Choice-Based Autism Behavior Management Strategies & Supports

How To Support Autistic Persons In Achieving Their Goals 

Human Reactions, Behaviors & Coping Mechanisms  

We all have different ways that we act in response to our feelings, our thoughts, and our environments. We may have behaviors we’re proud of, or reactions that seem natural to us and to others. Hugging a friend you haven’t seen in a long time, pacing back and forth when you’re worried or waiting for an important event, or wincing in pain with a cavity in your tooth are all behaviors that are familiar to everyone. They’re expected under certain circumstances. Sometime, behaviors or coping mechanisms can be difficult to deal with, or can cause difficulties for the person who is exhibiting them. Even if the behavior makes sense, the results of the behavior can make it harder for that person to live their life in the way that they want to. Why behave that way, then? Well, as a reaction to strong feelings, or to a tough situation. Human beings are complex: we don’t always make logical choices or respond ideally under stress. 

An emergency room physician experiencing severe pressure compounded by sleepless nights may find themselves freezing up, unable to perform a needed surgery, even if they have a passionate desire to save lives, and in spite of years of study and practice. A business manager may find that they react to their CEO’s harsh criticism inappropriately, by shouting or crying. The behavior may make sense in an emotional context, although it isn’t serving the person exhibiting it. In fact, the person displaying this behavior may wish they could stop or change their reactions, or at least wait until they get out of work to unleash their feelings of anger or disappointment. Sometimes an extreme behavior or reaction may be a one-off. If it’s repeated, the person may eventually seek counseling, meditation or therapy to help them work towards the behaviors they would prefer to see in themselves. 

What Happens When People Exhibit Unusual Or Unexpected Behaviors?  

Many people like for others to behave in ways that they expect. They don’t want to deal with surprises. They don’t want to have to think about how to respond. Why do Hollywood movies and popular novels follow set patterns, and why do so many people want to watch or read stories where they already know the plot? It’s comforting. They can enjoy the thrill of the momentary car chase or unsolved mystery because they’re guaranteed a happy ending. For autistic people, patterns and routines can also bring a sense of security, and may feel very important. But to an outside observer, these comfort-seeking traits may appear strange, because the autistic person’s patterns are not showing up on their radar in the way that they expect. It’s a clash of expectations and routines. There’s nothing wrong with wanting comfort in our day to day lives, but we must also remember that others want that, too. And their set patterns may be different than our own, and not what we expect. 

There’s an old saying: “Poor people are strange, rich people are eccentric.” What’s meant by this? Simply that the level of odd or unusual personality traits or behaviors that people are willing to tolerate can vary. People don’t have much patience for traits they aren’t used to, unless they’re taught to respect the person for other reasons. Typical reasons many people will put up with or even admire different or even unpleasant behaviors are wealth, fame, good looks or social acceptance. The flip side of this type of petty tolerance is that anyone can also learn to respect others for a more basic and better reason: because the other person is a human being, just like you. 

Finding Meaning & Confusion In Patterns 

Autism is a complex condition characterized by a wide range of genetic and behavioral features. This diversity has made autism difficult to define, diagnose, and support. Current diagnostic criteria focus on two domains: restricted interests and repetitive behaviors (RRBs) and social deficits, though the relationship between these two areas is not yet fully understood. 

A new approach to understanding autism presents a theory of patterns. Individuals with autism have a strong focus on patterns. They notice patterns more easily, remember them better, and find them more important. This framework suggests that autism involves heightened abilities in pattern perception, recognition, maintenance, generation, processing, and seeking. 

Repetitive behaviors can be understood in the light of this pattern focus. Individuals with autism may become overly focused on certain patterns, leading to repetitive actions that are out of balance with their surroundings. Social difficulties may also be linked to patterns. Social interactions often involve complex patterns of behavior, or may not show a clear pattern at all. Individuals with autism may find these patterns difficult to understand or follow. 

This new perspective on autism has important implications for understanding and researching the condition, and may offer insight into how to effectively support persons with autism. 

Repetitive, Comfort-Seeking Behaviors 

One example of a common behavior associated with autism, or ASD (autism spectrum disorder), is what’s known as “stimming”. Stimming can show up as rocking or swaying the body or limbs, hand flapping, bouncing on toes, and many other mannerisms including repetitive vocalizations. Stimming is often a form of self-regulation or a way of blocking out other unwanted sensations that may be overwhelming. These behaviors can irritate or confuse others around them, but the actions aren’t usually harmful to anyone. When stimming intensifies, it may include the person hitting their own head or biting their own arm. This may be the person’s way of instinctively handling fear, confusion, or distress. Even then, this is rarely seriously damaging to the person beyond a momentary discomfort that they are actually using to balance themselves. 

In most cases, the only difference between common ASD behaviors and the theatrical lip-biting or waving arm gestures seen on TV dramas is the repetitiveness of the stim, or a behavioral mismatch with the environment where it occurs. Emotions displayed by autistic people may not seem to fit the situation, such as a giggle by someone who isn’t really laughing out of amusement. 

Some autistic individuals may have a favorite item that they find comforting or calming to touch or hold. For a bit of added perspective, it’s interesting to note that just a few decades ago, a rabbit’s foot used to be a common object in the average person’s pockets, and would not be considered unusual at all. Even if it is objectively a bit strange to be carrying the limb of a small animal on a keychain and rubbing it for good luck. 

Does This Behavior Need A Management Strategy? 

We all have had moments we can think of when our behavior didn’t match our own expectations, or that of the people around us. For people with a condition that affects behavior and social interactions, it can be much more difficult to know how to handle the internal feelings that set off certain behaviors, or it can be confusing to understand what behaviors and responses people around them expect. 

For a person with ASD who needs support and isn’t getting it, this difficulty is amplified. An autistic person can exhibit behaviors that the people around them don’t understand or don’t like. These behaviors aren’t “wrong”, but they may be stopping this person from having the things that they want, or from living the life that they want. Living safely and comfortably as a person with a disability may mean getting supports and services. For an autistic person, there are behavior support services that can be helpful, and ASD behavior management strategies that may work for them. But there are also some supports, services and strategies that don’t consider the wishes and needs of the individual, and those should never be imposed on anyone. 

Understanding Autism Spectrum Disorder (ASD) Today 

Today, Autism Spectrum Disorder (ASD) is understood as a spectrum condition. This means that individuals with ASD exhibit a range of characteristics and challenges, at varying degrees. There is no single presentation of autism, and individuals can experience symptoms differently. 

ASD Levels 

The current diagnostic system uses three ASD levels instead of the previous designations of “severity.” These levels replace previous terms like “high-functioning” or “low-functioning” and are intended to provide a clearer picture of the degree of support an individual with ASD needs in daily life and social communication. 

• Level 1 
  Requires support. Individuals at Level 1 may have difficulty with social interactions and communication, but can function independently in many areas. This level previously overlapped with the Asperger's diagnosis. 
  
• Level 2 
  Requires substantial support. Individuals may have more noticeable difficulties with verbal and nonverbal social communication skills and struggle with change. Their behaviors are likely to be more apparent and interfere with daily functioning. Individuals at this level require significant support with social communication and daily living skills. 
  
• Level 3 
  Requires very substantial support. This level indicates severe challenges in social communication and significant behavioral issues. Individuals may have very limited speech, inflexible behaviors, and difficulty coping with change, requiring extensive support in all areas of life. 

These levels are determined by a comprehensive evaluation by qualified professionals, considering factors such as social interaction skills, communication abilities, and repetitive behaviors. The levels help clinicians and caregivers understand the specific needs of each person and tailor support accordingly. It is important to remember that these levels are not static and can change over time, as children grow and develop, and as adults age. 

I/DD or Neurodivergence?  

Although many terms have been used over the years to describe autism and related diverse conditions, here are two terms we’ll briefly mention for now: 

• Intellectual or Developmental Disability (IDD): This is a term used by government agencies (for care and services support purposes) and by many health professionals to describe various conditions associated with limitations in intellectual functioning and adaptive behavior. IDD can be caused by either mental or physical impairments that begin anywhere from before birth through age 22. These conditions can interfere with language, learning, self-help and independence, as well as mobility. Autism is classed as an IDD. Autism occurs across a spectrum, meaning that it can show up in different ways and at varied levels. However, autism should not be assumed to show up in real life as it does in movies and on TV. 

• Neurodiversity is a modern and less formal term used to describe autistic people or people with other with neurodevelopmental differences that can cause limitations or different ways of handling learning, thinking, or social interactions. Essentially, it is describing the same conditions with a different way of looking at them. 

Whichever terms you’re familiar with or prefer, the reality is that autistic individuals can encounter difficulties in interpersonal relationships and rule-following, among other things. And while your value judgment can go in any direction at all on these differences that characterize autism, they are there, and the barriers that can result are real. So in a practical sense, what remains is how we handle the barriers. Going back to the idea of autism behavior management strategies that deal with the source or causes of behaviors that act as obstacles, the behaviors aren’t the problem, and autism is not something that can or should be cured. The source of a behavior in the sense of something that can be managed is going to be related to a stressor or a situational mismatch. And that’s what can sometimes be solved or redirected by support strategies and services, when they’re done right. 

Asperger's Syndrome: Obsolete 

Asperger's syndrome is a term that’s no longer current in a professional context. Previously, Asperger’s was a diagnosis given to individuals on the autism spectrum who displayed normal or above-average cognitive abilities and verbal communication skills. However, this diagnosis is no longer used in the current diagnostic manual (DSM-5). This change reflects the recognition of the spectrum nature of autism and the limitations of the Asperger's diagnosis. 

Hans Asperger, the Austrian physician for whom the syndrome was named, is a controversial figure. While he identified some core traits of autism, recent research documents that his work was associated with the Nazi regime's eugenics policies and the persecution of disabled individuals. It’s clear that the work of such a person must be taken with a very large grain of salt, at a minimum, and likely should be discounted altogether. 

How To Understand Behavioral Support Service Approaches 

A lot of autistic behavioral support services are available, and they vary wildly. Many of them are not regulated, and some may be regulated or even government endorsed and funded, but may nevertheless be actively harmful, not simply less helpful. Behavior management theories and strategies can be based on very different ideas of what behaviors need to be supported, what that support should look like, and what services are offered. And people do not always share opinions on what’s the right approach, or what the desired end goals are. There’s also a lot of disagreement on which decisions should be made by the individual with the behavior, and which decisions should be made for them by other people. 

By examining the stresses or situations that are causing a behavior, and potentially eliminating or lowering the stress levels there, or by meeting the needs that cause a behavior, or by giving people different paths and strategies to help them deal with the feelings that are causing them to have the behavior, the behavior that is causing a conflict or a complication can be addressed at the source, in a natural, healthy and effective way. A bored child who is building elaborate, dangerous structures in the backyard needs to be offered engaging activities that aren’t going to cause a hazard. Giving the child a stimulating activity is one type of behavior support service. 

In some cases, even with the best of intentions, support services or situations that were meant to help the individual manage what they call a “challenging” behavior are simply taking away the person’s choices and punishing them for the behavior. Or, alternatively, these strategies may reward behaviors that ignore the person’s feelings and underlying needs. Back to the example of the child creatively but dangerously building in the backyard, giving them a cookie for not building doesn’t solve the problem, and locking them in the house, destroying the structure, or taking away a favorite video game until they stop building doesn’t help at all. At best, it may temporarily force the child to pause the behavior, but it isn’t giving them a real solution to what’s bothering them. 

What Do “Good” Autism Behavior Management Strategies & Supports Look Like? 

Autism self-advocacy groups such as ASAN, the Autistic Self Advocacy Network, agree that support services and strategies can be positive and helpful when they assist people in dealing with behaviors that are getting in the way of living the lives that they want. But, these groups agree on a few things: autism can’t be cured, and autism doesn’t need to be cured. Most autistic people don’t want to “not be autistic”, they want to live good, safe, happy, healthy lives, and they’re interested in therapies or techniques that take their wishes and who they are into account. 

Some therapies and support strategies including physical and speech therapy, occupational therapy, and the use of AAC devices to communicate are considered useful, positive ways to approach skill-building or reach behavior learning goals for individuals with autism. But, therapies like ABA (Applied Behavioral Analysis) that are aimed at training autistic people to act as if they aren’t autistic, by using rewards and sometimes punishments to reinforce behavioral changes, are considered problematic and often harmful by autism self-advocates. 

What Is ABA? 

Applied behavior analysis (ABA) is currently based on the idea of rewarding certain behaviors in the hope that this will train or habituate the person to repeat those behaviors, and in this way, cancel out other behaviors. For believers in ABA therapy, supporting studies have shown that it may help people with autism and other developmental or neurodevelopmental disorders to behave in ways that fit the desires and expectations of the people around them. 

Positive reinforcement of desired behaviors isn’t in itself harmful, but a “reward” alone isn’t going to change the behavior. Some people believe that a combination of a reward system, along with structure and routine and the addition of visual supports, can be one way to train an autistic person to perform behaviors that meet expectations, and to avoid behaviors that don’t. This has been shown to have limited success. But it’s essentially covering up the source of the behavior by acting as if the behavior itself is a standalone event. It doesn’t treat the cause. And it may push the root cause of the behavior further away in one sense, but it also may make the cause harder to treat. 

Why Are Many People Opposed To ABA?  

There have unfortunately been many stories of ABA used in a way that does harm the autistic person. Early forms of ABA used punishments, sometimes including physical punishment or isolation. Classic ABA, also known as DTT, has an autistic child sitting at a table and taught behaviors in a repetitive way. Many agencies and schools today still use this form of ABA, and may actually physically restrain the child to keep them in their chair or physically force push them to comply with the behaviors they wish to teach. 

This early form of ABA, known as DTT, or Discrete Trial Training, was developed by Dr. O. Ivaar Lovaas in the 60s, a time when behaviorist approaches were dominant in psychology. DTT included rewards as positive reinforcement, and punishments, some quite severe. At that time, DTT sometimes included electric shocks. Physical prompts and coercion were used to guide responses, reflecting the era's broader attitudes towards behavior modification and control. These methods were seen as an improvement over the previous norm of institutionalizing individuals with autism or developmental disabilities, which often involved severe neglect and abuse. 

Why build punishments, some truly extreme, into what was supposedly a teaching system mainly intended for children? Well, as the saying goes, it was the fashion at the time. Parents and educators routinely beat ordinary children for any infraction, priding themselves either on their mild response or on the strength of it. And electric shocks as well as many worse treatments were used for people with mental illnesses or neurological disorders. Physical or psychological punishment was also thought to be an effective measure used to handle or combat extreme behaviors, such as self-harm. 

Part of the reasoning that justified such “helpful discipline” was also based on an inability of the therapist to communicate with the autistic person. It is true that ASD can sometimes include selective mutism, nonverbal communication, or uncommunicativeness. That doesn’t mean that it is unhelpful or ineffective to try to communicate with a nonverbal autistic person. It might mean that other approaches should be tried, like the use of AAC devices. 

Changes in Parenting & Educational Attitudes  

Today, parenting and educational practices have largely moved away from physical punishment and negative consequences for managing behavior. Instead, there is a greater emphasis on positive reinforcement and constructive feedback. Educators may use natural consequences, allowing children to experience the outcomes of their actions. For instance, if a child refuses to wear a coat in cold weather, they feel cold and learn to make better choices without direct punishment. 

Modern approaches to autism emphasize understanding and acceptance. There's a focus on creating supportive environments, building communication skills, and teaching self-advocacy. Positive reinforcement, visual supports, and social stories are commonly used to encourage desired behaviors and reduce challenging ones. While rewards are still used, the emphasis is on intrinsic motivation and building a positive relationship. 

Parents may use time-outs to discourage unwanted behavior while providing praise and rewards for positive behavior. Both ABA and traditional parenting methods use rewards to encourage desired behaviors. However, modern approaches to parenting and education emphasize internal motivation over external rewards, which can lead to more sustainable behavior changes. 

Parents and educators of children with autism may use Functional Communication Training (FCT) as part of ABA methodology. The FCT method teaches children alternative ways to communicate their needs, reducing the occurrence of problematic behaviors. Coming back to the use of AAC, including picture exchange communication system (PECS) and signing, this is a tactic more in line with modern outlooks on neurodevelopmental disabilities. 

Modern ABA Methods Without DTT  

Parents and educators who use modern ABA methods without relying on DTT may incorporate tasks and routines that are more flexible and focused on the individual's needs: 

• Natural Environment Teaching (NET): This approach uses the learner's natural environment to teach skills, promoting generalization and practical application. 

• Pivotal Response Treatment (PRT): Focuses on pivotal areas of development, such as motivation and response to multiple cues, to improve social and communication skills. 

• Incidental Teaching: Skills are taught in the context of everyday activities, with the intention of making learning more relevant and less stressful. 

ABA Advocates: What Do They Believe?  

ABA has its supporters. Some are scientists, doctors, parents, and therapists or paraprofessionals. They believe that ABA has been demonstrated to be effective in teaching people with autism to communicate verbally and non-verbally, that ABA can help autistic people develop social interactions and appropriate social behaviors, and that ABA training can reduce problem behaviors or “challenging” behaviors, such as aggression, self-injury and tantrums. 

However, it is noticeable that most of the studies backing ABA are older studies, and many have since been countered or contradicted. There is also a shortage of long-term studies on the outcomes of individuals who have undergone ABA therapy, meaning that its lasting impacts aren’t clear. 

And, critics argue that the focus on ABA can overshadow other therapeutic approaches that might be more aligned with neurodiversity principles. This is aside from the potential emotional harms of stress, anxiety and sometimes depression caused by ABA’s rigorous, repetitive nature. ABA-positive reviews focus on the hope that this training will lead to individual independence for the autistic child or adult. However, ABA-negative reviews reported by autistic persons state that the ABA goal of conformity doesn’t respect the autonomy and preferences of the autistic person. It also fails to respect the unique identity and neurological differences of autistic individuals, trying instead to make them appear non-autistic. 

Positive Or Neutral Methods Not Based On ABA  

For those seeking alternatives to ABA for their autistic child, there are some positive or neutral behavioral management methods endorsed by some autism self-advocacy groups and individuals: 

DIR Model (Developmental, Individual-differences, Relationship-based): This model focuses on building relationships and understanding the individual differences of each child. It emphasizes emotional and social development through play and interaction. While some therapists may incorporate elements of both approaches in their interventions, DIR and ABA are fundamentally different methods. 

Social Stories: These are short, personalized stories that explain social situations and expected behaviors, helping autistic individuals learn what to expect in an activity like going to the doctor. While some ABA practitioners do use this method, it is not inherently ABA-based. The opinions of autistic self-advocates on social stories are mixed. Some autistic self-advocates find social stories to be valuable tools for understanding social cues, expectations, and appropriate behaviors. They can help reduce anxiety and improve social interactions. Others argue that social stories can be overly simplistic or even harmful, as they may promote conformity or mask autistic traits. They may also be perceived as reinforcing the idea that autistic people need to “fix” themselves to fit into neurotypical society. 

How Do I Know If I’m Helping Or Harming My Child?  

Briefly, here some ways to know if the behavior management service or support you’re looking into is good or bad for your autistic child. Effective ASD behavior management strategies and techniques are based on two key principles: 

1. Individualized Approach 
   Each person with ASD has unique needs and requires tailored strategies. Forcing conformity is not helpful. 

2. Collaboration 
   Working closely with families, educators, healthcare professionals and the autistic individual themselves is essential for successful outcomes. 

Helpful Autism Behavior Management Strategies  

Some positive strategies that can be used to address autism behavior management by improving communication and helping handle stress include: 

• Visual Supports: Using visual aids, such as schedules or picture boards, can help individuals with ASD understand routines and expectations. 
  
• Cognitive Behavioral Therapy (CBT): CBT can help individuals with ASD develop coping strategies for anxiety, stress, and other emotional challenges. 
  
  Cognitive Behavioral Therapy (CBT) is a psychological approach used to help children or adults with Autism Spectrum Disorder (ASD) better understand and manage their emotions and behaviors. Some of the techniques used in CBT to understand and manage emotions include: 
  
• Emotion Recognition: This technique uses visual aids, like emotion cards, to help the person identify and label their own emotions and understand the feelings of others. Learning to recognize emotions is a key step in developing social awareness. 
  
• Cognitive Restructuring: Cognitive restructuring helps the person change negative or unhelpful thoughts. For example, replacing a thought like “I can't do this” with “I will try my best.” This helps reduce anxiety and improve how the person handles challenging situations. 
  
• Exposure Therapy: This method gradually introduces the person to situations they find scary or overwhelming, helping them become more comfortable over time. By taking small, manageable steps, the person can build confidence and reduce anxiety in these situations. 

The most effective autism behavior management strategies will vary depending on the individual's needs, preferences, and goals. It is important to work with qualified professionals who can assess individual needs and develop personalized plans. However, while consulting with professional therapists and coaches can be a good thing, it is critical to be aware of harmful practices that may be used in the name of behavior management techniques for autism. These practices can include aversive techniques, such as punishment or physical restraint, which can be seriously harmful and counterproductive. 

Common Behaviors in Autistic Individuals 

As we’ve briefly covered earlier on in the article, many behaviors such as repetitive movements (stimming) that are common in autistic individuals may not be harmful, and can act to help self-soothe or manage sensory input. Some other behaviors may be more difficult for caregivers or educators of autistic children to come to terms with. The determination of whether a behavior is harmful should really be considered in terms of how it feels for the person who is exhibiting the behavior, and not just from the point of view of others around them. But, some people with autism, or their families, may choose to try to change some of the behaviors that come naturally to autistic people, whether because the behavior worries them and they believe the person could harm themselves or others, or because they wish for the autistic person to find more comfort and acceptance in social settings. 

Frequently Encountered Autistic Behavioral & Situational Difficulties 

Aside from the multiple positive, neutral, or at times worrisome or unhappy traits, behaviors and reactions that we have already listed, the behavioral and situational difficulties that autistic people often run into and up against are many, but they come down to causes that are easier to identify and yes, work on, than you might think. 

Let’s look at this through the perspective of an autistic person with some of the more typical autistic traits and behaviors who might like to learn to approach situations in another way. 

What Is Autistic Burnout? 

Autistic burnout is a condition characterized by severe exhaustion, loss of skills, and heightened sensitivity to stimuli. It often occurs in autistic individuals who are unable to cope with the constant pressures of masking their autistic traits, meeting societal expectations, and navigating a world that is not designed for their needs. 

Causes and Consequences of Autistic Burnout 

Several factors can contribute to autistic burnout, including: 

• Masking: The ongoing effort to hide autistic traits or behaviors to fit into a neurotypical world can be extremely taxing. 

• Unrealistic Expectations: Societal and personal expectations that do not align with autistic individuals' abilities can lead to chronic stress. 

• Lack of Accommodations: Environmental factors, such as noise or sensory overload, can exacerbate stress and contribute to burnout. 

• Life Transitions: Major life changes, such as starting a new job or transitioning to adulthood, can be particularly challenging for individuals with ASD. 

The consequences of autistic burnout can be severe, including: 

• Physical and Mental Exhaustion: Individuals may experience extreme fatigue, difficulty concentrating, and increased anxiety or depression. 

• Loss of Skills: Cognitive abilities and daily living skills may decline. 

• Social Withdrawal: Reduced tolerance for social interactions can lead to isolation and loneliness. 

• Increased Risk of Suicidal Ideation: In severe cases, autistic burnout can increase the risk of self-harming or suicidal thoughts and behaviors. 

Strategies for Preventing and Managing Autistic Burnout 

While there is no one-size-fits-all solution, individuals with ASD can take steps to prevent and manage autistic burnout with the following self-support and support-seeking behaviors: 

• Self-Acceptance: Embracing autistic traits and avoiding the need to mask can reduce stress. 

• Community Support: Connecting with other autistic individuals and finding supportive communities can provide understanding and validation. 

• Advocacy: Learning self-advocacy skills can help individuals communicate their needs and obtain necessary accommodations. 

• Self-Care: Prioritizing physical and mental health through activities like exercise, relaxation techniques, and adequate sleep can help manage stress. 

• Professional Support: Seeking therapy or counseling can provide valuable guidance and coping strategies. 

By understanding the causes and consequences of this condition, autistic people and the people who love them can take proactive steps to prevent burnout and manage its effects. 

Getting Autistic Children The Support They Deserve 

Collaboration between parents, teachers, and therapists is key in creating a strong support system for autistic children and young adults. By working together, these groups can share valuable information and strategies, supporting the child consistently in all settings. This unified approach helps to better understand the child's unique needs, which leads to more personalized educational and therapeutic assistance. Regular communication among parents, educators, and therapists also helps to track progress and address challenges, contributing to the child's overall development and well-being. 

Apps and Software for Behavior Management in Autism 

Apps and software designed for behavior management in autism include tools like timers, organizational aids, and communication apps. These resources help autistic individuals manage daily routines, communicate more effectively, and stay organized. 

• Timers: Visual and auditory timers can help autistic individuals understand the passage of time and transitions between activities. This can reduce anxiety related to changes in routine and help manage time more effectively. 

• Organizational Tools: Apps that offer visual schedules or task organizers provide a structured way for individuals to plan their day. These tools can break down tasks into manageable steps, which can be particularly useful for those who thrive on routine and predictability. 

• Communication Aids: Communication apps often use symbols, pictures, or text-to-speech features to help non-verbal or minimally verbal individuals express themselves. These aids can improve social interaction and reduce frustration by providing alternative ways to communicate needs and emotions. 

Apps and software designed for behavior management in autism include tools like timers, organizational aids, and communication apps. These resources help autistic individuals manage daily routines, communicate more effectively, and stay organized. 

The Importance of Accessibility For Digital Tools & Online Autism Resources 

Making online autism resources accessible requires designing them with the specific needs of autistic users in mind. These users may have distinct navigation and sensory preferences, which should be carefully considered. Websites should be designed to support various cognitive styles and avoid overwhelming sensory elements, presenting information in a clear and structured manner. This approach helps autistic individuals access and use the resources more effectively, supporting their learning and everyday activities. 

Best Practices for Designing Autism Resource Websites 

Apps and websites should adhere to the Web Content Accessibility Guidelines (WCAG) to accommodate users with different needs. WCAG compliance ensures that digital tools are perceivable, operable, understandable, and robust for a wide range of users. This is a first-and-last best practice. Additionally, digital designers and developers should use the following best practices: 

• Simplified Navigation: Use a straightforward website layout with clear labels and simple menus to reduce cognitive load and help users find information quickly. 

• Sensory-Friendly Design: Avoid bright colors, flashing animations, or autoplay videos that could overwhelm users with sensory sensitivities. Instead, opt for calming colors and static content to create a comfortable browsing experience. 

• Consistent Structure: Keep a uniform layout and structure throughout the site to help users predict where to find information, making navigation easier for those who rely on consistency and repetition. 

By implementing these practices, websites can better support autistic individuals and their families, providing accessible and useful online resources. 

Testing for WCAG Compliance 

To test for WCAG compliance, developers can: 

• Use Automated Testing Tools: Tools like WAVE or Axe and other website accessibility checker tools can quickly identify accessibility issues in apps and websites. 

• Conduct Manual Reviews: Manual checks by accessibility experts help verify that interactive elements, such as buttons and menus, are easy to use for all users. 

• Engage Users with Disabilities: Involving users with various disabilities in testing provides direct feedback on the app’s usability and accessibility. 

By following these guidelines and testing methods, developers can create inclusive digital tools that effectively support all users, including those with ASD. 

Positive Traits in Autistic Individuals 

Autistic individuals often exhibit a range of positive traits and behaviors that may be unusual (or, not neurotypical), but can contribute significantly to their personal and professional lives. These traits are increasingly recognized and valued in various settings.  

• Attention to Detail 
  Many autistic individuals possess a keen eye for detail, which can be advantageous in fields requiring precision, such as data analysis, quality control, and scientific research. 
  
• Strong Memory Skills 
  Exceptional memory, particularly for facts and figures, is more common among autistic individuals. This ability is beneficial in academic and professional environments that require extensive knowledge retention. 
  
• Focused Interests 
  Intense focus on specific interests can lead to deep expertise in particular subjects, which is valuable in both personal hobbies and professional careers. 
  
• Honesty & Directness 
  Autistic individuals often communicate in a straightforward and honest manner, which can help build transparency and trust in relationships and workplaces. 
  
• Reliability & Loyalty 
  Autistic individuals often exhibit strong loyalty and reliability, making them dependable friends, partners, and employees. 

Beyond ABA: Autism-Centered Approaches 

Many autistic individuals and their families advocate for approaches that prioritize self-determination and acceptance. These methods often focus on building strengths, providing support, and creating inclusive environments. 

For example, the Neurodiversity Movement emphasizes that autism is a difference, not a deficit. Autistic self-advocates like Ari Ne'eman promote the idea of “neurodiversity affirmation” rather than “cure.” As Ne'eman states, “Autism is not a problem to be solved, but a different way of experiencing the world.” Ne’eman is a disability rights activist, researcher, and co-founder of the Autistic Self Advocacy Network (ASAN). He has been a leading voice in advocating for the rights and interests of autistic individuals, particularly emphasizing self-advocacy and neurodiversity. 

While good ideas can come from anywhere, it’s important to look at their source as a way of understanding their perspective. As Hans Asperger’s associations and behaviors cast a shadow on his work and suspicion on its resulting ideas, Ne’eman’s history of autistic self-advocacy shed light on the stories that he tells about how autistic people feel and wish to be treated. His work has significantly contributed to raising awareness and understanding of autism spectrum disorders. 

The Feedback Loop: When Repetition Works Well 

Keep checking to see if behavior management strategies are working. Behavior can change, so what worked before might not work now. By regularly assessing and evaluating the strategies in use, you can tell if things are going well or if you need to try something different. This also helps you see if there are any unexpected problems. By keeping an eye on things and making adjustments when needed, you can give autistic people the best possible support. 

Asking people with autism and their families for their thoughts is critically important. They have unique experiences that can help you understand what's working and what's not. By listening to them, you can make sure behavior management plans fit their needs and preferences. This helps build trust and makes things more likely to work. 

By working together and being open to feedback, we can create a better, more personalized experience for autistic individuals. Remember, it's about understanding their needs and finding what works best for them. 

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