screaming behavior

[123shock]

I am working a Autistic girl she is 6 years old and tends to scream when I take things away from her to work even after I explain what i am going to do. How do I decrease this behavior and get her to work better with me?

[MJIthewriter]

I agree with the statement about breaking up large tasks into little steps. I feel much better if I know I completed a meaningful segment of a project than if I have to stop suddenly. For instance if I am writing or posting, I NEED to at least finish my sentence...and if I am posting, I need to at least finish and send the post... Then after that, it's up to self control not to start another one before moving onto the next task.

I have trouble stopping taks if I know or fear that I won't be able to pick up where I left off...  That happens a lot when writing down ideas.  If I don't catch them immediatly I may forget a lot. It frustrates me because my mind is always several steps ahead of what can be physically done...not to mention if things come up like my ms word processer suddenly crashing... (found out I don't have a real version, so having to fork out money and buy a real version is a big interrupter...) I guess it teaches me that I can't have everything instantly and have my world as controlled as I'd like it to be in my head...but is annoying to have to wait...

I'm finding with myself, a bit of my task changing issues stems from a lack of patience. I want to get it done and get it done ASAP! I'll skip eating if I have to, just to get it over. Sometimes it's a fun activity and sometimes not. I don't like to be interrupted because then the unfinished task stays in my head, nagging me... Because I also have a mental imaging ability, I can "see" myself working and completing the task even if I'm supposed to be doing somehting else.  This can be very helpful to be able to have this (it helps me pick up where I left off, also be able to find things, know what I'm to do), but it can also be negative... It will build up anxiety if I keep repeating the task in my head without being able to actually do it...
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As far as screaming goes, that's the girl's way of telling you, "Hey I don't wanna stop!"  She's probably nonverbal?  If she is verbal, maybe encourage her to use words to express her frustration is a good step. Chances are very high she has all the feelings and thoughts an average 6 year old has, but is unable to put them into words.

This will result in screaming, frustration, and likely some violent behavior to go along. If there is any "miracle" cure I'd like to see done to all autistic children, is to help them become able to communicate their thoughts and feelings. That is a very important step.

[Sally44]

You don't say what your role is, are you an aide?  Is this girl at a special school?  What country are you in?
I agree with all the above.  I would add that when she is having a tantrum the not looking at her, talking or touching her will help her calm down quicker because when they are in that state of very high arousal any additional incoming sensory information just adds to the chaos they are feeling.  
Things that we use that work is (a) if it is work or a game she is doing that you have to stop she may get upset because she finds it hard to leave whatever she is doing 'unfinished'.  If the whole task is broken down into smaller pieces and it is explained to her that 'when you finish the next bit you have done for today'.  She will eventually (in time) understand this.  
(b) you can have a visual timetable as mentioned above with pictures and words stuck on in velcro and as she completes each one she will learn to take it off the schedule and put it into the 'finished' box.  She will need to be taught to recognise what the pictures or symbols mean and as she understands better she should be involved with putting her schedule together.  When the schedule is up and working it is also a way of introducing the idea of 'change' with a 'change' symbol, and you would need to work on the idea that change can be a good thing.  By change I mean an alteration to what her normal schedule on that day would be.  So, for example, instead of literacy today you have 20 minutes playing with a puzzle.
(c) Other ways you can teach her to understand when it is time to stop is a feather stuck on a clock.  When the hand gets to the feather we stop what we are doing.  Or you can use traffic light cards with her having a green card when it is okay to continue, moving to the amber card to indicate it is getting near to the time when we stop and the red card to finally stop what she is doing.  This also needs to be backed up with verbal warnings that count her down eg. 20, 10, 5, 2, 1, minutes before you stop.
But it does sound like she is more severe than my own son and so I would expect that there are autism professionals aware of her and working with her in school who should be able to give you this information.  
You can also motivate better if you use rewards that are around their likes and interests.  It is pointless using something you think a child would typically like.  For example I have heard of 'rewards' being things like access to locks and keys to play with, or paper to rip up, or a box of books to push around the room!  It may sound strange to us, but it works for them, so keep your eyes open to recognise anything she likes to do.

[888mom]

When you explain what you are going to do, do you give her a 5 minute time warning?  I started doing this with my 2 1/2 year old.  She's been a lot better with transitioning between activities.  Or if she does get upset and tantrum it's only for a few minutes.  I have gotten some advice from her developmental pediatrician and also her therapists that come to the home (our state's Birth to 3 program does that).  i have to be calm when I say no, and I tell her to stop using both the word stop and the sign language for stop.  I usually do not keep talking about the previous activity or toy or whatever it was that we were stopping or removing, etc.  I go on to the next subject.  The other thing I do is before going on to the next subject, I very briefly address her emotions talking and using sign language.  I will say something like "I see that you are angry. I need you to calm down."  And then I'll start talking about the next topic.  If she gets really upset and tantrums, I do not look at her and I just wait.  I don't talk to her either.  I just don't give her any attention.  

She may not do this with her parents.  Or she may do it with them too.  Have you asked the parents for advice?  Or if she does this behavior with them?  How long have you been working with her?  Maybe she is still learning what to expect?  Is she listening when you are explaining what you are going to do?  Maybe she is not understanding completely?  My daughter does not understand everything.  I have to really make sure she looks at me and says okay when I give her 2 or 5 minute warnings.  Transitioning is a really really hard thing for kids with autism.  Actually it's hard for kids period, but harder if they have language delays or other issues.  When I leave my daughter with a sitter, I have to explain some things, like giving her transitional warnings, and to not cave in to her demands, but also not to yell or become upset at her (I find staying calm but really firm is really helpful with my daughter).  It may take awhile for her "tantrums" to lessen, but over time, I am sure they will.  Just be persistent.  The other thing I learned is to give my daughter choices.  Sometimes I will say something like if I'm at the playground and it's time to go home, I will give her the choice "Do you want to go home now or in 5 minutes?"  Of course, she says 5 minutes (actually she can't say it but she holds up 5 fingers and smiles), but she feels empowered because she got to choose.  

Another thing with my daughter is that with transitioning between activities, we have a small white poster board with velcro on it.  I attach laminated pictures to put on the board.  There is enough for 2 pictures (didn't want to have it big, just big enough to convey transitioning).  My daughter's developmental therapist set up this system.  On the board is written First... (picture 1) ...  Then ... (picture 2).  So, she understands the concept of first and then.  If you leave the board out for our daughter to see it, she remembers that the next activity will be coming up soon.  I do not do this with every activity, only certain times of the day.  I usually try to do this with play toys for about 30 minutes or so each day, and then for difficult activities, like getting in and out of bathtub (she doesn't want to get in, then she loves it, then she doesn't want to soap up and shampoo, and then she loves it, and then she doesn't want to get out... but with pictures, she at least tolerates the changing in task).

Sorry to be verbose... wanted to share all the things I do with my daughter... she's only 2 1/2, so you will probably have to check how to adapt this type of stuff to a 6 year old.  She might be upset if it seems like you are treating her like a toddler... which is what my daughter is.  :)