Expert: Catherine Ridenour - 1/27/2008

Question
Hi
Our son Luke is nearly 6 years old. He was diagnosed with ASD and ADHD in Dec 2006. At present he is attending a Applied Behavioural Analysis (ABA) unit within a mainstream school, which has brought him on very well in many aspects. He is verbal with a good vocabulary, and is reasonably bright. However, within his class, there are children who are at the much lower functioning end of the spectrum, who cannot speak, and who make noises and occasionally hit others to express themselves...this is now becoming a great problem, for Luke is doing the same thing as these children, making very strange noises and at times hitting, kicking or biting me. In school the teachers are telling us to ignore the behaviour as it is acting as a 'reinforcer' however we respond. Please can you help us, we are at the end of our tether!!

Many thanks

Andy and Tracey

Answer
Hi Tracey and Andy,

Unfortunately, all children learn what they live whether they have a disability or not.

ABA works for many low functioning children and components of it work for high functioning children. I do not know your son or his level of disability, of course. But you live with him and know more about his capabilities. If you believe that he has progressed beyond this program then perhaps it is time to review his IEP with the school and suggest that he would develop better in a regular classroom with an aide.

The law requires he be educated in the "least restrictive environment." Clearly, his seclusion from normal social behavior is restricting his development.

ABA is only one way to educate an autistic child and not always the best one. Each child is different. Many higher functioning autistics do well with speech therapy, occupational therapy and a regular classroom setting where they often work at grade level.

About discipline and "reinforcement." While it is true that what gets attention is reinforced, I do not believe in letting a child run roughshod over the family. Concentrate on reinforcing good behavior with attention. Thank him when he is polite. When he hits, kicks or bites, time him out for 5 minutes or so. Leave him alone and ignore him during the time out. When he comes back, welcome his return and go on as normal.

For higher functioning ASD kids who have some understanding of cause and effect, I often recommend the techniques of the Love and Logic approach. Basically, all decisions have logical consequences. For example, if he purposefully breaks a toy, don't replace it. Be empathetic, "Wow, I know you are going to miss that truck." Check out their web site at www.loveandlogic.com.

Do ignore the weird noises (I know, they drive you crazy), but he will come to realize he can get attention and manipulate you with them. If he flaps, rocks or does other self-stimulating behaviors (stimming), also ignore it.

If the school is uncooperative, look into legal representation or a different school.

Check out these web sites for books and resources:

http://www.neurodiversity.com/main.html (many links to books, articles and resources)

http://www.patientcenters.com/autism/news/resources.html (books and resources)

http://www.ninds.nih.gov/disorders/asperger/asperger.htm (the definitions and
government links)

http://www.autism.org/ (many links to information)

Best wishes,
Catherine