principles.pdf

Getting Started with The Son-Rise Program ®

These principles can be applied immediately to begin making a difference in

the life of your special child. (Note: We suggest you pick 1 technique that applies

to your child and consistently use it at every opportunity for 2–4 days.)

Area of Challenge:

Child has limited speech or is

nonverbal.

Guiding Principles:

If you teach that language is for

communication (and not just

sounds to be memorized and

repeated) then you show the child

that there is a reason for speaking.

If language is seen as both useful

and fun , children will be moti-

vated to use it.

Applying the Principles:

Respond quickly to sounds that

your child does make. When your

child makes a sound (even if you

are not sure they are trying to

speak), move quickly and offer

something even if you don’t know

what they are requesting. Demon-

strate that verbal communications

get people to move. Show them

that speech will give them power.

Show that every word spoken

results in an action . Teach action

words and nouns associated with

actions irst. These words are the

easiest to respond to and show the

power of language. (E.g., if you

teach the word up , you can pick

your child up when they use the

word. In contrast, if you teach the

word table , there is no speciic

action to take as a result of using

this word. Effective nouns might

be ball or cup .)

Celebrate every attempt at com-

munication. If your child tries

to say a word, cheer and celebrate

wildly! We want children to be

excited to try and try and try

again. We encourage this by cel-

ebrating not just success but

all effort along the way.

Area of Challenge:

Child possesses a large vocabulary

or speaks in sentences, but lacks

the ability to use language suc-

cessfully in social situations.

Guiding Principles:

If we help a child build conidence

in social communication they will

try harder.

Children are motivated to use their

verbal skills with others when they

are shown the beneits of doing so.

Applying the Principles:

Recreate social situations in a dis-

traction-free environment in order

to role-play familiar community/

social situations.

Offer speciic phrases/sentences

you want them to learn within the

context of an exciting activity or

game. (E.g., rather than correct

them or “feed” them sentences to

repeat, create a game called “gro-

cery store” and show them how to

interact with you as you play the

cashier.)

Be willing to discuss your child’s

topic of interest (Thomas the Tank

Engine, shopping malls, repetitive

questions such as, “What time is

dinner?”) with enthusiasm. Be a

model. If we want them to discuss

our areas of interest we want to

irst be willing to discuss theirs.

After we have followed their area

of interest we can then begin to

gently guide the conversation in

different directions.

Rather than continually correct

them or show them how what they

are saying is off point or has been

said before, celebrate the fact that

they are communicating with you.

Let them know how much you en-

joy hearing them speak and share.

Area of Challenge:

Unable or unwilling to participate in

activities of daily living (e.g., brush-

ing teeth, using the toilet, personal

hygiene, preparing own meals,

dressing self, etc.).

Guiding Principles:

All people (children and young

adults) move towards that which is

enjoyable. If these activities are seen

as pleasant our children will move

towards instead of away from them.

People require time to learn – it is

worth investing time to help your

child acquire new skills.

Applying the Principles:

Take these activities “out of the

closet.” Do/teach these activities on-

goingly throughout the day. Rather

than only doing them during very

busy times of the day (e.g., when

trying to get your child out the door

so they don’t miss the bus), take

other opportunities to slowly teach

these skills.

Give attention to and celebrate all

family members who successfully

participate in these activities (e.g.,

“Yay daddy! You put on your own

jacket!”).

Give big, exciting reactions to any

signs of interest or willingness in

this area (e.g., if they look at the

toothbrush, if they put their shirt on

backwards, etc.).

Make it fun! (What? Brushing teeth

fun? Yes! Brushing teeth can be

fun!)

Be lexible regarding timing. If your

child moves away from brushing

their hair, rather than force or push

it, wait 10 minutes and try again.

Area of Challenge:

Child exhibits repetitious

and ritualistic self-stimulat-

ing behaviors (“stims”).

Guiding Principles:

Children and adults use

these behaviors to organize

their understanding of their

environment and gain a

sense of internal control.

These behaviors may be

curative in nature.

These rituals are a doorway

to human interaction and

social relationships.

These behaviors are com-

forting to children and have

a purpose even if we don’t

understand it .

Applying the Principles:

Rather than try to forcibly

stop a behavior, “join” the

behavior to help solitary

play become tandem play.

Sincerely take part in their

“games” before asking

them to take part in yours.

“Join” in your child’s activ-

ity by imitating exactly

what they are doing. (E.g.,

if your child is lapping

their hands, lap your hands

with them.) Position your-

self so your child can see

what you are doing.

Area of Challenge:

Screaming, crying, hitting, throwing, etc.

Guiding Principles:

Children use these behaviors because they

work. If a child is screaming, it’s because

they learned that this is the way to get what

they want. If this behavior is no longer use-

ful they will no longer use it.

Every child and adult is doing the best they

can. For whatever the reasons, in this mo-

ment they are not able to ind another way

to do it. If they could, they would.

Our reactions play a vital role in encourag-

ing or diminishing each behavior.

Applying the Principles:

Give no reaction. Keep your facial expression

and voice tone unresponsive (e.g., don’t frown,

yell, grimace, etc.). Always move slowly and

quietly during this time, so you are minimizing

your reactions, and therefore no longer being

a possible support for these behaviors.

Rather than attempt to ignore these behav-

iors, explain in a calm and caring voice that

you don’t understand them when they com-

municate with you this way. Even if your

child is not verbal your explanation is useful

both in content and tone.

Avoid giving the “payoff” they want. If

you give them what they want when they

scream, you teach them that this is an effec-

tive way to communicate.

Take care of yourself. Minimizing reactions

does not mean you have to allow your child to

hit or pinch you. Try putting a pillow in front

of you and slowly move to another location.

Offer an alternative. If your child is pulling

your hair, offer them a string to pull instead.

If they are throwing blocks, offer them a

pillow or stuffed toy to throw.

Give substantial reactions of celebration

every time your child is gentle and makes

requests in a way you prefer.

Move quickly when they request in a sweet

or clear way so that you show them the con-

trast between these types of communication.

To contact the Autism Treatment Center of America TM :

call (800) 714-2779 or (413) 229-2100 or visit www. autismtreatment.org

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