The episodes of emotional deregulation, in which there is poor management of feelings and the reaction is not adequate, They are common among students with autistic spectrum disorder (ASD)defined as a condition of neurosviluppo that affects the functioning of the brain and which is characterized by difficulties in communication and social integration and flexibility of thought.
These types of behaviors are mainly triggered When there is an excess of stimuli or a lack of control of the situationAccording to the psychologist therapist of a concerted school in Villanueva de la Cañada, Mariluz Mirón, which is part of the Madrid autism. Although there is no official census, this association estimates that “in the Madrid community there are about 63,000 people with ASD”.
When one of these episodes is produced among tea students, The psychologist mentions three keys to find out how to treat it. First of all, “protect the student” so that he does not damage himself or classmates. Secondly, “pulling it out of the space in class to be able to speak in silence and give him time to calm down”. And finally, “he faces the problem to understand what happened” and try to give you advice for the next few times.
And all this takes into account “the importance of proactive work” know the students with ASD and the specificities of each person, And “to detect previous signals” due to the lack of lack of control, such as “unusual nervousness, a verbosity that increases or repetitive movement models”, Mirón detail.
So the psychologist crumbles how to deal with the episodes of emotional deregulation Following the case of the 13 -year -old son of Feliciano Tiserawho was able to go to the institute from February 17th. Diagnosis of ASD, that day he had one of these episodes, typical of some people who with this neurobiological disorder, which Led to an aggressive attitude towards a teacher of theies San Isidoro de Sevilla, in the capital, who ended up making a reduction maneuver.
“My son solved listening to the mobile sound and asked the teacher to be able to do it. While the teacher refused, He blurred and ended up launching some objects and had aggressive behaviorUntil the teacher has reduced him, “says Tisera.”It is essential not to face him, not to be inflexible with him. When you do not allow the child with autism to satisfy this need, he climbs emotionally like foam and, if they stress more, the foam continues to rise “, the father exemplifies, who does not criticize the teacher’s performance, but complains of the misunderstanding towards his son.
The educational center called Police and al SableThe teacher decided to report and the son of Tisera le They opened a disciplinary file Who prevented him from resuming the lessons, according to his father, who believes that “he sanctioned as a disciplinary theme for a behavior that, although not adequate, is typical of his conditions and has not been done on purpose”.
The director of the center, María Dolores Martínez, in a conversation with Europe Press indicated that he prefers not to make statements about what happened that day and was limited to explaining it They helped the family to find a new center.
“The most serious thing is that Is blamed, because it is fully aware of everything; He has communication and social problems, but he understands everything. This situation of being at home causes anguish and has come to verbalize thoughts and negative ideas of death “, says Tisera, who explains that his son “You need a routine and predictability” On your day by day.
The therapist’s psychologist agrees with a little nose in which “the routine is essential”. “We work a lot the autonomy of people with ASD and, for this, you must have a series of routines and programs so that they know what they have to do at any time,” says Mirón, even if he also clarifies that he too “You have to learn to make it more flexible.”
Tisera’s complaints are not so much aimed at the teacher’s performance, which he considers bad but without bad faith, but more Towards the lack of means and the lack of training for this type of case In an institute that is also preferred for special educational needs. “Instead of applying appropriate intervention strategies, He sat down on him to immobilize him, reflecting a worrying lack of training In the management of crisis in minors with ASD, something unacceptable in an apparently specialized center “, the father contains.
In preferential assistance centers for students with special educational needs derived from ASD, The student is enrolled in a normal classroom, but a support class is enabled in which a part of his school day passes. Therefore, they have two extraordinary personal resources: a teacher specialized in therapeutic pedagogy or hearing and language and one in social integration, as detailed in the portal of the Madrid community.
From the Ministry of Education they explain it “Every school year are organized for teachers Speaking of attention to tea students “and that educational centers have” guidelines and indications on how to act in case of emotional deregulation.
In the Madrid community there are 689 preference centers for tea students, including 461 public and primary education schools, 92 are secondary education institutions and 136 are concerted centers.
After almost a month without going to the class, Tisera’s son will finally return to the lessons in one of these, Lourdes concerted the school in Madrid, where there is a place for him. If everything goes as expected, he will begin next Tuesday, says the father, who highlights the importance that his son has a school routine again. “Let’s see if he adapts well and has the professionals and resources you need,” asks Tisera.
The first option that were raised was to transfer it to a special education center (EEC), a possibility that refused because his son’s intellectual coefficient is normal for his age and, therefore, “would be bored”. “Intellectually has no problems, he writes and speaks perfectly in Japanese and English. The complicated thing is emotional management, “explains the father.
Add to this that, according to the psychologist, the secondary passage from secondary to people with tea is usually a greater deregulation. “They enter, like the rest of the people, in a total teenage phase, with a vortex of changes that influence them emotionally,” he says.
“These children are a challenge, because their head is different and you cannot speak with them with common sense. So they need centers with sensitivity and professionals who know how to participate”, Tisera dich.
