| How to Take Notes from a Textbook Posted: 12 Jul 2016 05:00 PM PDT Notes are handy for your own reference and memorization. Ideally, information in your textbook will review and supplement what you are learning in a class. Some teachers, however, expect you to learn from your textbook independently and will not necessarily cover the material from the book with direct instruction. It is therefore important that you effectively read, understand, and take notes from your textbook. EditPreviewing Chapters - Know your assigned reading. Check any syllabus, calendar, or notes from class that direct you to read a section or sections from your textbook.[1] Ideally, you should give yourself at least 5 minutes per page of assigned textbook reading.[2] If you are a slower reader, you may need to give yourself additional time to read.
- Read over chapter headings and subheadings.[3] Before you begin reading or taking notes, preview the chapter. Most textbooks are broken into more easily-digestible sections that are often topped with headings. Previewing the chapter and looking at the headings and subheadings from beginning to end can give you a sense of the length and trajectory of the chapter. You may also cue into keywords as you are reading if you have seen them in bolded subheadings later in the chapter.
- Also look for any words that are presented in bold.[4] These are often key concepts or vocabulary words that are defined within the chapter or in the glossary.
- If there are not headings or subheadings in your textbook, read the first sentence of each paragraph.[5]
- Look over supplemental charts, graphs, or informational charts.[6][7] Many students ignore or skip over information in boxes or charts within the chapter. This is a bad plan, however; that information is often key to understanding or reviewing the chapter's main concepts. Looking at the supplemental material (and reading the captions below pictures or charts) can help you focus on key information while you read.
- Read "review questions" at the end of the chapter or section.[8] Review questions are given to ensure that students have taken away "big picture" or essential concepts from a selection of text. Reading these review questions ahead of time can help focus your attention to the most important aspects of a chapter.
EditReading for Understanding - Avoid distractions. Reading actively without any background noise or diversions can make it easier to focus and retain the information you learn. [9] It is especially important to be free of distractions if you are learning new material or reading about complex ideas. Find an area that is quiet and comfortable, and settle in to read and learn.
- Divide your assigned text into manageable sections. If you have to read a 30-page chapter, you should try to break that chapter up into smaller focus sections. The length of the sections may depend on your attention span. Some people recommend breaking reading into 10-page chunks,[10] but if you have difficulty focusing on and digesting large portions of text, you might want to limit your sections to 5-pages. The chapter itself may also be divided into more manageable sections.
- Read actively. It can be easy to passively read something that you find complex or uninteresting. Passive reading occurs when your eyes are looking at each word, but you don't retain any information or think about what you read. To read actively, try to think while you're reading. This means that you should be trying to summarize ideas, connect ideas to other concepts that you're familiar with, or ask questions to yourself or the text while you read.
- To read actively, do not try to take notes or highlight anything the first time you read through a section of text; instead, just focus on reading to understand.[11]
- Use tools to aid your understanding. Be sure that you understand the text as you are reading it. You may need to use a dictionary or the textbook's glossary or index to define unfamiliar words. #* When you get to the note-taking stage, write down new key words that are important to the chapter along with the page number where you found that term and definition. That way you can refer back to the textbook easily if you need to.
- Summarize main points as you go. After reading through each section of text (whether it is a section you divided yourself or a division made by the textbook), think about the main points. Try to summarize the section and identify the one to three most important details of the section. [12]
- Do not skim over supplemental material. Hopefully you looked at supplemental materials such as pictures, charts, and graphs when you previewed the chapter. If you did not, be sure that you read them as you progress through reading the section. Viewing these details in context will help you synthesize the information.
- These types of supplements may be of particular benefit to students who tend to be visual learners. When trying to recall information, you may be able to conjure the way a graph or chart looked more easily than a piece of factual information.
EditTaking Notes - Be selective but thorough. You should not write down every piece of information in the book. Nor should you write down one fact per page. Finding the right balance of writing enough but not too much can be a challenge, but it is the key to taking effective notes. Using the strategy of reading a paragraph and then summarizing it can help you target the right amount of information.
- Depending on the subject and the level of the textbook, writing 1-2 sentences of summary per paragraph may be the right ratio of information to note-taking.
- Paraphrase information from the text. You should write your notes in your own words.[13] Paraphrasing information usually shows that you genuinely understood what you read (it's difficult to put something into your own words if you don't know what it means). It will likely be more meaningful to you later when you are reviewing your notes if you have written them in your own words.
- Use a format that works for you. Your notes may take on the form of a bulleted list of information. You might draw yourself a timeline of events so that you can see the order that things happened and not just a list of events. You may draw a kind of flow chart to emphasize a sequence. Or you might do a more traditional outline with big ideas at one level and then supporting ideas indented underneath. Ultimately, the notes are your study aid, so it's best to write them in a way that makes sense to you.
- Add visual elements if it helps you. Visual learners are often helped by visual representations in their own notes. You might want to jot down a brief copy of a graph instead of writing information about it. You may want to draw a simple comic strip to show a specific event or interaction between people. Don't let adding visual elements distract you from the task at hand—understanding and taking notes on the text—but add visuals if it will help you synthesize or remember the material more effectively.
- Organize your notes in a meaningful way. Depending on the subject, you may want to organize your notes in a particular way. History notes may be most logically taken in chronological order (or even in the format of a timeline). Science notes, however, may need to be taken in a particular sequence that shows mastery of one concept before moving on to the next.
- If in doubt about how to organize your notes, go with the textbook's organization. If information is written in a certain order in the textbook, and there is usually a reason for it.
EditTying Textbook Notes to Classroom Learning - Pay attention to class lectures. Teachers will often specify which chapters or sections of a textbook will be most relevant for an upcoming test. Knowing this information before you read the textbook can save you time and energy, and allow you to focus on what's most important to know.[14]
- Write down whatever your instructor writes on the board. These pieces of information are most likely to be relevant for future discussions and upcoming assignments or tests.
- Ask your instructor if he or she would allow you to use a personal recording device to record the lecture and listen to it at home. Anything that you missed while taking notes in class will be heard on the recording, and you can add that information to your notes after class.
- Learn to write shorthand. It may be difficult to write notes as quickly as the instructor is speaking. Learning to write shorthand is a great way to ensure that the notes you take in class cover everything the instructor expects you to know. shorthand
- Write down major names, places, dates, events, and concepts. If you cover these topics in your notes, it will likely be much easier to remember the specifics surrounding those people or places when you go back to the textbook.
- Follow major topics with brief context clues. These can be a few words or even a short sentence, but having some type of brief notes will help you make sense of the names or dates you've written down during the lecture.
- Review your notes from class. Now that you have notes from the in-class lecture, you'll want to review those notes to begin learning the important topics covered in class.
- Try to read over your notes shortly after class has ended. Reviewing your notes immediately after class is over will most likely help you retain that information for a longer period of time.
- Combine class notes with textbook notes. If you have notes from class and from your textbook, combine and compare them. You should identify anything that was emphasized by both the textbook and your instructor; this is likely to be a very important concept.
EditUsing Your Notes - Study your notes. Think of your notes as a study guide for your course exams. The act of writing might help you remember certain things, but you probably won't remember everything in the textbook if you're not studying the notes you've taken. Going back to review the notes can help you remember key concepts and specific terms, even months after you covered the information.
- Share your notes. If you work with other students in your class, you may want to exchange and share notes. This can be a helpful strategy, as different students may focus or emphasize different concepts. Additionally, if you have a friend or classmate who missed class or didn't understand a concept, you can share your notes to help her.
- Make flash cards. If you have an impending exam, you can convert your notes into flashcards. These can make it easier to learn and memorize names, dates, and definitions.[15] Additionally, you can use these flashcards to collaborate and study with another student or in a study group, which improves test performance.[16]
- Budget your time. It's easy to feel overwhelmed by everything you need to learn, but if you take good notes and manage your time well, it will feel much more manageable.
- Write dates and headings on your notes to keep yourself organized. You may also want to number the pages of your notes if they are not bound together or if you plan to remove them from a notebook.[17]
- Use bullet points. Don't feel that you must write in full sentences, just write down the key information. This will help when it comes to looking over your notes and studying, as you won't be overwhelmed by text.
- Learn what study habits work best for you. Whether you're a morning person or a night owl, sticking to a consistent schedule when you read, take notes, and review your notes will help you stay on track with your studies.
- Keep your mind alert. Relax, stretch, and take small breaks.
- Create one or two bullet point summaries per paragraph; then use those summaries to create an overall section summary.
- If you don't understand what the text means, ask a teacher and reword the text so you can understand it.
EditSources and Citations
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| How to Make a List of Personal Assets Posted: 12 Jul 2016 09:00 AM PDT Listing your personal assets can be tedious and time-consuming. Despite the hassle, the effort will pay off when you need to make an insurance claim if your home is broken into or destroyed by fire or flood.[1] You can also use it to determine asset distribution as part of an estate plan. There are a few simple steps you can follow in order to make a list of your personal assets. EditWriting Your List - Select a record keeping system. There are two main ways you can document your list. You can do it by hand in a notebook. This has the benefit of being accessible at any time when the notebook is in hand and can be kept in a safe place. The other option is to use an electronic spreadsheet to keep records, which is convenient and can be easily changed. An electronic list can also be printed, downloaded into the Cloud, or stored on a thumb drive.
- You can create tables in Microsoft Word or use Microsoft Excel to create your electronic list. You can make headings for each category and subcategory.You can also easily add things to your list in either program by adding rows and columns to the tables.
- Either option is legitimate. It depends on your personal preference for record keeping. The electronic version is more easily shared, changed, and added to, so many people choose this option.
- Separate your physical assets. There are two main types of assets. The first is physical assets. These are the tangible properties you own such as your home, furnishings, automobiles, artwork, clothes, and other items that you can see and feel. The evidence of your ownership of physical assets is documented in legal documents including deeds and titles.[2]
- Some items may be difficult to classify since they have elements of both categories.
- For example, fine jewelry may be family heirlooms passed down from generation to generation. It is still worn on special occasions and listed in the physical category. At the same time, this same jewelry may be valuable enough that it requires insurance and special safe-keeping, which are elements typically required for financial assets.
- Distinguish your financial assets. The second type of assets are financial assets. These are your intangible properties that represent ownership of bank accounts, securities, insurance policies, stocks and bonds, and other evidence of value for those assets that affect your income or wealth.[3]
- Financial assets also include home, car, and personal loans, retirement and investment accounts, and credit cards.[4]
- Don't worry about making a strict distinction between the two categories. Just put the items in the categories that you feel best represent them. It is more important that all items are listed than where they appear on your list.
- Document personal information. On your inventory list, you should document a good amount of your personal information. This will help attach you to your assets through the documentation. You should include your name, passport number, income tax number, location of your will, and signature.
- You can also include the names of the executors of your will, safety deposit box location and number, email accounts, and online passwords for bills, accounts, and profiles.[5]
- Describe the items. Once you start your personal inventory, you need to include as much information as possible about each physical asset. This includes a detailed description of each item. You should create categories under physical assets in your list in order to keep your assets straight. You can have a category for automobiles, jewelry, entertainment equipment, and valuable collections. You should also include the fair market value of each item you list.[6]
- For example, a description of a television should include the name and size of the equipment, necessary accessories for operation such as a remote, its general condition, and how much it costs.
- You should value your collections, such as coins, stamps, or collectibles, as a unit instead of item by item.[7]
- Include photographs with dates they were taken to avoid later misunderstandings or confusion about the items you own.
- If appraisals of value have been completed in the past, note the appraiser's name, contact information, and relevant details of the appraisal.[8]
- Provide evidence of ownership. In addition to the list, you need to give evidence of intangible assets such as deeds, titles, certificates, insurance policies, and financial accounts.[9] These should be identified with account numbers and owner details such as name, address, and Social Security numbers. You should also include the names of any persons that have legal authority to manage, sell, or otherwise dispose of each financial asset.
- You should also include the names of the owners, the insured, and beneficiaries of any insurance policies.[10]
- Provide acquisition details when necessary. For some items, especially the more costly items, you may need to include acquisition information. If you remember where you got certain items, you should list the elements of acquisition including the name, address, and phone number of the seller as well as the price.
- You should describe how you came to possess the item, such as a purchase, a gift, an inheritance, or a foreclosure.
- For extremely high cost items, keep purchase receipts and warranty information if possible.
- Include location information. The location of items or important documents should also be listed in your personal asset inventory. For each of your physical assets, you should note the place that physical items are kept or stored along with special security required. For your financial accounts, you should identify them with the name, address, and phone number of the custodian, broker, or bank where the account is located.
- Write down the name of the contact person responsible for accessing each of your accounts, the date the account was opened, and its current status.
- The location of stock certificates, deeds, mortgages, certificate of deposits, and other evidence of an intangible asset should be clearly noted.
- You should also list any person authorized to access the account and details required to have entry such as passwords, combinations of safes, or safety deposit keys.[11]
- Note special conditions for certain items. There may be some items in your inventory that need special attention or require certain actions to be maintained. Just like with other items, expensive jewelry, art, collectibles, and precious metals should be described fully in addition to estimates of current values. In addition to these descriptions, any intent to gift such items including names of beneficiaries, addresses, and conditions of transfer should be listed on your asset inventory.[12]
- Finish your inventory list. Once you have all of your physical and financial assets listed, listed all personal information, and attached copies of relevant documentation, you need to finish up your list. This includes adding any additional items that did not specifically fit into either of the categories but that you want listed. After you finish the last of the list, you should date your inventory.
- This will help avoid confusion if your list is amended at a later time. A list without a date can be more confusing than not having the list.
EditProtecting Your List - Attach a list of legal representatives or authorized agents. You should list the individuals that can help with your affairs if you are unable to. In the event of an emergency or in a time where you are unable to conduct your own affairs, you need to document the names, addresses, and contact information of your advisers or family members who have authority to act on your behalf.
- You should notify these individuals that you have completed a personal asset inventory, where it is located, and any instructions regarding when and how to access the information.[13]
- Scan or photocopy all of your receipts. To keep your property safe, you should keep as many receipts as possible, especially on high ticket items. If you are using an electronic list, scan your receipts so you can have electronic copies of them. If you made a physical list, make photocopies of your receipts to keep with your list. It is always good to have multiple copies of them just in case something happens to either copy of the receipt.
- You should scan or photocopy any other important documents that show your ownership of items, such as deeds of gifts or transfer of ownership forms.
- You should store the electronic copies of your receipts on the same USB drive as your list. This way all of your documents stay together.
- Keep the original receipts, even if you scan them. You may lose the files or need an original to prove the legitimacy of a purchase. Store them with other important documents.
- Make copies of your inventory and store each copy in a secure location. Once you complete your list, you need to keep it safe. You do this by making multiple copies of it and securing one in a safe location. If you did your inventory electronically, you should print a physical copy of the list and store it with other important papers in a fireproof safe or safety deposit box.[14] Keep a second copy in a secure, but accessible place where you can easily change it if necessary.
- You should also provide one copy to your attorney or the executor of your estate with instructions about when to access such information.
- If your list is in electronic form, make two copies on separate flash drives that are secured by a password. Keep one of these flash drives and store the other safely.
- If you used a notebook, you should make a copy of it and place the original in the safe or box. The other copy should be kept for you to easily access.
- Keep your information up to date. Just because you made one list, your work is not over. You continually purchase things and change assets, so you need to keep your list up to date. Periodically review your list, adding new assets and deleting any assets no longer in your possession. If you acquire or dispose of a significant asset, amend the list as soon as possible following the event. You should note the details of the transaction, such as the date, parties involved, and your reasons for acquisition or disposal.
- Destroy previous lists to avoid confusion, replacing the older list with the amended copy.
EditSample Lists EditSources and Citations
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| How to Make a Behavior Intervention Plan for an Autistic Child Posted: 12 Jul 2016 01:00 AM PDT Autistic children often have difficult behaviors because they lack the ability to communicate their needs and wants in an appropriate way. To eliminate the unwanted behavior, the child needs to be helped to have their needs and wants met in a constructive way. EditMaking the Plan - Target only one behavior at a time. Different negative behaviors likely have different causes, and thus different solutions, and it is too difficult to address all of these at once.
- Talk with the child about the behavior, if possible. The behavior may be a solution for a given problem (e.g. humming in class to drown out unpleasant sensory input). In this case, your goal is to expand their repertoire of ways to solve the problem.[1]
- Encourage self-advocacy.[2] Teach the child to speak up, using words or AAC. Reward this by paying attention and respecting what they have to say.
- Explain other people's thoughts and feelings in a clear, concrete way. It may help to draw stick-figure pictures, with thought bubbles, where you and the child can write down what others are thinking.[3]
- Keep a log, if you can't ask the child. To identify possible reasons for the behavior, keep a log of what happens before the behavior, the behavior itself, and what happens afterwards. It won't be as direct as asking the child, but if the child cannot speak or use AAC, it is your best bet.
- Example log entry: At 4:30, Joey came into the kitchen and grabbed two cookies. When I told him he could not have them, he began to throw a tantrum. When he calmed down, I gave him a cookie.
- After math class, Marcia and her peers went to the school assembly. Marcia grew increasingly agitated as we waited, and began chewing on her fingers. This escalated until she was viciously biting her own arms. An aide took her to the office so she could calm down.
- After keeping this log for several days to a week, try to identify the cause of the behavior.
- Joey's tantrums are the result of a desired item (cookie) being taken away after he tried to access them inappropriately. Brainstorm possible reasons: perhaps Joey is very hungry at 4:30, and wants to express that he needs something to eat.
- Marcia began biting herself as she waited for the assembly. School assemblies can be quite loud, and perhaps they feel frightening or painful to her. Anxiety about a painful assembly could cause the biting.
- Fix the underlying problem. Remove the stressor, and/or teach them a way to handle it when it arrives. If it is successfully addressed, the problem behavior will cease.
- Joey can be taught to ask for a snack ("I want a snack, please"), or taught to show you a picture of a snack when he is hungry (Picture Exchange Communication System).
- Marcia bites as a way to cope with the stress of waiting for a painful assembly. She can be given chewy jewelry for when she needs to bite, taught to say "that hurts" when she is hurting, and kept in class with a helper and a box of crayons during assemblies.
- If the problem behavior does not decrease, then you have not found the right solution yet, or they are not developmentally ready. Go back to making a log, and trying to figure out what causes it.
- Research how autistic people have handled situations like this. The internet is full of autistic writers. The hashtag #AskAnAutistic is an easy way to contact them.
- See what happens. If you have correctly identified the cause of the problem behavior and provided a solution that works for the child, then they will begin to use the better strategy instead. This will take some time and gentle reminders, but if the child is capable of using the new strategy, it will happen.
- When the child uses the bad strategy, gently remind them to use the new one: "What do you say when you want a snack?"
- Never hold their needs hostage. Address a frightening or overwhelming situation right away, regardless of whether they handled it "correctly" or not. The child needs to know that you will help them if they are hurting.
- Celebrate their initiative. When the child uses a good technique (e.g. speaking up or getting a stim toy), praise them for doing well.[4] Explain that you're glad that they're self-monitoring, and taking steps to get what they need.
- For example, "Thank you for telling me that it hurts, Marcia! Now that I know, I'll make sure you don't have to do it again."
EditHandling Problems - De-escalate if you see stress building up. If a child's "fight-flight-or-freeze" mechanism has activated, they may not be able to control themselves, even though they know that it's not good to hit people or scream in public. The best way to stop it is to prevent it from getting that far.[5]
- Minimize talking. When stressed, a child may have trouble with auditory processing, and not be able to understand what you are saying.[6] In these circumstances, talk less, and instead focus on de-escalating.
- Try to use nonverbal communication. For example, instead of asking "Do you want your bunny?", show them the bunny so they can grab it if they want. Instead of saying "Let's go outside," point to the door and have them take your hand so you can lead them out.
- Give them an AAC device. When stressed, the child might lose the ability to speak, while still being able to use AAC. Handing them a device shows that you aren't going to pressure them to speak, and that you'll listen if they advocate their needs.[7]
- Watch for deteriorating speech abilities. If an ordinarily articulate girl points to a peanut shell and cries "bug," then she might be having trouble processing things,[8] and may communicate better with AAC.
- If they have several forms of AAC, let them choose. If they are more overwhelmed, a simpler form will do better. For example, maybe your student is too frazzled to type, but can show you the picture card for "too loud."
- Have an exit strategy ready, including scheduled rewards if needed. For example, if a boy knows that when he gets into the car, he will get a tasty snack, and he can play a game at home, he might be more willing to leave the park.[9] Implement the strategy if you see stress building. (You can always come back later, once the child is calmer.)
- Explain the exit strategy beforehand—don't wait until the child is mid-meltdown. Use visual supports, like a keyring with pictures, if needed.[10]
- Tailor the rewards to the child's favorite things. Make sure that they are available; if you run out, the child may stop trusting the routine and stop doing what you want.
- Older children might be able to self-monitor, initiate the exit strategy when needed, and do it without rewards. Younger children might need you to watch their mood, and reward them more for following through.
EditLowering Environmental Stress Autistic children may lose skills when over-stressed. Living up to a world based upon non-autistic standards can be very difficult, so they might not have much energy left for additional tasks. Here is how to reduce this. - Keep a daily routine. A predictable routine can feel safe to autistic children. It can be especially helpful to make a visual schedule, so that they can see exactly what is going to happen.[11] Try cards that can be rearranged, or a dry-erase board, to account for changes in routine.
- Pictures can also help support the child's memory, because some autistic children may have difficulty remembering important things.[12][13] For example, if they have a picture of homework on days when they have homework, it can help them remember.
- Encourage sensory regulation. Sensory needs can interfere with self-control and other abilities,[14] so keep them on a healthy sensory diet. Provide a calming, low-input environment for hypersensitivity, and have activities prepared for sensory seekers.
- Make a calming down area that the child can use as needed. Because autistic children struggle with self-regulation, having a quiet space where they can retreat can help them balance themselves when they are overwhelmed or moody. Encourage the child to use it whenever they need to.
- Place stim toys and ways to block sensory input in the corner. Divide it from the rest of the room with a curtain, shelf, or other barrier.
- Leave the child alone when they are using the corner.[15]
- Recognize that not all autistic "behaviors" need to be changed. Just as autistic people work hard to accommodate non-autistics, non-autistic people need to be helpful and understanding towards autistic people. If a behavior is not harming anyone, then non-autistic people need to learn to accept it.[16] Don't micromanage.
- Watch for anxiety disorders. Autistic children are at risk for anxiety, and may need anxiety medication or cognitive behavioral therapy (CBT) to keep it under control. Managing any anxiety disorders can help the child be healthier and happier.
- Keep communicating and enjoying positive interaction. Maintaining a good relationship with the child is important for both people's well-being.[17] Do fun things together, talk to them, and take time to listen carefully to what they have to say (whether it's verbal or not).[18]
EditStaying Positive and Kind - Presume competence. Begin with the assumption that the child is capable, they mean well, and they are trying hard already.[19][20] Help them rise to meet your expectations. Optimism can lift the child's spirits, and bring positive results.
- Recognize that no behavior is meaningless. Even if it doesn't make sense to you, it is fulfilling some sort of purpose for the child, or expressing something.[21] There is a reason; you just don't know it yet.
- Be cautious about assigning motives to the behavior. Each person thinks differently, and these differences can be especially profound between autistic and non-autistic people. The child's reasoning may be completely different from what you think it is.[22]
- Don't confuse "they can't" with "they won't." Gaining abilities is not a linear progression,[23] and if a child is stressed or worn out, they might not be able to do things that they otherwise could.[24] If a child is resisting your attempts to make them do something, it might be that they can't do that thing at the moment,[25] or that they don't understand.[26]
- For example, instead of "Jamal is angry and won't tell me why. He's so difficult!," you could think "Jamal is angry and can't tell me why. Maybe he's too upset to speak. I'll help him calm down, and then maybe I can figure out what's going on."
- Sensory input, exhaustion, stress, seizures, anxiety, and more can affect ability levels. For example, perhaps your daughter can usually put her plates in the dishwasher, but after a night of bad sleep and hearing pots clanging in the kitchen, it is too overwhelming one day.
- Respond with patience and compassion. This may be frustrating to you, but chances are, it is even worse for the child. Responding kindly can lessen the child's stress, making it easier for them to communicate or do a difficult thing.[27]
- Focus on rewards, not punishment. Remember, positive strategies help more than negative ones. The child will see you as a friend and ally, not a punisher.
- Autistic children might not be able to understand why they are being punished, making it completely ineffective.[28]
- Be a team. You are not the child's opponent, nor are they the passive object of a project.[29] The child needs to feel that you care about their feelings, that you'll listen to them, and that they can come to you with problems.
- Never make basic needs contingent on a certain level of behavior. An autistic person may resort to "behaviors" when under extreme duress, and they may not be capable of producing the desired solution at the time.
- Provide love and acceptance.[30] Show the child that you care about them, autism and all, and that they are not a burden to those around them. Make it clear that you don't need them to pretend to be "normal."[31] Encourage their strengths, embrace their uniqueness, and make it clear that you love them just the way they are.
- Choose one very specific behavior that you want to change, e.g. throwing food at meals.
- Determine what happens before the behavior that might be causing it, for instance, does the autistic child finish eating more quickly that everyone else? Is there some way you can eliminate or change that, or provide an alternative (e.g. something else to do at the table) to address the reason behind the action?
- Remember that behavior communicates something—"I'm upset", "I'm scared", "I need your attention", "I'm bored" , etc. What the child is communicating may or may not be appropriate to the situation, but figuring out what the message could be can help you find possible solutions.
- Be aware that autistic children can be affected by things you might not even notice, for instance you always eat off of certain plates and you changed them, someone is sitting in a different place, you ate before bath time rather than after, etc.
- Be warned that some professionals may recommend [[Tell if an Autism ABA Therapy Is Harmful|damaging practices). Never do something to the child that makes them scream, cry, or panic (even if their therapist recommends it).
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