Autism and the beleifs of carers

Sigman et al (1986) showed that autistic children could feel emotion, and Harris (1988) said their problem lied in their inability to interpret emotional signals from others effectively; they seem to lack a "theory of mind". (Hayes, N. 2000).
             There are general principles outlined in "The Autistic Spectrum - A Handout. 1999" concerned with caring for a child with autism. Autistic children take time to become independent in every day activities, tried and tested methods may not always work on individual children, so this is an objective summary of the main doctrine. .
             1. Be aware of the underlying differences - look for causes and triggers of obsessive behaviour and tantrums. .
             2. Allow for sensory sensitivities.
             3. Help your child to understand what you want.
             a. Adjust your language.
             b. Use visual structure.
             4. Use motivating reinforces.
             5. Plan small steps.
             6. Be consistent.
             7. Use "backward chining" to teach daily living sequences.
             (I.e. eating, sleeping, toilet, hygiene).
             (Smeardon, L. 1999).
             The point of this list of all-purpose principles is to round up the introduction of autism itself, now it is clear that autism is a complicated learning disability. However there is much research on the subject and methods have evolved to teach the child how to live with independence. When the beliefs of the family carers (mainly parents) are inappropriate, their treatment towards the child changes and this can adversely affect the childs mental state and their progress. Below is a list of family relationships and psychodynamics, outlined in " Learning Disabilities. 1978".
             .
             Confusion - the parents are concerned about the child but unsure how to deal with it; they become frustrated and have a sense of guilt and failure. The childs self-concept reflects their parents" confusion.
             Inconsistent - the parents have no set pattern to control the child and may give out 2 opposite messages at the same time. The child may become confused, withdrawn, anxious and rebellious.