocabulary to articulate what they feel. Allow them to express their feelings through drawing/ painting, writing, and/ or other ways which are safe.
  5. Teach them ways of calming down – This can be done by modelling. Whenever you get angry, talk to them about the reason and talk to them about how you would deal with it. For example, when driving you may say ‘I feel angry because that driver nearly hit our car. I am angry because we could have been hurt. But I will try to calm down by counting from 1 to 10’. Deep breaths, and other methods should also be taught.
  6. Bond with your child – This should be a given, but due to the busy lives that many of us lead, the opportunity for ‘bonding’ may be limited. However, it is important to bond with your child as it allows you to have a conversation which should be mostly positive. Reflecting on both of your days, on what you have just watched, read or heard can be a source of laughter.
  7. Look for and praise positive behaviour – If you’re reading this, it is highly likely that one or more of your children/students are behaving inappropriately due to poor anger management skills. Such children are prone to behaving aggressively which causes them to be told off most of the time. This may have created a negative image of certain children in your head, which causes you to only look for the bad behaviour. Change that now. Look for positive behaviours and appropriately praise them. Let them know that you are not there to criticise their every move. Let them know that you are there to help them.
  8. Establish clear standards for appropriate behaviour – Tell them what is acceptable and unacceptable behaviour. It is also important to be consistent with your standards.
  9. Collectively decide on reinforcements – The child(ren) and you should decide on the rewards and negative consequences of behaviour. Including children in the planning increases their likelihood of abiding by the rules. In addition, always remember that they are looking at you. You also need to behave appropriately and the rules should also apply to you.
  10. Remember that it takes time – Teaching children to manage their anger takes a long time. Unfortunately, there is no magic pill that one can take to solve such a problem. However, your positive attitude and willingness to help them will go a long way!
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Autism Hangout: Autism and Friendship

On the latest episode of the Autism Hangout, I, along with other panel members, discussed the intricacies of initiating, forming and maintaining friendships in individuals with Autism Spectrum Conditions (ASC). We explored how people with ASC communicate with and relate to their friends. We also gathered insights from people with the condition on how they form and maintain friendships. We gave advice for individuals with Autism on what to do and where to go if they have any questions about friendships, other people and general social encounters.

 

Teaching and Learning with LEGO

lego1Parents and teachers of kids with Autism Spectrum Disorders (ASD) including myself, are always looking for different ways and materials to teach many different skills. We want their learning to be as exciting as it is informative to them. In all of my years of working with pupils with ASD, there hasn’t been an equipment/tool most effective than Lego. First and foremost, there are very, very few kids who do not like playing with, or even looking at Lego. They are brightly coloured blocks which is usually associated with FUN and PLAY; not school/ learning. Its association with fun is the most important thing to remember, especially (but not exclusively) when the children are really young, since the lessons can be disguised as play (remember this when your students aren’t cooperating in structured lessons).

So what lessons can we teach them through Lego?

Sorting

Through Lego, we can teach kids with ASD different ways of sorting and grouping things. Lego can help reinforce the lessons they have learned in school. They can sort the pieces by colour, sizes and shapes. Of course, we could extend this by giving them say, 5 pieces and asking them which one is the ‘odd one out’.
lego people

We can also use the Lego men and women to teach gender. A lot of young individuals with Autism that I have worked with initially struggled with identifying the gender of their peers, and having them inspect the (potentially) non-threatening plastic faces of the Lego characters have helped them greatly with this issue. Identifying a Lego figure’s gender is of course very different to identifying a real person’s, but learning through these plastic figures is a major step that needs to be taken forward.

 

models

Counting

Learning to count is always easier when you’re counting something you like. Having children count the pieces that they have or counting with them can help reinforce numeracy skills. Asking questions such as ‘how many wheels does that car in your hand have?’ or how many trees do I have in my hands?’ can be a lot easier for them to answer compared to worksheets. Also, They can put Lego pieces together to build the numbers (see picture on the left).

Fine Motor Skills and Coordination

Many children with Autism have developmental delays in motor skills and coordination. Playing with Lego can help improve these skills. Having them manipulate those blocks by putting one on top of the other and taking them apart can help train their finger and hand muscles to great effect. Also, by using both hands while playing, their coordination could improve. 

Social Skills:

Expressive and Receptive Language

Playing any type of games can help develop children’s language. Expressive and receptive language can be improved by regularly asking questions about the game/ pieces that they have. Also, emplying what Speech and Language Therapists call ‘Sabotage technique’ wherein you withhold something that they want until they say the correct phrase of asking for it (e.g. ‘please may I have the black wheel for my car?’). They can also be explicitly taught to follow instructions while playing.

Sharing sharing

‘What’s mine is mine’ is often one of the biggest problem parents have with their children. Parents can teach their children how to share by playing Lego with them and modelling different ways of sharing and compromise. Explicitly saying ‘it’s your turn to pick a piece’; ‘it’s OK if you have that piece’; ‘I’ll have this piece instead’ or ‘thank you for giving me this piece’ can help build up the children’s vocabulary, whilst learning what sharing means at the same time.

Imagination and Planning

It may be a hard task to teach a child how to imagine something, but giving them a platform to do so will help stimulate their imagination. Asking them to build a blue tower or a green and white house gives them a chance to both imagine what the house or tower would look like and how they will do it. These abilities vary from one child to the next and tailoring each task to an individual’s skill set is definitely necessary.

Study shows People with Autism Can Spot Inappropriate Behaviour But Find it Difficult to Verbally Explain them

Using functional Magnetic Resonance Imaging (fMRI), Carter et al. (20120) aimed to find out the difference between the cognitive processes used by children with Autism when making decisions in social situations against those used by ‘Typically Developing (TD) children. Twenty five children (12 with Autism; 13 TD) were shown 32 pictures. In 16 of those, the children were asked to identify whether or not the target person (blonde-haired boy) was doing a bad thing, whilst on the other 16 pictures, the children were asked whether the activity took place outdoors.

Carter et al.’s (2012) findings showed no signficant differences in both groups’ performance on the task. However, the fMRI scans revealed that the social and language brain regions of the children with Autism’s brains showed very little activation in comparison to those of the TD children. The researchers proposed that these findings could indicate that despite the ability of the children with ASD to correctly identify the inappropriate behaviour, they find it difficult to verbally explain why such behaviours are inappropriate.

Reference:

Carter, E.J., Williams, D.L., Minshew, N.J., & Lehman, J.F. (2012). Is He Being Bad? Social and Language Brain Networks during Social Judgment in Children with AutismPLoS ONE,; 7 (10): e47241 DOI:10.1371/journal.pone.0047241

More on Autism:

What does Autism mean?

What is PDD-NOS?

Communication difficulties in Autism

Big Bang Theory’s Sheldon Cooper: Asperger’s Syndrome’s Poster Boy?

Still unsure if Sheldon has Asperger’s?

The Autistic Me: A BBC Documentary

BBC4’s Growing Children: Autism

Study Shows People with Autism Can Spot Inappropriate Behaviour but ffind it difficult to Verbally Explain Them

Autism in the classroom:

Guide to parents of students with ASD on coping with the first day back to school

Common signs of Autism in the classroom

First day back to school: Top tips for parents of children with Autism

Practical tips to make your classroom Autism-Friendly

Inspiring People with Autism:

Dr. Temple Grandin

Jessica Jane Applegate

Satoshi Tajiri (Pokemon creator)

Carly Fleischmann

Inspiring Artists With Autism

More on Savants:

The Psychology of Savants: Memory Masters

The Einstein Effect: Is there a link between having Autism and being a genius?