The Ultimate Guide for Parents of Children with Autism

Being a parent of a child with autism is a journey filled with both challenges and joys. You are not alone. Many parents recognize themselves in your experiences and there are strategies that can make everyday life easier. This guide is intended as a warm, coaching, and hopeful support for you as a parent, with practical advice based on Swedish expertise and experience. With the right tools, adjustments, and a great deal of love, you can help your child develop, feel well, and have a functioning daily life.

Understanding and Responding to Your Child with Autism

Clarity, Structure, and Predictability

Children with autism need a clear and predictable daily routine in order to feel safe. The world around them can often feel chaotic and hard to interpret, so structure and routines are your best friends. Create daily schedules, preferably visual ones, that show what is going to happen during the day. This helps the child understand what comes next and reduces anxiety. Be consistent with times and the order of events: morning routines, meals, bedtime, and so on should happen at the same times each day. Prepare in advance for changes or new activities so the child is not taken by surprise. You might draw up a weekly schedule, use a calendar, or a picture board showing the day’s activities. Visual support is often the key. Many children with autism take in information more easily visually than verbally, since words disappear into the air but a picture remains.

A good schedule can be anything from simple picture cards for small children to a calendar app or to-do list for a teenager. Adapt it to the child’s age and understanding. Predictability also means that you as a parent try to stick to what has been agreed. If you have said you will leave at eleven o’clock, then you should actually leave at eleven, not at quarter past. For many children with autism it is enormously important that things go as planned. Of course life can get in the way, but try to minimize sudden changes or at least give plenty of warning.

Transitions between activities are often difficult for children with autism. Stopping one thing and starting another requires adjustment. To make transitions easier, use countdowns and reminders. For example: “In ten minutes it will be time to finish the game and come to the table,” then remind again at five minutes and one minute to go. Visualize the time with a visual timer, egg timer, or a clock the child can see. That way the transition does not come as a shock. Also be prepared to give the child a little extra time during these shifts. Many need a brief pause in order to adjust.

Ways of Communicating and Responding

Communicate clearly and concretely. Avoid long or roundabout instructions. Be direct and simple in your language. Many children with autism do not understand implied messages or irony. Say exactly what you mean. Instead of shouting “Don’t run!” it is better to say “Walk calmly,” in other words tell the child what to do rather than only what not to do. Words like “soon” or “later” can be too vague. Give a specific time or event instead, for example “After Bolibompa we will go for a bath” rather than “We’ll have a bath soon.” By being concrete and literal you avoid misunderstandings.

Bear in mind that a great deal of human communication is non-verbal, tone of voice, facial expressions, gestures, which children with autism often find difficult to interpret. Be clear in your body language too: show with both words and actions what you mean. If you want the child to come to you, say “Come here” in a calm voice with a beckoning gesture, rather than assuming the child will pick up a subtle hint. It is worth practising social “secret language” by explaining expressions and gestures that others take for granted, for example that “butterflies in your stomach” means you are nervous, or that a wave means goodbye. This is especially important with older children and teenagers. Talk about how friendship and conversation work, and practise at home in a safe environment things like taking turns in conversation, listening to others, and reading facial expressions. Through role play or social stories you can together work out the code for social interaction.

A low-arousal approach, meaning that you yourself maintain a calm and secure tone, helps a great deal in challenging situations. If the child becomes upset or aggressive, remember that your emotions are contagious. If you raise your voice or show stress, the child’s state of arousal may also increase. Try to keep your voice soft, your body language open (for example keep your hands visible and relaxed), and give the child space. During an outburst, set your own arguments aside for the moment. Simply be there, calm, and without making the situation worse. The child will often settle down if the environment remains safe and the storm is allowed to pass in its own time. Afterwards, when things have calmed down, you can come together in a hug or talk about what happened if the child has the energy.

Do not forget to put the child’s feelings into words. Say for example “I can see that you are angry and that is okay” or “I understand that was hard for you.” Siblings and others nearby also sometimes need to hear that it is okay to feel what they feel (more about siblings later). By showing that all feelings are allowed, you help the child gradually learn to name their own feelings.

Sensory Needs and Adaptations

Many children with autism have a different perception and can be oversensitive to sensory impressions such as sound, light, smell, taste, or touch. Some can also be undersensitive in certain areas, for example seeking pressure against their body or having a high pain threshold. Pay attention to your particular child’s sensory profile. Here are some examples of adaptations that can help:

Sound: If your child is sensitive to noise, try to create a calm home environment with muted sounds. Avoid unnecessary background TV or noise. When needed, the child can use ear defenders or noise-reducing headphones in busy environments. At school, a screened-off spot or quiet room can be helpful during work sessions.

Light: Fluorescent lighting in classrooms or shops can be harsh. Sunglasses or a peaked cap worn indoors may actually be justified for some children. At home you can use dimmed lighting or let the child adjust the brightness in their room.

Touch: Clothes can feel scratchy or fit “wrong.” Remove labels from clothing and choose soft fabrics without hard seams. Accept if the child prefers soft tracksuit bottoms over jeans. Comfort matters more than style in these cases. Do not force physical contact such as hugs if the child does not want them. Find other ways to show closeness that the child enjoys, perhaps a light massage, gentle pressure, or simply sitting next to each other.

Taste and smell: See the section on food and mealtimes further on for specific advice. Generally, textures and smells can affect appetite. You might allow the child to hold their nose in order to manage a certain smell, or serve food as odour-free as possible if something is disturbing, for example keeping the sauce on the side rather than directly on the food if the combined smell becomes too much.

Reducing unnecessary sensory stress in daily life gives the child more energy for other things. Sometimes you cannot avoid everything (school is noisy, for example), but you can then plan for recovery afterwards by coming home to a quiet environment. Be flexible and attentive. Your child may develop their own strategies, such as wearing their hoodie up indoors to avoid peripheral visual impressions, or always wanting the same fragrance-free laundry detergent. Try to accommodate these needs. They are often the child’s way of creating order in an overwhelming world.

Special Interests: A Strength to Build On

Many children with autism have special interests, subjects or activities they are intensely passionate about. These can range from trains, dinosaurs, and computers to a particular game or TV programme. These interests are a source of joy and security for the child and can also be the key to learning and development. As a parent you can try to build on the special interest. If your young child loves letters, encourage it through playful letter practice. If your teenager is obsessed with a particular video game, show interest and talk with them about it. Perhaps the game can be connected to schoolwork, for example writing an essay about it or using the game’s numbers as examples in maths.

Include the special interests in daily life as a reward or motivation. For example: “When we have practised tying shoelaces for five minutes you can read your dinosaur book for a while.” Difficult moments often go more smoothly when you weave in a favourite interest. Count cars on the way to nursery, make tooth brushing into a game with a favourite character, and so on. Be creative. Special interests can also be a bridge to social contact. Are there clubs, groups, or activities where children with the same interest can meet? Check with your local autism association or leisure services. Many areas have Lego clubs, coding courses, board game evenings, or similar events where your child can meet like-minded peers. For children who struggle to make friends, a shared special interest can be what brings them together with someone else.

At the same time you may need to help your child balance the interest with other parts of life. Some children become so absorbed in their area of interest that they find it hard to break for meals or sleep. Here, structure, time limits, clear schedules, and negotiation can be the solution. “You can read about trains for thirty minutes, then we put the book away and have dinner, and after that you can carry on again.” Show that you value the child’s interest, perhaps letting siblings take turns accompanying them to the museum full of locomotives, but also that it is sometimes necessary to pause. By respecting and encouraging the special interest you give the child self-esteem, since their interests are taken seriously. It may also open future possibilities. What is a fixation in childhood can become a career or a field of expertise in adult life.

Positive Reinforcement and Self-Esteem

One of the most important foundations of your parenting is helping your child develop a healthy sense of self-worth. Many children with neurodevelopmental diagnoses receive corrections every day, fail at various social codes, or compare themselves with others and feel “wrong.” As a counterweight they need masses of love, encouragement, and concrete small successes.

Use positive reinforcement as much as you possibly can. Catch what is going well and praise it. Be specific in your praise. Instead of a casual “Well done,” you might say “How clever of you to put your shirt on by yourself today! I am proud of you.” Then the child knows exactly what was good. Even small progress deserves celebrating, perhaps a sticker on a chart for every morning you left without tears, or an extra bedtime story when the child has practised something difficult. Positive reinforcement is not only about rewards but also about attitude. Try to catch yourself when you are mostly going around correcting what is not working, and shift instead to noticing the positive. Children with autism are often trying as hard as they can. When they manage even part of something, let them know you see it.

Self-esteem is also built by feeling accepted and loved exactly as one is. Show pride in your child and talk positively about their strengths to others so the child hears it. Avoid comparing with siblings or other children. Compare instead with the child’s own progress over time. For older children and teenagers it is important to emphasize that they are good enough even though they are different. Help them put their strengths into words: “You are so honest and genuine,” or “You have an amazing knowledge of your favourite subject,” or “You have an eye for detail that many people lack.” This can build a positive self-image.

Also help the child become more independent in small steps, because independence builds self-esteem. Practise everyday tasks at a comfortable pace, getting dressed, packing a sports bag, ordering a pizza when they are older. These things train competence. Adapt the practice to the child’s energy level and make it a game or challenge you tackle together. When the child learns new skills their confidence grows. But take it slowly and do not worry about what “children that age should be able to do” according to others. Start from your own child’s abilities and raise the bar gradually as they progress. Every completed small task, whether it is fastening a jacket or speaking independently to the cashier in a shop, is a victory that makes the child proud: “I can do this.”

Recovery and Balance in Daily Life

Daily life for a child with autism can be far more energy-intensive than for other children. Simply getting through a school day, with all its impressions, social demands, sounds, and changes, can leave your child completely exhausted by the evening. It is therefore important to plan in recovery time every day. Children with autism need more frequent opportunities to withdraw, be alone, and recharge without stimulation. This might mean that after school you do not immediately go shopping or attend an activity. Give the child time to do something relaxing: perhaps lying under a blanket in a dark room, watching a favourite film, swinging in a hammock chair, or playing alone in their room. Whatever helps them wind down.

Build breaks into the day too. In the morning, if things get stressful, it is better to get up a little earlier so the child can eat breakfast in peace without a time rush. During homework sessions (see the section below), take micro-breaks often. If you are at a party or family gathering, mark out a quiet zone the child can retreat to for a rest from the noise. Avoiding running the tank completely dry is essential. Otherwise the risk of outbursts increases and the child cannot manage things that are actually within their capability.

As a parent you also need to help the child manage their energy reserves. Learn to recognise your child’s signals for tiredness and stress. Sometimes when a child says “I don’t want to” about an activity, there is more behind it than unwillingness. It may simply be that they do not have the energy at that moment. In that case, respect it and perhaps lower the demands. The child may need a day at home to recover if school has been particularly intense. It can also mean prioritising away certain leisure activities or social events if they take too much of the child’s energy. A balance between activity and rest is the key to your child’s wellbeing. And do not forget recovery for yourself as a parent as well (more on this at the end). A rested and calm parent can more easily provide the support the child needs.

Morning Routines: A Good Start to the Day

The morning can easily become the day’s first trial. For many children with neuropsychiatric difficulties, the morning tasks are challenging as they require planning, time awareness, focus, and switching between activities. Here are some tips for a smoother morning:

Prepare the evening before. Reduce stress in the morning by doing as much as possible in advance. Together with your child (if age allows), choose clothes and lay them out in order. Pack the school bag and put it by the door. Set out the breakfast things as best you can. For teenagers, “prepare the evening before” might also mean showering in the evening rather than the morning if it saves time.

Create a visual morning routine. Use picture support or checklists showing all the steps of the morning routine in the correct order. For example a poster in the child’s room or on the fridge with pictures or text: 1. Wake up (picture of a sunrise) - 2. Go to the bathroom - 3. Get dressed - 4. Eat breakfast - 5. Brush teeth, and so on through to putting on outdoor clothes and going to school. Laminated cards the child can tick off or move from “to do” to “done” can be motivating. Younger children often enjoy this as a game, and it gives them a clear map to follow. For older children and teenagers a digital equivalent can work, for example a list on the phone with an alarm for each step.

Wake them in good time and in the right way. Many children with autism need plenty of time in the morning to shift from sleep to activity. If possible, wake the child a little earlier than necessary so you avoid panic. Think about how your child wakes best. Some need calm and gentleness (for example you sit beside them and stroke their back, or use a soft light lamp that gradually brightens the room). Others may wake better to a clear signal, such as a music alarm with their favourite song as an energy boost to get up. If the child struggles to leave the warm bed, you could try warming the clothes on a radiator beforehand to make the transition gentler, or let the child bring their duvet to the sofa for a while to wake up gradually.

Make the routine an established habit. Practise the morning routine together when you are not in a hurry. On the weekend you might play at morning time, going through the steps playfully: “Let’s pretend it’s morning, the alarm goes off - what do we do first?” and so on. Through repetition the steps become more automatic over time. Once the routine is reasonably established, try to stick to the same order every day. Do not change things unnecessarily. Consistency builds security.

Time support and reminders. Use tools to make time visible. A visual timer or hourglass can show how long the child has for a task, for example five minutes to get dressed. An egg timer or phone alarm can signal “time to finish breakfast now.” For children who easily get stuck in details, you may need to be the one who says “okay, let’s move on to the next step.” Do this with a positive tone: “Great, shirt on! Now the schedule shows breakfast. Let’s go!”

Motivation rather than nagging. Find something positive in the morning that the child can look forward to. Perhaps a reward when everything is ready, such as a few minutes of a favourite song on the phone before you leave, or a little game you always play when you are ready on time. Even a symbolic reward like a star on a chart for every morning that goes well can encourage the child to make an effort. For a teenager the motivation might simply be avoiding a grumpy parent, though perhaps frame it as: the smoother the morning, the more freedom later in the day.

Fixed places and things. Just as with mealtimes (see below), fixed places and an organised environment can help in the morning. Have a set place where clothes are put on (for example sitting on the bed every day), a set chair at the breakfast table, and a “morning tray” with everything needed (medication, hairbrush, toothbrush, and so on all in one place). When everything has its place, the child does not need to search and get distracted.

Aids and adaptations. If the child has major difficulties with a particular step, think about aids. An electric toothbrush with a timer can make tooth brushing easier since it vibrates for two minutes and the child knows when it is done. Clothes without fiddly buttons or shoes with velcro can make getting dressed easier so less help is needed, which in turn reduces conflict. Adapt the level of independence to the child’s ability and age. A five-year-old may need you to brush their teeth but can practise getting dressed independently. A twelve-year-old may manage everything but need an extra prompt to start moving.

Teenage mornings deserve special mention. Many autistic teenagers may have a shifted circadian rhythm or sleep deprivation, perhaps having had difficulty falling asleep the night before. Try talking with the teenager about strategies they think would help in the morning. This gives them ownership. Perhaps they want to set several alarms (one to wake up and one to actually get up). Perhaps it helps to have a ready-made breakfast to grab on the go if they do not have time to eat, or agreeing on how much you are allowed to prompt before they get irritated. Teenagers strive for independence, so emphasize that the morning routine is their responsibility but that you provide structure and support around it. Sometimes it can work to motivate with logical consequences rather than orders: “If you sleep until the last minute you might miss the bus. How can we avoid that?” Let them be part of solving the problem.

Remember that mornings are rarely perfect. Some days flow, other days fall apart despite all preparation. Breathe deeply, use humour if you can manage it (a joke in the middle of the chaos can lighten the mood), and once the day has started, let go of any battles from the morning. Be kind to yourself too. You are both doing your best. Tomorrow is a new day.

Homework and School Collaboration

School takes a great deal of the child’s energy, and the challenges often continue at home in the form of homework. Many families with neurodevelopmentally different children experience homework as a battle full of nagging, tears, or conflict. Here are tips for making homework time more manageable, as well as advice on collaborating with the school for the child’s benefit.

Set aside a specific homework time and place. Agree on a fixed time each day for homework, adapted to when your child functions best. Some want to do homework right after school so they are then free. Others need a proper break and perhaps a snack before they have the energy to tackle it. Choose whichever meets the least resistance and stick to your “homework time” as best you can. The routine helps the child know that this is their study period. Also create a special place for homework: perhaps at the kitchen table, at their own desk, or in a quiet corner. Make sure the place is free from distractions. Turn off the TV, put toys away, and keep as little visual clutter visible as possible. Some children work best when you sit at the same table as support. Others, especially teenagers, prefer to sit alone but know you are nearby if needed.

Help the child get started. The starting stretch is usually the hardest. When it is time for homework, be available at the beginning. Go through what needs to be done and perhaps write a short checklist if there are several tasks. Start together on the first question or the first sentence. Sometimes once the ball is rolling the child can continue a little more independently. Another strategy is to use a timer: “Now we set the timer for five minutes and just begin, and we’ll see how much we get done.” Removing the pressure of having to finish everything can lower the threshold to even starting. For children who absolutely refuse to start, try incorporating their interest. For example if the maths problems involve apples, rephrase them to involve their favourite characters instead. That can be enough to spark motivation.

Break it up and take breaks. Long homework sessions are doomed to fail. Divide homework into small segments, perhaps ten minutes of work then five minutes of rest, and so on. Adapt the time to the child’s age and ability to focus. Younger children may manage five minutes, older ones perhaps fifteen to twenty before a break. Use a timer or checklist so the child can see how many rounds are left. During breaks let the child move: bounce on a trampoline, have a piece of fruit, stretch. The break should ideally not involve a screen, as it can then be hard to go back. Better to do something physical or something soothing for the senses, such as squeezing a stress ball. Micro-breaks may also be needed in the middle of a task. Teach the child that it is okay to put down the pencil for a few seconds, close their eyes, or take a breath if they lose concentration.

Positive feedback and rewards. Just as in the rest of daily life, encouragement is crucial here. Praise the effort rather than the result: “How focused you were for five minutes, brilliant!” or “Well done, you have worked through three sums, you are really trying.” If homework is often a struggle you can introduce a simple reward system: for example a small sticker for each completed homework session without major argument, and after five stickers perhaps the child gets to choose a small toy or an extra hour of screen time at the weekend. Adapt the reward to what motivates the child. For younger children it should ideally be something immediately after the homework session (ten minutes on the iPad or playing with you), while older children can understand the concept of accumulated points for something bigger. Be sure to reward every bit of progress even if it was not entirely without conflict. And remember to praise what works: “I noticed you really tried to stay calm even when it was hard. Well done.”

Homework amount and adaptations. Sometimes it is wise to limit the homework requirement. If your child is completely exhausted after school or the homework tasks are unreasonably demanding in terms of energy, contact the teacher. The Education Act actually allows for homework to be adapted or even waived for pupils who are not well served by it. The child’s wellbeing comes first. Many teachers understand that a short quality session at home is better than hours of conflict. Perhaps you can agree that the child only needs to do half the tasks, or that you prioritise certain subjects. Collaborate with the school on this. A practical tip is to have duplicate sets of school books at home if possible, so you avoid the panic of a book left at school, and the child can have a calmer study environment without carrying everything back and forth. Check with the school about borrowing an extra copy, or photocopy the relevant pages.

Learning strategies. Help your child find their way of doing homework. Some children learn best by listening, in which case you might read the text aloud if reading is the struggle, and the child answers verbally. Others need movement. Why not let the child write vocabulary words on a whiteboard while standing, or work through maths problems using Lego bricks to fiddle with? If writing is difficult (which is common with autism and ADHD due to fine motor challenges or lack of motivation), suggest to the teacher that the child sometimes submits homework in an alternative format, for example recording an audio file where they talk about a book rather than writing a review. Make use of technology: text-to-speech, spelling assistance, maths apps. Aids are permitted. The long-term goal is for the child to learn for life, not just to produce the homework.

Keep in touch with the teacher. A very important point is to maintain an open dialogue with the school. If homework causes major stress at home, tell the teacher or tutor. Ask for a meeting if needed to explain your child’s needs. Many teachers appreciate input. They may not know that your particular child crashes at five o’clock every afternoon. Perhaps the school can offer homework help in a small group before the end of the school day so you can avoid the battle at home altogether. Or you might agree that homework is only done if the child has the energy, with no pressure. Present it as wanting to collaborate for the child’s benefit, not as a criticism. At the same time, do not be afraid to make demands. The school is required by law to help every pupil succeed, so if your child has significant difficulties you have every right to ask for extra support or adaptations.

Maintain a positive attitude toward school. Children pick up on parents’ attitudes. Try, however frustrating school may sometimes be, to show a positive attitude toward school in front of the child. Highlight what is fun or educational about school and celebrate when things go well on a test or when the child has had a good day. If the child often hears you complaining about school or teachers, they may lose motivation themselves. Be a role model in how you handle school problems. Instead of saying “your teacher doesn’t understand anything,” say “hmm, the teacher may not understand yet what you need. Let’s help her understand.” This signals that you are a team with the school rather than enemies. When the child sees the adults collaborating, trust grows and the child does not have to feel caught in the middle.

Adjust for age. Younger children (from reception through to upper primary) need a great deal of parental help with homework, both practically and emotionally. Here you are the project manager. With older children (secondary school through sixth form) responsibility should increasingly transfer to them, though you continue to provide a supporting structure. Perhaps you help draw up a study schedule before tests, or teach them how to break an essay down into steps. Be prepared for your teenager to want to manage everything alone or to procrastinate alone. You can offer help but not force it. Sometimes you have to let them fail a little in order to learn responsibility, while in the background making sure they do not fall completely (a difficult balance). Continue to have close contact with tutors if your child risks falling behind, and do not hesitate to ask for special support, extra adaptations, or even a modified course of study if that is what is needed for school to work.

Conflict and Emotion Regulation

All children defy and argue at times, but with autism in the picture, conflicts can look different. There can be intense outbursts, aggressive behaviour, or shutdowns over small things. Here you as a parent need to become a bit of a detective: try to understand the cause behind the behaviour, and at the same time have strategies for calming the situation when emotions run high.

Prevent Conflicts Through Understanding

The best weapon against difficult behaviour is trying to prevent it. Observe your child and note when problems tend to arise. Is it always during transitions (for example stopping a favourite activity)? Is it during sensory overload (lots of people, noise)? Or in response to demands the child does not understand or cannot manage (homework, tidying their room)? Once you have identified patterns you can put measures in place before the conflict flares up. If tooth brushing always leads to an argument, think about why. Does the taste of toothpaste make the child feel sick? The foam? The sensation? Try a different toothpaste, an electric toothbrush, or brushing in a different room and see if it helps. Many challenging behaviours are the child’s way of communicating a need or a difficulty. By being curious and adapting the situation you can often significantly reduce the frequency of outbursts.

Even so, conflicts will of course still happen. Your child may have a shorter fuse than others or get stuck in black-and-white thinking. It is helpful to practise emotion regulation during calm moments so the child gradually builds up more tools for when anger or sadness takes over. Try using emotion cards or a simple feelings scale. For small children you can have pictures of faces (happy, angry, sad, worried) and regularly point and ask “how are you feeling now?” For older children you might draw a thermometer or colour scale where green is calm, yellow is irritated, and red is furious, and talk about “you seem to be at yellow right now, a little angry. Is that right?” This trains the child’s emotional awareness, which is the first step toward learning to regulate. A sensitive child may not notice before they explode that things were becoming too much. By together identifying early signals (tense shoulders, starting to sound angry, stamping on the floor) you can intervene earlier next time.

Social stories or role play around conflicts can also help. Play with soft toys: “Teddy does not want to share with Dog, Dog gets very angry. What can they do now?” and practise different scenarios (apologizing, going away to calm down, asking an adult for help). This can give your child a mental map of alternatives rather than hitting, kicking, or screaming. For older children and teenagers, talk about what one can do when strong emotions arise: perhaps leave the situation for a while (teach them it is okay to say to the teacher “I need a bit of air”), perhaps use a stress ball, listen to calm music through headphones, or learn a simple breathing exercise. Be realistic though. In the middle of heightened arousal it is hard even for adults to “take a few deep breaths.” The goal is gradually to shift the point at which the outburst occurs by building early self-regulation.

Handling Outbursts in the Moment: Low-Arousal Approach

When conflict has become a reality, when the child is screaming, throwing things, or perhaps hitting, the focus is no longer on teaching but on de-escalation. Here are the principles of a low-arousal approach:

Stay calm yourself. This is easier said than done, but strive to be the safe harbour in the chaos. Speak in a calm, low voice. Use short, simple sentences or stay quiet if words only provoke more. Take a few deep breaths yourself. It helps you avoid being swept up in the heightened state. Avoid harsh words, shouting, or sarcasm. These will make the situation worse without fail. If you notice you are about to lose your temper, try to pause, physically if possible, by taking a few steps away to collect yourself.

Minimize sensory input. If something specific is bothering the child (for example the volume of the TV, or a sibling standing and staring), fix it. Turn down the sound, ask any siblings to go to another room for a while. Sometimes dimmed or switched-off lights can calm a very dysregulated child. The less extra stimulation there is, the easier it is for the child to regain control.

No unnecessary demands or discussions. The middle of an outburst is not the moment to resolve the original issue or to win a principle. If possible, end the conflict by shifting focus. Offer something neutral or positive: “Would you like a glass of water?” or “Shall we go outside for a bit?” or “Look, the cat has come into the room!” For younger children an unexpected distraction can work, such as suddenly starting to sing a song, or doing something silly like putting a sock on your head. It sounds ridiculous, but a surprise can sometimes break the negative spiral. The point is to get the child to think about something else for a moment so the intensity breaks.

Physical safety. In more extreme cases, if the child is violent toward themselves or others, you need to act carefully for safety. Remove dangerous objects within reach (vases, scissors, and the like). Make sure young siblings or others nearby can get out of the way so no one else is hurt. If the child is self-harming (for example banging their head against the wall), try to cushion it with something soft (hold a pillow against the wall). If you need to deflect blows, learn to do so without gripping hard. The best approach is to follow the child’s movements and guide arms or legs away with as little force as possible. Avoid grabbing joints or wrestling the child to the ground. Both can cause injury and usually increase the child’s panic. If the situation feels truly dangerous and you are unsure, seek outside help.

Time and space. Sometimes the best thing is to give the child time to scream it out. Stay nearby but not overwhelmingly close if the child needs space. Some children want to be left alone (as long as they are safe). In that case you can step a few metres away but remain present and say “I am here when you are ready.” Others want you there as a steady presence even while they lash out. In that case you can sit quietly and let them be, perhaps repeating calmly “you are angry, I understand, I am staying here with you.” Sense what seems to calm your particular child most quickly.

After a Conflict: Processing and Learning

When things have calmed down, perhaps later the same day or the following day when feelings have cooled, it is time to talk about what happened in a constructive way. The purpose is to learn for the future, not to assign blame. First, make sure all feelings involved are heard. If you for example were frightened or saddened by the outburst, say so calmly: “When you broke the lamp I became frightened and sad, because I want us to be safe and happy at home.” Then show that you understand the child’s perspective: “I think you became very angry because the game was switched off. Is that right? That must have felt frustrating.” If the child is able, let them try to put their experience into words. Then talk about solutions for next time. For example: “How can we do it differently next time so it does not become this chaotic? Should we set a timer five minutes before the game is to be switched off so you have time to prepare? Or would you like my help to switch it off instead?” Let the child be involved in suggesting solutions if possible. It increases the chance they will buy into it. If the conflict affected someone else, help the child to make amends. Perhaps they need to apologize or make a kind gesture. Some children with autism find it hard to come up with apologizing on their own, but they can still feel regret inside. You can gently guide: “Your sister was sad when you shouted at her. What do you think we could do to make her happy again? Maybe we could say sorry and give her a hug?” Practise these social repair skills by modelling and encouraging. And do not forget that you as a parent may sometimes need to apologize too. If you shouted at the child in the heat of the moment, say afterwards: “I am sorry I shouted. That was not right of me. I was tired and got angry but it is not your fault.” Taking responsibility for your own behaviour teaches the child responsibility for theirs.

Leisure Time and Special Interests

Finding Meaningful Activities

Start from what your child actually enjoys. That sounds obvious, but sometimes we parents have ideas that “children benefit from football practice or arts and crafts” when the child themselves would far rather read factual books about space. If the child has a special interest, build on it. Is there a club, course, or activity connected to the interest? If the child loves animals, perhaps a riding school or a farm could work. Riding is an activity many children with autism enjoy as it offers clear structure and physical contact with an animal rather than conversation. If the child likes swimming, visit the pool regularly or look for a calm swimming group. If they are passionate about video games, check with the leisure centre about gaming evenings or arrange a gaming get-together with a classmate who shares the interest. Libraries or adult education associations sometimes have special groups for children with neurodevelopmental conditions, such as film clubs, youth e-sports, art groups, and so on.

Also try to include some form of physical activity in the child’s leisure time, since it promotes both sleep and health and provides a break from screens. But it must be on the child’s terms. Many children with autism do better with individual sports than team sports, for example swimming, martial arts, climbing, athletics, or dance, where you are among others but do not have to manage complex team dynamics. Some enjoy nature: perhaps scouting (there are specifically neurodevelopmentally adapted scout troops in some areas), fishing with a parent, or simply forest walks. Others perhaps prefer bouncing on a trampoline in the garden. All movement counts. The most important things are regularity and that it feels enjoyable.

Screen Time: Finding Balance Without Conflict

Screen time deserves its own discussion, as it is often a large part of neurodevelopmentally different children’s leisure time. Many children with autism are drawn to screens, games, tablets, and online videos, because these are predictable, visual, and controlled by themselves. This can certainly have positive effects. Digital interests can provide knowledge, online friends, and a sense of competence, not least for children who struggle at school. At the same time there is a risk of excessive screen use that impinges on sleep, physical health, and other skills.

Set up clear rules together. Have concrete and consistent rules about when and for how long screens may be used so it does not become a negotiation every day. Write the rules down or illustrate them, for example: “Gaming from five to six on weekdays, maximum two hours per day in total, no screens after eight o’clock,” or whatever suits your family. For teenagers you can discuss and agree on reasonable limits since they want a say. Be consistent about consequences if rules are broken, but try to prevent rule-breaking through reminders: “Now you have ten minutes of computer time left, then we switch off.” Use a timer or apps that shut down after a set time to avoid arguments about when time is up.

Avoid screens before bedtime. A general tip for all children is that screens should be put away at least thirty to sixty minutes before sleep time, especially for children who have sleep problems. The blue light and intense impressions can disturb sleep. Establish a routine where the tablet or phone is left outside the bedroom at night. For teenagers this can be a battle. Try to motivate with science: a great deal of evening screen time has been shown to cause poorer sleep and can make people feel low. Perhaps you can compromise by allowing them to keep their phone but with night mode activated and no social media after a certain time. Screen time as a tool rather than an enemy: sometimes screens are used purely for relaxation and that is fine. Especially after a hard day, a session of gaming can be the child’s way of winding down. Be watchful, though, if screens become the only thing the child wants to do. That can signal that the child is not finding other activities or friends, or that they are escaping from reality. Talk carefully with the child about what they enjoy about the game or video, and whether they miss anything else. Offer alternatives without demonizing screens. Through your suggesting a fun off-screen activity you can sometimes draw them away from the screen for a while.

Friendships and Social Relationships

One of the most difficult areas for many children with autism and their parents is social relationships. Making and keeping friends can be a challenge, due to difficulties with social interaction, communication, or having different interests. As a parent you feel the pain deeply if your child is lonely. But it is important to remember that not all children have the same social needs.

Start from the Child’s Own Wishes

Not all children want a large group of friends, and that must be allowed to be okay. Some children with autism are quite content in their own company, occupied with their interests and without the typical need for social contact. Others want friends but do not know how to go about it, or they have one or two friends but run into difficulties in the interaction. The parent’s role is to sense where your particular child stands. Ask the child (in a way they understand): “Would you like to have a friend to play with sometimes?” or “Is there anything about making friends that you find difficult?” Sometimes the answer surprises you. The child may not experience loneliness at all even though you as a parent feel it on their behalf. If so, release the pressure to have many friends as long as the child is happy. If, on the other hand, the child shows signs of wanting friends but not succeeding, or feels bad about being left out, that is a signal for you to put support in place.

For Younger Children: Play Dates with Support

For smaller children (preschool age up to perhaps eight or nine), parental involvement in friendships is entirely natural. Make use of this golden window when it is normal for you to participate and organise social time. Arrange play dates: invite a family with a child of the same age, or meet at the playground. Keep the get-togethers short and structured, an hour or two can be enough, and ideally centred around an activity (playing with a train set, baking chocolate balls, visiting a small playground). Be in the background throughout, ready to support the play. You may need to help the children begin playing and intervene during conflicts or when the play gets stuck. This is fine. You are acting as a social interpreter and coach. By being present you can also model social behaviour: showing how to take turns, how to compromise, how to handle feelings in play. Show too how to invite someone in (“Would you like to come and play with us?”) or make contact in a simple way. Be selective about which children to invest in. A child who is patient and kind, perhaps slightly older or with a similar interest, can be a good playmate for your child.

Practising Friendship Skills for Older Children

When children reach upper primary age and beyond, they are expected to build friendships more independently. If your child struggles socially, you can practise friendship skills at home. Some important things to teach and discuss in advance:

How to make contact. Practise saying hello, asking “Can I join in?” or inviting someone: “Would you like to come to mine after school?” Role-play short scenarios. Also how to respond when someone makes contact, for example that if someone says hello you should look at them and say hello back rather than ignoring them even if you feel shy.

Conversation skills. This can be difficult well into later years. Go over the basics, including that people sometimes talk about uninteresting things to begin with (small talk). Give examples: “You might start by talking about the weather or a TV programme, even if you think it is boring, because that is how friends ease into more important topics.” Teach turn-taking: perhaps use a physical talking stick at home. Whoever holds it speaks, the other listens, then you swap. This can clarify things for a child with concrete thinking. Remind them to ask the friend about their interests too, not just to talk about their own. Practise by pretending to be a friend and seeing how your child can ask and listen.

Non-verbal communication. Talk about the significance of body language. Play a game guessing emotions from facial expressions. Show how tone of voice affects meaning: “If I say ‘sorry’ angrily with a cross voice, does it sound like I mean it?” For teenagers, discussions about personal hygiene and appearance may belong here too. Unfortunately these things can lead to teasing at that age, so it can be worth explaining that “some things you might need to do just to fit in a little, if you want to find it easier to make friends,” without putting down the child’s own style.

Empathy and confidences. Taking others’ feelings into account: give concrete examples: “If your friend looks sad you could ask ‘are you okay?’” And what does it mean to be a good friend? For example not repeating what a friend told you in confidence, sometimes letting the friend choose the activity, saying kind things. These can feel like abstract concepts. Concretise them with storytelling: “Imagine Lisa tells you a secret. She wants you to keep it to yourself. If you tell someone else she might be sad and not trust you next time.”

Handling Difficult Experiences and Bullying

Unfortunately it sometimes happens that our children are treated badly in social situations. They may not notice that a “friend” is mostly using or teasing them, or they themselves end up in arguments because they have misread something. You as a parent need to be aware of this and sometimes step in. Talk about what a real friend is: that a friend makes you feel good, is kind, and can be trusted. If your child describes a friend who “is not nice” (for example always controls everything, says unkind things, or ignores the child), confirm that this is not okay. Children with autism can sometimes believe they have to put up with anything in order to have a friend. Explain that it is better to be without a friend than to have one who is unkind. If the situation involves bullying at school, contact the school immediately as they have a duty to intervene. Give your child tools to speak up simply. Practise phrases like “Stop, I don’t like that” in a firm voice and then walking away. For many autistic people it is also difficult to even detect bullying, which is why your support and awareness are important. Ask directly sometimes: “Is there anyone in the class who tends to be unkind to you?” Make sure the school is informed of the child’s difficulties so they can provide social support at break times.

Food and Mealtimes

Mealtimes can be cosy family moments, but they can also be stressful if your child has selective eating, sensory issues around food, or difficulty sitting at the table. Studies show that up to ninety percent of people with autism have some form of difficulty with food and eating. This can involve restricted eating habits, reluctance to eat with others, difficulties with certain textures, or simply a lack of appetite or sense of fullness. Here is advice for handling some common food challenges.

Sensory and Structural Food Preferences

Oversensitivity to taste, smell, and texture is common. Your child may only accept certain kinds of food, for example crunchy but not mushy, only mild flavours, or only food that does not touch. This is not defiance but a genuine sensory reaction. Present food in a way that suits the child’s preferences. If they hate sauces that make the food sticky, serve the sauce on the side. If the smell of cooked vegetables is disturbing, try raw vegetables instead (milder smell) or disguise them in dishes with as neutral a smell as possible. The taco model is a good idea: serve components separately so the child can combine things themselves. Instead of a stew where everything is mixed together (a nightmare for many autistic people), put the rice in one bowl, the chicken in another, and the sauce in a third. Then the child can have just the rice and chicken, and perhaps dare to dip into the sauce once they see it is safe. Also be attentive to temperature and texture. Some children only like food at room temperature, others only soft or only crunchy. Adapt within reason. It might mean serving pasta and meatballs separately with no sauce and nothing touching. That is perfectly fine. Variety can be worked on gradually, but first the child needs to have a positive relationship with eating.

Restricted Diet and Introducing New Foods

Some children with autism eat a very narrow range of foods, perhaps only five to ten items in total. As long as the child is growing adequately and getting something from each nutritional group over time, it need not be an emergency, but one naturally wants to broaden the diet. Never force new food. It can create trauma around eating. Instead explore outside mealtimes. For example play with food items during play, read books about food, let the child help with cooking without any obligation to eat. Encourage tasting but in a relaxed way, perhaps a game where you smell or lick different things for fun, without having to swallow. If your child struggles to try new things at the dinner table, take the pressure off by sometimes saying “You don’t have to eat this today, but would you like to smell it? Great! Maybe next time you could take a bite and spit it out if you don’t like it. That’s fine.” Show pictures of the dish in advance and prepare what will be served. Sometimes you can introduce a new food by pairing it with something the child already likes, for example adding a small amount of a new sauce to their favourite dish, or frying a new vegetable so it looks like the chips they love. But be patient. It may take many many exposures before the child accepts something new. Do not give up too quickly, but do not push too hard either. Balance.

The Seating Situation and Table Behaviour

Sitting with the family at the dinner table can be tough for a child with autism: the sound of chewing, several conversations at once, smells, and demands for politeness. Adapt social expectations to what your child can manage. If they cannot cope with questions during the meal, instruct the family to avoid bombarding them with “how was school today?” while the child is eating. Perhaps you can have a rule that they eat in silence or with background music rather than conversation. Some children cannot eat with others at all. In that case you might consider letting the child eat alone sometimes, for example before or after the family, or at a small side table. The important thing is that the child gets food without excessive stress. The social practice of eating together can come later once eating itself is working. Assign fixed places at the table, ideally where the child feels comfortable, perhaps with their back to a wall and next to a parent who can help when needed. Mark the place with their own placemat or cushion so it is clear and established. A chair with armrests or a cosy padded chair can help the child sit still by providing physical boundaries. Create clear starts and endings for the meal: for example everyone sits down at once at a properly laid table. Perhaps you light a candle or play a particular tune as a signal that dinner is beginning. When the meal is over you might have a phrase together (“Thank you for the food”) or the child gets to ring a small bell, something that marks that the mealtime is now over. This helps the child mentally grasp the frame for the sitting time.

Sleep: How to Get Better Nights

Sleep is a constant source of frustration for many neurodevelopmentally different families. Children with autism often have sleep difficulties: struggling to fall asleep, waking multiple times, or being unreasonably alert very early in the morning. This wears on the whole family. But there are proven strategies for improving sleep.

Routines and Sleep Hygiene

A predictable evening routine is absolutely fundamental for good sleep. Create a fixed sequence of activities every evening leading up to bedtime. For example: evening snack, put on pyjamas, brush teeth, bedtime story, turn out the light. Do the same sequence in the same way every evening. A visual schedule here too that the child can follow works well. Repeated structure signals to the child’s body that it is evening and time to calm down.

Avoid screens and activity before bedtime. At least half an hour (preferably longer) before sleep time should be a calm period with no games and no TV. The blue light from screens disrupts the sleep hormone melatonin, and games or online videos can make the child wired. Choose a quiet activity before bed instead: reading a book, drawing, listening to calm music, doing a puzzle, or just chatting quietly in bed. Some children enjoy yoga exercises or having you slowly brush their back with a massage brush to wind down. Find your way of signalling “we are going into a lower gear now.”

Creating a Safe, Sleepy Environment

Sound: Is it completely silent (which can be good for some, while others become anxious in silence)? Try a gentle background noise source if silence causes anxiety, for example white noise, a fan sound app, or the sound of a fan. Or earplugs if small sounds are disturbing.

Light: Most people sleep best in the dark, but some children feel calmer with a soft nightlight. Test what makes your child feel most secure. Blackout curtains may be needed if the child wakes with the early morning light.

Touch: Many children with autism like to feel weight or snugness when they sleep. A weighted blanket can be wonderful. Try one if you have the opportunity (they can often be borrowed through an aids centre or habilitation service). Otherwise you can create something tight and heavy yourself by tucking extra pillows around the child like a cocoon, or placing a heavy blanket on top of the duvet. Some children like sleeping in a sleeping bag in bed because it wraps around the body. Others have a canopy or tent over the bed to make it feel cosy. See what your child enjoys.

Temperature: Some children are extremely sensitive to being too warm or too cold. Adjust sleepwear and bedding so they are comfortable. Perhaps sleeping with a window slightly open if they like it cool, or an extra blanket if they always kick their covers off.

When Sleep Still Does Not Work

Falling asleep: If the child has trouble winding down mentally, try a heavier, monotonous activity just before bed. For example stacking books or sorting toys, something repetitive. Sometimes a warm shower or bath works as a physical signal to become sleepy. For children who worry or ruminate at bedtime, a “worry book” or an earlier conversation in the evening can help. Let them talk it through or write or dictate what is weighing on them so it is not spinning around when the light goes out.

Difficulty falling back to sleep at night: If the child comes up during the night, try to keep everything as dim as possible with minimal light, talking as little as necessary. Calmly lead them back to bed. Some children need you present to fall back to sleep. During difficult periods you might half-sleep on a mattress beside them. Avoid giving food or a snack as a routine during the night unless a paediatrician has recommended it, as the body will then start waking up hungry every night.

Melatonin and medication: In consultation with a doctor, melatonin (a sleep hormone in tablet form) may be relevant if the child has significant difficulty falling asleep. Many children with autism have used it successfully. It is now available over the counter in low doses, but always consult a doctor for the right dose for children. Sleep medication is also sometimes prescribed in severe cases. However, these measures are usually a last resort after working through all the sleep hygiene steps described above.

Sibling Relationships: Balancing the Family’s Needs

If there are siblings in the family without a neurodevelopmental diagnosis, they too are affected by the challenges autism brings. The sibling relationship is often the longest relationship in a person’s life, and it holds a great deal of love, but also potential frustration if one sibling requires an unusually large amount of parents’ time and attention. As a parent it is easy to feel guilty toward the siblings, or to feel that you are constantly pushing their needs aside. Here is advice for supporting siblings and promoting a good relationship between them.

Give Each Child Time and Space

Siblings of a child with autism can sometimes feel overlooked. Perhaps the family has to constantly adapt activities to the autistic child’s energy and routines, and the sibling has to “step back.” Try to create opportunities to split up as parents and give each child individual time. For example, one parent takes the sibling somewhere fun (park, cinema, café) while the other stays home with the child with autism, and next time you swap. Even small everyday moments count. Perhaps you always read a bedtime story for the younger sibling in their room where they have you to themselves for a little while. Show the sibling that their interests and activities matter too. If the family often misses out on things the sibling wants to do because it does not work for the child with autism, try to find compromises. Perhaps the sibling can go to the amusement park with just one parent rather than the whole family, or have a birthday party outdoors or at a relative’s home so their brother or sister is not overwhelmed by the chaos. Both children’s childhoods are happening here and now, and both children’s needs are equally important.

Openness and Knowledge

From the very beginning when the diagnosis arrived, be honest and open with the sibling about what autism means. Explain at a level they can understand: that the sibling with autism cannot always control their behaviour, that they perceive things differently and need more support. Encourage the sibling to ask questions. Research shows that siblings do better when they receive plenty of information and have the opportunity to talk about the disability. So even if your neurotypical child is young, give simple explanations: “Your brother’s brain works in a different way. He can get angry more quickly and does not like surprises. That is because he has something called autism.” The more they understand why the sibling behaves as they do, the less they take it personally and the more they may be able to help. As one parent (Monica) expressed in an interview: “The sibling gains a great deal from understanding why things happen and how to avoid it.” So see the sibling as part of the team around the child with autism. Give them tools for handling situations: for example, “If your brother shouts at you, remember that it is usually because he is stressed, not because he is angry at you. In that case it might be best to step away and come and get me instead of shouting back.” Explain that you are not setting unreasonable demands, but that these tips are for the sibling’s own sake, to spare them unnecessary conflict.

Acknowledge the Sibling’s Feelings

It is extremely important that the sibling is allowed to feel exactly what they feel, even if that is anger or jealousy toward their autistic sibling. Say explicitly: “I understand that you can get angry with your brother. It is okay to feel that. Sometimes it is really hard when he has outbursts and ruins things for you.” The sibling must know that their negative feelings are not forbidden or harmful. Otherwise they will bottle them up, which can create resentment or shame over time. Show that you see what the sibling is going through. If the older sister always has to stop what she is doing the moment her younger brother demands attention, say afterwards: “I saw that you had to stop your work. That was not fair and I am sorry about that.” Sometimes you may not be able to make it fair right then, but acknowledging the unfairness can mean a great deal. And when you yourself do lose patience with the sibling because you are stressed, apologize afterwards. Siblings report that parents’ lack of patience with them can be hurtful, since as a parent you may vent more on the child who does not have a diagnosis, thinking they should understand better. Explain that it was not right and that it was not the sibling’s fault.

Strengthen the Sibling Relationship Positively

Despite all the difficulties, there is love and joy between the siblings. Try to create positive moments between the two of them without demands. Perhaps they have a shared activity they both enjoy. Encourage it. This could be play, games, or small tasks they can do together to build bonds and empathy. For example, let them collaborate on baking a cake (with you supervising but giving them roles), or give them a treasure hunt to solve together. If possible, also plan family outings that everyone enjoys: a trip to nature, a visit to a favourite place. A new environment can sometimes bring siblings closer in a different way. Also occasionally involve the sibling as a helper, but without placing too much responsibility on them. Small things such as the older sibling teaching their younger brother or sister a game they are good at can give them pride. But be watchful that the neurotypical sibling does not take on a parenting role. A risk is that responsible siblings become little adults who fix everything. Let them be children.

Finally, note that siblings generally manage a great deal if they feel seen and loved. Research says that siblings of children with autism do carry a higher risk of mental health difficulties, but there are protective factors. Among the most important are precisely that they receive information and that they are given space to express their feelings. So keep talking, keep listening. The sibling relationship may be different from that in other families, but it can absolutely be just as full of love and strong bonds. With your support they can build understanding and respect for each other’s differences, something that will serve them well long into the future.

Final Encouragement and Advice for You as a Parent

Being a parent of a neurodevelopmentally different child is sometimes described as being a super-parent. You need to be a few steps ahead, rethink things in the moment, and reflect afterwards on what you could do differently next time. And it is true that we often have to invent our own solutions when standard approaches do not work for our children. It is demanding, but also rewarding. Do not forget in all of this to take care of yourself. Your wellbeing matters too. You are the child’s most important resource, and in order to have the energy to provide support you need to feel reasonably well yourself. So rest when you can, ask for respite, talk to others in similar situations. Support groups or online forums can be invaluable for getting tips and feeling a sense of community.

Be proud of every small step forward. They may look small to the world, but you know how significant they are for your child. Your child is developing all the time, even if it happens at their own pace. With your help they can develop communication, manage daily tasks, and build growing self-confidence. The love, creativity, and patience you invest makes a difference.

And perhaps most importantly of all: focus on what works and what is uniquely wonderful about your particular child. Children with autism can give us parents new perspectives on the world. Their honesty, detailed passions, loyal love, and logical outlook are things to be treasured. Celebrate the strengths.

You are doing well. Truly. On the days you doubt yourself, come back to this text and see how much you are already doing: creating security with routines, communicating clearly, adapting, fighting for school provision, mediating in conflicts, giving love, worrying about the siblings, celebrating small victories. Your child is fortunate to have you by their side. Keep moving forward with hope. With understanding, support, and love, your child with autism can absolutely have a functioning, developing, and happy everyday life. And you will grow and learn at least as much along the way. You can do this!

Sources

Autismforum and Habilitation Services: practical advice on structure, behaviour, and daily strategies.

Lumena Neuropsychiatry: “10 tips for parents of children with autism or ADHD.”

Bredvid NPF-coach (Boel Olin): tips on friendship, communication, and strategies for neurodevelopmental daily life.

Uppdrag Psykisk Hälsa: “Living and learning with children with autism” - practical tips on structured teaching, food, sleep, and more.

Habilitering and Hälsa (ADHD-center tip sheet): morning and homework routines.

ADHD Care/Modigo: personal accounts and sibling perspectives.

HejaOlika (Anna Backman, psychologist): advice from the book “Friendship, school, family life - adaptations and skills for children with autism.”

Hjärnfonden/Folkhälsomyndigheten: facts on screen time and health.

Original Swedish source (Uppdrag Psykisk Hälsa): https://www.uppdragpsykiskhalsa.se/verktyg/information-pa-arabiska-om-ptsd-autism-och-utvecklingsstorning/?ladda_ned_verktyg=0c8ba2659e2895eed34cc54177e93faa.pdf&namn=Om%20barn%20med%20autism%20-%20svenska.pdf