Tools to Address Autism Anger and Tantrums

Autism Spectrum Disorder (ASD) is a neurological disorder and developmental disorder that affects how people interact with others, communicate, learn and behave (Dept of Health and Human Services, n.d.). Due to communication barriers that come as a result of the diagnosis, it may be difficult for children with autism to verbally express their frustrations or identify their emotions; as a result, tantrums are likely to occur. 

ASD is a spectrum, and is not to be mistaken as a diagnosis that is uniform to every individual based on higher or lower level of functioning.

Each individual is unique in their diagnosis, and their abilities are contingent upon their uniqueness. Notwithstanding; whether an ASD individual is verbal or nonverbal, communication challenges may still arise. In this article, tools will be addressed to assist a child with ASD, who may need support with anger and tantrums. Some suggestions are as follows: (Jovick, 2019)

• Use your “pilot voice”. When communicating with a child with ASD who is on the verge of a tantrum, use a tone that is calm, clear, and unemotional. This allows the child to feel safe, and have a sense of control.  

• Anger is a “watercolor” emotion. When a child is angry, it is typically a blend of other emotions that have“ bled together.” Parents may find it helpful to take a look at any underlying feelings the child may be experiencing such as disappointment, or sadness. 

• Ensure your child is not tired, hungry, sick or thirsty. Children with sensory issues may be more sensitive in these areas and are likely to cause emotional disruption. 

• Acknowledging that anger is an acceptable emotion, but setting rules when angry is important. For example, it is important to maintain “safe hands,” which means that the child should not destroy property, not hurt their self or others.

• Sensory Overload – Ensuring your child is not having too much visual or auditory stimulation. 

• When a child is having a meltdown, communicate what you would like your child to do, not what you don’t want them to do. When we tell a child what we do not want them to do, we assume they know what they should do. Model what you want to see. 

• Routine is “safety”. Children have very little control over their world, this can be scary, creating a routine for a child with ASD helps their days become more predictable. This can reduce feelings of anxiety and fear, which may reduce tantrums. 

• Give 20 minutes for “cool down”.  Allowing your child to cool off will allow their bodies the time they need to return back to “room temperature.” This could take slightly more or less time depending on your child and the circumstance.

References:

Novick, B. J. (2019). The angry child: What parents, schools, and society can do by Brett Novick – books on Google Play. Google. https://play.google.com/store/books/details/The_Angry_Child_What_Parents_Schools_and_Society_C?id=49KpDwAAQBAJ&amp%3Bhl=en_US&amp%3Bgl=US 

U.S. Department of Health and Human Services. (n.d.). Autism spectrum disorder. National Institute of Mental Health. https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd