Many children with autism and other disabilities present a very different sensory and behavioral regulation , children who continually have objects in their hands, who put everything in their mouths, who have to be in continuous movement... they present other rhythms, another way of exploring the world. environment and are sensory seekers with high needs and great anxiety if they are not correctly satisfied.
First of all, note that sudden changes in dynamics are not recommended and will not be easy at all, so you have to be very patient to be able to help them and implement variations rather than changes effectively, from affection, respect and empathy. These changes may imply a destructuring of the child.
Segundo tenemos multitud de situaciones que se comportan de esta manera, cada uno a la su manera y además determinamos que estos comportamientos son sostenidos e insostenibles porque afectan directamente a la atención, al aprendizaje, a la comunicación y, a lo que es más importante, sus emociones.
Tercero y clave del problema y de la intervención es… ¿cuándo no lo hace? ¿ante qué actividades es como si le hubiéramos dado al “pause”? ¿en qué momentos parece que todo fluyera y autorregula esa sensorialidad que el 90% del tiempo lo mantiene alejado, distante y ausente?. Es de suma importancia evaluar cuando esto sucede (o deja de suceder) para identificar estos momentos para poder intervenir y poder dilatarlos. Hemos de estar muy atentos y poder analizar cómo en esos momentos esta necesidad se ve satisfecha por otra y potenciar esos momentos para que sucedan más a menudo.
Perhaps this is the most important key to any intervention because all behavior , whether sensory or not, is fulfilling a function but it is never all the time . Normally I give a very graphic example when parents come asking for help when they have behavioral children who are difficult to “manage” and that is when I tell them that we are going to start “rewarding” them. As? Sometimes it is not about looking for when the behaviors are positive, which would be fantastic, but when they could be negative but are not, there is the prize! These behaviors, like many others, act the same as sensory ones. Many times we have the default habit of looking for that, the defect, the need, the lack, the next goal that, on many occasions, is unattainable because we look for it outside of the child.
This also happens with language and communication , when a child makes sounds, or says a syllable or simple word, we try to look for others, or even more words, and what we don't realize is that we encourage those sounds, those syllables, and those simple words. It is the key for more to emerge, they are the ingredients to build the future language.
Así que intentemos concentrarnos en qué queremos que se repita en nuestros niños: momentos sin autoestimulación, volver a escuchar esas palabras o sonidos, volver a verlo tranquilo sin conducta… y tendremos el camino despejado para la evolución, sea cual sea, de cada uno de nuestros pequeños.
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