Robotization of human feelings and expressions to help people with ASD

Is this the end of all studies and all methodologies developed over time in the ecology of learning and socialization?

A Robot to teach autistic children to communicate...

Using a robot to teach humans to communicate may seem strange, but experts at the University of Hertfordshire are convinced that it is an asset to the learning of autistic children. The ability to simulate the expression of basic emotions, repeatedly and predictably, can provide good learning opportunities.

Kaspar is a robot with the size and appearance of a child, developed by a group of roboticists at the University of Hertfordshire. The reason for their existence are autistic children, was established to encourage the development of social skills and communication in autism, since these are the main difficulties of the people affected by the disruption of behavior.

The team will cover the doll with artificial skin and developing technology that allows the robot to interpret and respond to tactile stimuli. The aim is to make it able to respond to children in order to encourage behavior "socially appropriate" and discourage others. That is, the new Kaspar will be able to tell if your child is being very aggressive and respond appropriately. 

In my humble opinion

"You can never think of replacing learning with real people because no robot is able to simulate the quality of human interaction."

Structured teaching units for students with autism spectrum disorders

STRUCTURED TEACHING

What are Structured Teaching Units

They are not, in any situation, plus a school class. All students have a reference attending class, taking advantage of Structured Teaching Units as a teaching resource of specialized schools or school clusters. These are a response to students with specific educational autism spectrum disorders and can be created at any level.

The teaching is structured in one of the most important aspects of teaching TEACCH model. The TEACCH model was the result of a research project which aimed to teach parents behavioral techniques and methods of special education to respond to the needs of children with autism. The philosophy of this model's main goal is to help the child with ASD to grow and improve their performance and adaptive capacities in order to achieve maximum independence throughout life. This model is flexible enough to suit the way you think and learn from these children / young people and allows the teacher to find the most appropriate strategies to meet the needs of each.

Through structured teaching is possible:
- Provide a clear and objective information of the routines;
- Maintain a calm and predictable;
- Meet the student's sensitivity to sensory stimuli;
- Propose daily tasks that the student is able to perform;

- Promoting autonomy.

Physical Structure

The physical structure is how to organize and present environment of space or teaching / learning. This should be structured so visually clear, with well defined borders and areas, allowing the student to obtain information and organize autonomously as possible, is essential for ensuring stability and foster learning.

The clear delineation of the different areas helps the student with ASD to better understand their environment and the relationship between the events, allowing you to more easily understand what is expected to hold in each of the spaces.

1 - transition area

2 - meeting

3 - learn
4 - work

5 - play
6 - working group
7 - computer 

In Structured Teaching Unit can be created different areas. The existing space and the needs of students are at the base of the structure of space and the creation of which is deemed necessary.

Organisation of Time

INDIVIDUAL TIME
The time organizes time and simultaneously is an effective support for communication and for the internalization of concepts. It is a way to provide students with the notion of sequence, showing you what will perform throughout the day, helping you in anticipation and prediction.

CREATING A SCHEDULE
The time is made ​​on the basis of each student and can be adapted to various levels of functionality. Regardless of the functional level of each child / youth with ASD, the written word must be present at the times.

WORK PLAN
While the time inform the student about the sequence of activities that will occur throughout the day, the work plan indicates the tasks that has to perform in a given area. Must be adapted to the functional level of each student and presented from top to bottom or left to right, consisting of a reassuring routine which allows to acquire the notion of beginning middle and end.

Organization Area

TRANSITION AREA
The Transition Area is the amount where are the individual time that will guide the daily activities of each student. The visual cues provide information about where, when and what to do during the day or part of the day. You can plan a predictable way the many changes that occur throughout the day, helping students to overcome resistance to change or changes in routine, even in situations that may seem minor. Give students the notion of temporal sequence, facilitates the understanding of verbal orders, helps reduce behavior problems and develop autonomy.

LEARNING AREA
The Learning Area is the area of ​​individualized instruction, clean distracter stimuli, which develops attention and concentration, while new skills and tasks are consolidated and worked with the student. Strategies are used demonstration, visual or verbal cues, physical assistance, positive reinforcement and also activities that meet the interests of the student. The work plan should be visible (in the table) and the symbols that are presented on the boards of the assigned tasks, previously organized.

WORK AREA
It is the area in which the student intends to perform activities independently learned. Each student must have their area of ​​work. Again, there is a work plan that transmits visual information to the student about what to do and what the sequence (each tray must correspond to a task with all the material necessary for its realization).

MEETING AREA
This is an area designed to develop activities, ensuring the planning and structure, promote communication and social interaction. The meeting may take place at various times of day, since all or most students are in the unit.

WORK GROUP AREA
It is the area in which the entire group can work together to develop. Priority is given to the development of expressive activities such as music, arts and other, group games.

PLAY OR LEISURE AREA

It is the place for:
- learn to relax;
- to short waiting times;
- allow esteriotipia;
- learn to play (in the presence of adult);
- working symbolic play.

COMPUTER AREA
This area can be used independently, with help, or in partnership, learning to wait, to give time and run a shared activity. 

ASD - Help to connect socially

A growing number of individuals with Autistic Spectrum Disorders (ASDs) are now educated in mainstream settings. The difficulties they have in relation to communication, social interaction and flexibility of thought can create problems for them in a school environment where sometimes their needs are not fully understood. A strong reaction to sensory stimulation can also make school a very stressful place. It is essential therefore that all school staff are aware of these needs in order to alleviate stress and maximize learning potential.

Many children with autism love to run, pick up objects, and move in the outside environment, although they fixate on these objects, reflections of light, shapes, and motions. The therapist or family member can use that interest to help the child connect socially.

First Contact

In phase one, a child with autism may rock back and forth, singing endlessly, chanting rhythms, humming, watching lights, following images and reflections in the outside environment. In order to avoid eye contact and interactions with others, a child with autism may pace around the playground, spin in circles, and collect objects and place them in a row or nearby; he allows no one to touch them. The phase one child lacks the ability to use language to engage and recruit others, produces no language in full sentences to express ideas and emotions, and uses objects to manipulate without the intention of play with others. He cannot sequence ideas to create a narrative form that tells a story in play. He is isolated in a limited, nonsocial world with little access to the world of relationships. 

Strategy 1 : Experience What the Child Experiences 
Join the child in his own experience by listening to and echoing his sounds, as well as those in the environment. Move closer to him in a calm, playful way, making comments about any actions or sounds in the situation. Sometimes have to move right next to the child and offer a toy or an object like a feather. If he seems anxious, sings repetitively, or exhibits negative behaviors like screaming, may have to wait to offer him an object. At other times need to remain more distant and stay silent before attempting to move near the child. In order for him to experience the feeling of being with another person, observe and wait, watching his gestures and sounds, even if he turns away.

Strategy 2 : Move into the Child’s Play Space 

A typical child will create a space where he wants to play, move objects, and interact with a peer. The typical child will move his body so that he faces the other child, places his objects in the center or near the center of his play area, and begins play actions toward the other child, or toward the main object of interest. The play space is the area that surrounds the two children and defines where they’ll play. One child might move a toy horse toward a barn that he places in the center of the space between himself and his peer.

While a typical child creates this play space, a child with autism will have no idea how to define this area, or where it begins or ends to include others. The child with autism may have sensory issues, may overreact to sounds and to visual stimuli, and become confused in a disorganized area. In contrast to the typical child, his play space may consist of one small area surrounding him; it includes no one else. He will protest if anyone gets too close to him or moves his toys; he doesn’t have the concept of how to create a place to play with another child.

One way for this play space to include others is to place a small rug or mat in front of the child, and to set up simple objects that may interest the child. Since children with autism are visual learners, the visual space needs to be clear and not too busy with too many objects only one or two objects of high interest. Another way to introduce a more flexible play area is to enter his limited play space gradually.

Use an object that is identical to the child’s object, playing with actions near the child and slowly moving the object closer to him. This act of moving into a play space is complex and takes time; however, it is the beginning of helping the child join and feel the presence of another person. This technique is more effective than taking a child’s toy away, which usually causes screaming and tantrums. However, in some cases, touching the object or asking for it is another way to engage with an isolated child who refuses to acknowledge another’s presence.

Strategy 3 : Listen to Each Detail of the Parents’Stories

Parents’ descriptions of their child’s behavior often gives opportunity to support them as they begin the long and difficult intervention process.
By listening the description of his son’s behavior:

- screaming when someone comes near him, hoarding his trains -
Hears both his desperate need to relate to his child and child’s efforts to control and preserve his comforting environment in the corner. Understand and openly acknowledge this tension between the father and the son, joining him as he learns how to support the child.

The parents become the most important advocate and teacher for their child, since they are with their child more than any specialist. Parents often become experts on the methods and they know what methods work with their child. They need respect and support in this journey of helping their child. The progress of the child and the development of the relationship motivate parents to keep working. Sometimes the progress is slow and the therapist needs to support them during these times of discouragement. There will be times of frustration and times when a parent doesn’t understand what to do next. The therapist has to be honest about the progress, explain the goals, and support the parents in every session After see that the parents realize that we understand their frustrations and disappointment in their child, work on finding the best way to interrupt the child’s fixations on certain agendas, patterns of play, and particular objects. We do this work together.

Strategy 4 : Interrupt the Child's Fixed Patterns of Play

If a child continues to cry, have tantrums, and refuses to connect, or if he resists any contact, then try to be sensitive to the basic behavioral principles of rewarding the positive behavior and ignoring the negative. When prompting a child with sounds and words to get him to imitate, use a reinforcement such as a smile or gesture of approval to the child only if he is just beginning to whine or point or fuss about not getting an object, or if he doesn’t have the word or the sound in his vocabulary for the particular situation. In this case, engage in sound play with positive gestures and play with the child.
However, in some cases, if the child is about to go into a full tantrum or meltdown, must either leave the child alone or wait and ignore the behavior until he is quiet. Even if the child is only quiet for a few seconds, may reward him with praise or a positive word at that moment. try to find the delicate balance between giving the child a word or some positive sound play when he needs it, and ignoring behaviors that are completely inappropriate. As the parents watch, they learn when to reward the child with praise. Once parents see a tiny successful response from their child, they begin to have hope. They join us and we collaborate. Teach them to observe the child’s gestures (such as moving an object with intention); body language (such as moving closer to someone); or sound production (such as giggling) - so that they know whether their child wants to play.

Strategy 5 : Help the Child to Feel the Presence of Others by Using the Environment

Energy Intense and Aggressive Behaviors?

When parents describe the child as "aggressive" they mean that she hits, bites, scratches, pinches, pulls hair, spit in the face of the people, give clicks, kicks, and generally use physical force. This term is also used if the child bite his own hand, hitting his head and other self-damaging activities.

In the dictionary "Aggressive" is defined as:
'Characterized by or tending to offensive attacks, invasions, etc. without cause or threat militancy: aggressive acts against a neighboring country.'

So when we use this word to describe children's behavior we are saying that she is attacking us. When she is hurting herself believe that she is attacking itself for no reason?

Violent 'is another word used to describe behaviors like those described above. Often, parents had to seek my help that say things like "My son is becoming violent," or professionals who said they were working with "a violent child."
 

'Violent' is defined as:
"Extremely strong actions intended to harm people or are likely to cause damage, or involve the use of force to injure or attack. "  

When we call for violent children, we suggest that they intend to hurt us. For me, the word violent, evoking images of death and war, not something you give to a child with autism.

We believe they are trying to look after themselves in the only way they know. Do not label this behavior as "aggressive" or "violent", call it "intense energy". The label "intense energy" has none of the trials associated with the words "aggressive" or "violent" and more accurately describes the situation that is happening.

Below are two of the most common reasons for your child to have an intense energy. Understanding why will help you to apply the most effective strategies to minimize the intense energy of the child, as well as new thoughts and beliefs that you can take to help himself to feel more comfortable with this aspect of their the child.

Reason # 1 - Sensory Challenges
We know that the sensory system of our children has many challenges. They may have energy that is being created within them and they do not know to release properly. When we have excess energy in our bodies do some exercise to help free her, autistic children do not seem to realize what is happening to your body and therefore create unique and interesting ways to release that energy. They bite, pinch, squeeze people with determination and strength. The action of biting or nipping actually releases this energy, helping them to organize themselves physically.

1. Take an object like a bouncy ball or a towel.
 -> Bite it. Yes, that's right. Crave teeth in it with all your might.
 -> Do 3 times, each time for 20 seconds.

2. Join hands and press them again, not without enthusiasm, but with all his might. 
-> Do 3 times, each time for 20 seconds.

3. Write on paper how you felt while doing this. 
What I feel and what people say is a relief to feel any tension you have. It feels good to do that! It helps our body. Our children do it for the same reasons. Although the energy they need to release its body is larger than ours. The trick is to help the child to use something to release the energy that is not someone else.They can also give themselves a sensory stimulus banging his head, biting the soft part of the thumbs, beating thighs or feet. In this case, we see children who act as if they were their own occupational therapist, trying to help balance its own sensory system. 

What are the signs? 
You may notice that the child of the following behavior, even before it hit you or pinch you, or you may see an increase of the following behaviors over a period of about 30 minutes before reaching its intense energy.
-> Jump intensely
-> Making voltage body parts, for example, by as much tension on the face which comes to shaking for a while.
-> Crash on any part of the body more vigorously by hand or an object. 
-> Running around the house or room with an enormous energy. 
-> Crying sounds louder than usual. 
-> Becoming more intense and quick to recite excerpts from movies or books. 
-> Asking you questions fired at you, when you know that she knows the answer. 
-> Enter a standard against which asks for something, you give him and the child says no, then back to ask the same thing and when you give back to give her back to say no, and so on. 

If you are unsure of what your child does in the earlier period to have intense energy, become a detective, always walk with a notebook and start writing what you see. Write down what your child does before having intense energy will give you important clues about why they are doing this. Once we know why we can apply the most useful strategy to help her. We want to treat the underlying cause of the intense energy of the child and not just manage the symptoms. 

What to do? 
The idea is to give them the sensory stimulus that they are looking all day, so as not to create a moment that they will seek from us using the "Intense Energy". 

You can do so by: 
-> Start to shake hands, feet and head of the child. 
-> Give it a bear hug, sitting behind the child and involving the arms and legs with the child so that you can make a real tight body. 
-> Roll a large ball care about your child, this is a useful way to give a "bear hug" to an older child or older. 
-> Encourage the child to jump on the trampoline. 
-> For a child older than 14 years, I suggest you make sure that it makes a lot of exercise, like swimming, running, go hiking, jumping on a big trampoline, something they strive same. Do this three times a week. 

You can do any of the above suggestions. Choose the one that you think your child will enjoy most. While doing the first 3 suggestions, should experience the intensity that offers Hurso hugs, squeeze or roll the bag therapy. Increase pressure slowly while watching to make sure that your child is like. My experience is that children who are using the energy due to their intense sensory needs, will enjoy more pressure. 

How to respond to the child when they hit because of this?1. Consider the following thoughts: 
-> The child is hitting me in an attempt to take care of your sensory sitema. 
-> It means nothing about love or respect you have for me. 
-> I can help the child, giving you more sensory stimuli to help balance the body.These thoughts will help you preparer to answer in a calm, peaceful and loving.

  

2. Squeeze her hands, head and jaw. 
-> If your child is hitting you with his head, offer to shake his head ... if it is to pinch him, offer to shake hands with him ... if she's biting you, offer to put pressure on the jaw line. 
-> Explain that she does not have to bite, pinch or hit their head, and you would be happy to tighten whenever she wants.Now that you know the warning signs, you should be able to give the child the sensory stimulus that it seeks before it reaches the state of hitting, biting or nipping. Take his hand before it gets to you to pressure!

 Tips: 
-> When I am working with kids who like to hit, usually as when they hug me pierce my teeth in my shoulder, I always have a little chew toy in my pocket to be able to offer them, or put pillows under t -shirt to protect the shoulders. 
-> If your child can bite you try to move towards the bite and not move away. For example, if your child is biting his arm, push the arm to the bite, you pull your arm will hurt you more. Use your thumb and forefinger and push the two sides of the jaw line of the child, this will not hurt her and she will instantly open the good.

Reason # 2-ARE TO BE REPORTED
Hitting, biting, give crackling, spitting, pinching, punching, hitting his head, biting themselves to themselves, may be just your child to tell you that they want something. May be the case of a child who is not verbal and a child who is highly verbal. If they believe that people will give them things faster if they knock on people or in themselves, then they will want to click on "fast forward" by doing this. 

What are the signs? 
-> Nip / bite / hit / give punches right after you tell them they can not have anything. 
-> Are having trouble making himself understood. 
-> Beat in different games, usually in a disorderly way, this may be the way the child re-start the game with you.What happens is that people around will start to move faster and "see" better when they hit the adultode suddenly becomes more responsive because they want to prevent the child from her gown. The child may start thinking - "ok, so the way I get more of what I want is to hit, then everyone tries to understand me better." At this point it is important not only that you be aware of when the child is to use energy intense, but also to what YOU do is rem answer to that.  

Try this exercise: 
Answer the following questions in the situation that responds to injury of their child when she wants something or has a problem in communicating what you want. 
-> How is your body reacting? Your heart is beating faster? His hands began to sweat? 
-> How are you feeling? Upset? Sad? Scared? Content? 
-> How do you move? Faster? Slower?
 -> Give the child the object or activity that she is asking?
 -> If you do not realize what she wants, try to offer you different things?So start watching other familiars to interact with your child, how they respond when the child hits them.  
Ask the school or where the child does care how they respond when the child hits them.If your child is hitting something you want to communicate is because someone somewhere is responding more quickly to this type of communication. 

What to do?1. Consider the following thoughts 
-> My child is smart! You are trying to get what you want as quickly as possible.
-> I know what to do. Can I help my child, moving slowly and explaining that I can not see it when it hits me.

2. Move slowly. 
This is very important. Wanting to show children that any form of intense energy will not help them get what they want faster, in fact, this will cause people to slow down. 

3. Explain 
Tell the child does not understand what she wants when she hits him. Also explain that even if she hit, it will not change the situation and you will not do / give what she wants. 

4. Out of the way and give you an alternative. 
Now you know why the child behaves in this way, prepare yourself. If the child wants something and the answer is no:
 -> Please be aware that it can hit you. 
-> Out of the way so she can not reach with their hands, that will give you time to protect himself, taking the child's hands and squeezing them, or offering anything for her biting or hitting, such as a ball or drum.
 -> If your child or adult is taller than you, always have a large therapy ball or a large cushion available, to put between you and the child to protect themselves. Believe that you are strong and keep it in place with all its determination and do not forget. 

5. Do not give your child what led her to bite him. 
This is very important! You want to help the child realize that any kind of intense energy will make her have what you want. This is a very important capability that is teaching the child, it will be socially useful in the following years. 
If you want to give the child what led her to bite you, make sure that asks you to communicate in a different form before giving it. Ask him to point or use an approximation of the word or even plavra. Celebrate your child for doing so and make sure that explains that is giving her what she wants because she communicated differently and not because it hit.
 
6. Be Persistent and Consistent. 
Do you have a story to move more quickly when the child hits you, so take some time until the child realize that this is not how you respond. Continue to respond in the way as indicated above until the child realize the idea. If you are taking longer than 2 weeks for the child to change this behavior, make sure you follow all the steps above. Maybe you missed an important step? If not, the more likely is that someone other than you, is to respond quickly. Be a detective and find out who this person is. 

AutismTreatmentCenter 

MusicTherapy and Children with Autism Spectrum Perturbation

Children with autism spectrum disorder present from an early age, a severe disorder of development, especially related to communication and social interaction, however, might have great motor skills, musical, complex mathematical calculation, memory and others.

The music, as part of our history, which is being built and then separated in time past and present, is part of our dynamic process of identity, acts on the culture that shapes it and where it comes at the same time it is inserted in the dynamic structure which itself was formed. The music has meaning for each person in that it is linked to experience, past and / or present. The meanings of music are, then, social and natural, built, created and recreated in the relations and actions consistent with what is lived and experienced.

The music, whose effect on the mind is undeniable, and is widely used in relaxation techniques, has the advantage of being much appreciated by children with autism spectrum disorder and therefore music therapy is the first technical approach with these children. The musical experiences that enable active participation (see, hear, touch) favor the development of the senses of children. When working with the sounds she develops auditory acuity, gestures or dance to accompany it works in coordination, rhythm and attention, to sing or imitate sounds she discovers their abilities and establish relationships with the environment in which they live.

10 things every child with autism wishes you knew

1)First of all I am a child.
I have Autism. I'm not only "Autistic." My autism is only one aspect of my character. Does not define me as a person. You are a person with thoughts, feelings and talents. Or you're just fat, skinny, tall, short, short-sighted. Perhaps these are some things I notice when you meet, but this is not necessarily what you are. As an adult, you have some control of how they self-define. If you want to delete a feature, can be expressed differently. As a child I'm still discovering. Neither you or I may know what I'm capable of. Defining me by one characteristic only, ends up running the risk of keeping expectations that will be small for me. And if you think I feel that I can not do something, my answer will naturally be: Why try?

2)My sensory perceptions are disordered.
Sensory interaction may be the most difficult aspect to understand autism. It means that ordinary senses such as hearing, smell, taste, touch, feelings that go unnoticed in their day to day can be painful for me. The environment in which I live can be hostile to me. I can seem distracted or on another planet, but I'm just trying to defend myself. I will explain why a simple trip to the market can be hell for me: my hearing can be very sensitive. Many people may be talking at the same time, music, announcements, sound of cash registers, phones ringing, children crying, people coughing, fluorescent lights. My brain can not assimilate all this information, causing me a loss of control. My sense of smell can be very sensitive. The fish is sold at the fishmonger's not cool, the person who is close may not have had a bath today, alongside the baby may have a dirty diaper, the floor may have been cleaned with ammonia. I can not separate the smells and start to feel sick. Because my primary sense is visual. Then the vision can be the first sense to be super-excited. The fluorescent light is not only very bright, she flashes and can make a noise. The room seems to pulsate and it hurts my eyes. This pulse of light covers everything and distorts what I am seeing. The space seems to be constantly changing. I see a glow in the window, there are many things that I can not concentrate. The fan, people walking from one side to the other ... All this affects my senses and now I do not know where my body is in space.

3)Please remember to distinguish between non-power (I do not want to do) and I can not (I can not do) Receptive and expressive language and vocabulary can be very difficult for me.
Not that I do not listen to. I just do not understand you. When you call to me from across the room, this is what I hear "BBBFFFZZZZSWERSRTDSRDTYFDYT John." Instead, come speak to me directly with a simple vocabulary: "John, please put your book on the shelf. It's time for lunch." This tells me you want me to do and what happens next. So it is easier to understand.

4)I am a "concrete thinker". My thought is concrete, I can not make abstractions. I play very little hidden meaning of words. It is very confusing to me when you say "Does not Suck," when what you mean is "do not bother me." Do not say "this is a breeze, it is piece of cake" when there is no a piece of cake around and what you mean is that this is something easy to do. Slang, jokes, double intentions, paraphrases, indirect, I do not understand sarcasm.

5)Please be patient with my limited vocabulary.
Say what I need is very difficult for me when I do not know the words to describe what I feel. I may be hungry, frustrated, frightened and confused, but now those words are beyond my ability, than I can express. So pay attention to the language of my body (retraction, agitation or other signs that something is wrong). On other hand, can seem like a little professor or a movie star saying the above words of my ability at my age. Indeed, they are words I memorized from the world around me to compensate for my deficiency in language. Because I know exactly what is expected of me as an answer when someone talks to me. Difficult words that I speak from time to time may come from books, TV, or even being words of others. This is called echolalia. I do not need to understand the context of the words I am using. I just know I should say something.


6)I am very visually oriented because the language is very difficult for me.
Please show me how to do something rather than just telling me. And please, be prepared to show me many times. Consistent repetitions help me learn. A visual schedule helps me during the day to day. Relieve me from the stress of having to remember what will happen. Help me to have an easier transition from one activity to another. Help me to control the weather, my activities and meet their expectations. I will not lose the need for a visual schedule to be growing. But my level of representation may change. Before I can read, I need a visual schedule with photographs or simple drawings. With my growth, a combination of words and pictures may help later to know the words.


7)Please pay attention and tell me what I can do instead of just saying what I can't do. Like any other human can not learn in an environment where I always feel useless, that there is something wrong with me and I need to "REPAIR". To try to do something new when I know I'll be criticized? Constructively or not is something I avoid. Look for my potential and you will find many! I will have more than one way to do things.


8)Please help me with social interactions.
It may appear that do not want to play with other children in the park, but sometimes just do not know how to start a conversation or join in the fun. If you can encourage other children to invite me to play football or play with cars, maybe I'm delighted to be included. I am better in games that have structured activities beginning-middle-end. I do not know how to "READ" facial expression, body language and emotions of others. Thank you if you teach me how should I respond socially. Example: If I laugh when Sandra falls of the slide is not that I find funny. I just do not know how to act socially. Teach me to say: "are you okay?". 


9)Try to find what causes the loss of my control.
Loss of control, "tantrum", tantrums, bad creation, scandal, how you want to call, they are more horrid for me than for you. They occur because one or more of my senses was stimulated to the extreme. If you can find out what causes my loss of control, this can be prevented - or even avoided. Keep a log of hours, places, people and activities. You can find a sequence seem daunting at first, but surely will get. Try to remember that all behavior is a form of communication. This will tell you what my words can not say how I feel my environment and what is happening inside. 


10)If you are a member of the family love me without condition.
Banish thoughts like, "If only he could ..." or "Why can not he ..." You could not meet all the expectations that their parents had for you and you would not want to always be reminded of it. I did not choose to be autistic. But remember that this is happening to me, not you. Without your help my chances of achieving a dignified adulthood will be small. With your support and guidance, the possibility is greater than you think. 


It helps to see my autism as a different ability rather than a disability. Look over what you think is a limitation to this and see that autism has given me. Perhaps it is true that I am not good at eye contact-to-eye and conversations, but you noticed that I am not lying, stealing games, gossip with classmates or other people think? It is true that I will not be a Cristiano Ronaldo "Phenomenon" of football. But with my ability to pay attention and focus on what interests me, I can be the next Einstein, Mozart or Van Gogh (they also had autism), a possible answer to Alzheimer's, the enigma of extraterrestrial life, etc.. - What the future has in store for autistic children like me, is in their future. All I can is not going to happen without you being my base. Think about these social 'rules' and if they do not make sense to me, set aside. Be my protector is my friend and we'll see how far I can go.