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You and Me: Typical Diamonds

By Jennifer Cook O’Toole
Autism Asperger’s Digest January/February 2014

A diamond is, after all, just a lump of coal that handled a lot of pressure really well. So dust yourself off and get out into the light. You’ll be amazed at how you shine.

Spelunking. Isn’t that just the weirdest word? It makes me think of some nasty tree fungus or something. But it’s not. Spelunking happens to be cave exploration. And guess what you can do while spelunking? Why, you can sluice, of course!

Nope, that’s not a Dr. Seuss word either. Sluicing (which sounds like juicing) is an old mining technique. You fill a wire box full of dirt and silt, then you slosh it around in running water to see if you’ve uncovered anything interesting. One minute, you’re digging through muck from an underground stream—the next minute, you unearth these amazing, albeit really rough and dirty, little bits of treasure.

OK. This, you may be thinking, is all very nice, but it has absolutely nothing to do with me. That’s where you’re wrong. It’s not that I expect you to go grab a bucket and start hunting, but then again, let’s say you did. I did, last spring. Through pail after pail of North Carolina’s red earth, I picked and swirled and washed. And every batch was full of surprises. Before long, I had discovered dozens and dozens of stones: golden pyrite, silvery malachite, smoky quartz, rose quartz, sparkling mica. There were piles of them!

“We’re rich!” my son yelled. Of course, I hated to disappoint him, but none of these stones were worth much money. They were—and are—lovely. They’re also very abundant. You know: normal, typical, common. They’re everywhere. On the other hand, precious gemstones, like diamonds, rubies, sapphires, are very rare. That’s why they cost so much. If folks could dig them up in their own backyards, who would need a jeweler? Being extraordinary is what makes them valuable. And all we had was a bucket full of normal.

Here’s where we get to you and me. Our brains operate in a way that is less common, a way that is called “autism spectrum” or “Asperger’s Syndrome (AS),” and it’s literally built into our hard-wiring. An AS label isn’t good or bad. It’s a description of our shared experiences. For example, you and I easily notice things others miss. We also miss things others easily notice. We feel emotions differently and sense the world differently. We think and fear and love and learn in ways that typical minds don’t. The fact is, in many (though not all) ways, we are not common.

I understand wanting to fit in. To blend in. For it to be easy. To not worry so much about “belonging.” Then again, I wonder if anyone really would be content being totally typical. Who chooses a hero “because he is so normal”? Who gets a compliment or wins an award or even lands a job by being run-of-the-mill? No one. That’s because normal is an illusion; it’s a role played by many but lived by none.

Look, you are in your own head 24 hours a day, 7 days a week. You know every mistake you make, every doubt you have, every insecurity that wears you down. Dating, acne, the right way to stand or smile or dress for a party—normal people don’t overanalyze all of this craziness, right? Wrong. Typical people don’t feel normal a lot of the time, either.

Since I’ve been out of high school, I’ve made some discoveries. It turns out that the most offensive bigot in our class was actually being beaten nightly. He was trying to look tough at school to earn some respect at home. The tough, burned out kid who made fun of me for being a “dictionary brain” was dyslexic. She’d have loved to worry whether she was going to get an A or A+, instead of worrying if she’d even graduate. What was normal for me was impossible for her.

And that’s the key. If by “normal” we mean “common,” then it turns out, it’s pretty normal to feel like you don’t fit in at all. Everyone has strengths. Everyone has challenges. And everyone has behind-the-scenes fears that others never see.

Now don’t get me wrong. Yes, some people do have an easier time naturally “playing well with others.” That’s an inborn talent. And envying others’ abilities only wastes the time you should be honing yours. Are you a gamer? Personally, I stink at pretty much every video game I’ve ever tried. So if Minecraft is your thing, you definitely have some skills that I don’t. That’s OK. On the other hand, I can dance like nobody’s business. Maybe you avoid dance floors like the plague and seriously believe you might die of either fright or embarrassment if you suddenly got stuck in a spotlight. That’s OK, too. However, not being a particularly good gamer doesn’t give me an excuse to avoid trying. Being terrified of dancing doesn’t mean you get to hide on the sidelines. At some point, you have to get in there and say, “You know what? Who cares if I look ridiculous? I just wanna have fun.”

Common is a relative experience. It’s all about the surroundings. Whatever differences, talents, or challenges you experience from being on the spectrum are, well, pretty typical. I get you. So if you need to feel normal, hang out with me. We’re both Macs in a PC world. Distinct. Innovative. Logical.

If you don’t mind getting your hands dirty, think of this whole growing up thing as spelunking and sluicing—only you don’t have to hunt for anything “extra”ordinary. It turns out, you already are the discovery. You already are the treasure, as natural and as precious as a jewel. A diamond is, after all, just a lump of coal that handled a lot of pressure really well. So dust yourself off and get out into the light. You’ll be amazed at how you shine.

BIO

Jennifer O’Toole, winner of the 2012 Temple Grandin Award, is an Aspie (married to an Aspie) with three Asperkids of her own! Her conversationalist presentation of useful insights has touched hearts, lightened spirits, and even led to the founding of Asperkids, LLC, a multi-media social education company. Jennifer is the author of five books, including the newly released The Asperkid’s Game Plan: Extraordinary Minds, Purposeful Play…Ordinary Stuff.

Post Tags: Jennifer Cook O’Toole

Comments

lifewithautismandbipolar says:

February 7, 2014 at 9:56 pm

This is an amazing article! As an Aspie mom I totally get where you are coming from. Can not wait to share with my son!
- Jennifer O’Toole says:
  
  April 11, 2014 at 2:00 am
  
  I so hope he enjoyed the article Be sure to visit http://www.Asperkids.com/Insider – it’s our “landing spot” for tweens & teens based around this column (YAY AAD for creating the venue!) and all it inspires (trust me – there’s A LOT coming). xoxo, Jennifer
Vaughn says:

January 6, 2014 at 9:58 pm

Thank you Jennifer.

I wanted to first share that at the suggestion of a mutal friend, I have read your book, The Asperkid’s (Secret) Book of Social Rules. So glad you wrote that one.

I also wanted to note that I appreciate that you did not uses the word neurotypical and instead used normal. I once asked several highly educated individuals to define normal. Not one agreee with the other.

To me there really is no “normal” and certainly no “neurotypical” people, because as you well pointed out we are all different. Some more than others, but no one is normal much less operating in wtih a neruotypical system. If so, we would all be, um, the same. Perhaps there is a real person who is “average” but I will adhere to the understanding that “average” is no more than a mathematical result of the formula of taking the total and dividing by “n.”

So, be different, allow yourself to be so because, we all are-different.
Thanks again for your posting.
- Jennifer O’Toole says:
  
  April 11, 2014 at 2:03 am
  
  Vaughn,
  
  I totally agree – by straight demographics, there is definitely typical (heck, there are more male babies born than female, so just by pure numbers, it’s more typical to have a son)….but that’s NOT the same thing as “normal.” I think you would REALLY love the post at http://www.Asperkids.com/elevators that is exactly about the difference between the two. SO glad you’re enjoying this column — hope to see you back!
  
  XO,
  Jennifer
Dawn says:

January 2, 2014 at 11:58 pm

Wonderful! I have tried to express this to my tween to no avail. He read the article and the lightbulb went on… Sometimes, it is all in the presentation. Thanks!
- Jennifer O’Toole says:
  
  April 11, 2014 at 2:05 am
  
  Dawn,
  
  Well, you’re MOM! My kids don’t want to hear it from ME ? I’m really glad he liked what he read – and I do hope he will make himself comfortable at http://www.Asperkids.com/Insider – our tween/teen landing spot based around this column. Thank you for taking the time to comment – it means a lot.
  
  XO,
  Jennifer

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Please Don’t Make Me Write!

Home / Behavior / Current Page

Please Don’t Make Me Write!

By Kathy Oehler, MS, CCC-SLP

Autism Asperger’s Digest January/February 2013

Most students with autism spectrum disorder (ASD) hate to write. Even a simple writing assignment can trigger a major meltdown. So, what can a parent or teacher do to help?

Why Is Writing So Difficult?

The process of writing requires much more than the ability to form pretty letters. The writing process involves skills in language, organization, motor control and planning, and sensory processing: four areas that are problematic for many individuals with ASD. It is essential that parents and teachers consider how each of these areas may be affecting a student’s aversion to the writing process.

Language difficulties can influence a student’s ability to come up with ideas to write about. Organizational challenges affect the student’s ability to sequence words into sentences that make sense, and then sequence those sentences into a logical order for a paragraph. Motor control and planning difficulties affect the student’s ability to orient and stabilize his body while he tries to coordinate his fine-motor muscles to hold a pencil or maneuver around on a keyboard. And throughout the entire writing process, the student must use sensory regulation to filter out the bombardment of sights, sounds, smells, and movements that surround him. The wise parent or teacher will consider each of these potential problem areas when helping students with ASD find success with writing tasks.

Why Is Writing So Important?

First, regardless of a student’s cognitive level, the ability to write can affect his ability to graduate with a diploma. Writing is a high-stakes skill. Forty-six states now require proficiency in the Common Core Standards (English Language Arts, Literacy in History/Social Studies, Science, Technical Subjects, and Mathematics) in order for students to graduate from high school. Each of these areas includes a writing component. In order to achieve these standards, a student must be able to write. If students can’t (or won’t) write, they are in danger of failing to achieve standards required to graduate with a diploma.

Second, writing demands can have a major impact on student behavior. When asked to write, students with ASD often express extreme frustration because it’s too hard to put their ideas on paper. In my experience, the most frequent trigger of behavior outbursts in the schools is a “request to do work.” What does this phrase usually mean? Write something! When asked to write, challenges in the areas described above often lead to refusal, negative behavior, or even a meltdown. To meet the educational and behavioral needs of students with ASD, it is essential that teachers implement evidence-based strategies uniquely designed to meet the writing needs of these students.

What Does Research Tell Us?

Until recently, medical science believed that ASD affected only those areas of the brain that controlled social interactions, communication, and problem solving. However, with the advent of brain-imaging tools, new information has emerged. For example, recent brain research has shown that there are significant differences in the way the entire brain functions in individuals with ASD. The most important difference appears to be in the way the various areas of the brain communicate with each other. In the brain of a person with ASD, messages don’t get sent from one section of the brain to another with the same frequency and efficiency as they do in the neurotypical brain (Mostofsky et al. 2009). The “parts” often work well, but they don’t “talk” with each other!

This poor communication between key areas of the brain has a dramatic impact on a student’s ability to write. The writing process requires a high level of coordination between the various parts of the brain. In order to write, a person must activate the areas of the brain that govern motor control and planning, language skills, sensory feedback, problem solving, imitation skills, memory, organization, and proprioception, the awareness of the position of one’s own body in space and the body’s parts in relation to each other. For this to happen, thousands of neural signals are sent back and forth throughout the brain. The brain of a person with ASD appears to send far fewer of these coordinating neural messages (Just et al. 2004). The result may be compared to a group of people crowded into a room, all working intently on the same project but never letting anyone know what they are doing—inefficient and frustrating, much like the writing process for a person with ASD.

How Can a Teacher Help?

Be a detective. When a student refuses to write, look for the reason. Examine the writing task through the lens of a student with ASD. Consider all four areas of potential difficulty: language, organization, motor control and planning, and sensory regulation. Set the student up for success by implementing strategies to support each of these challenges. The following scenarios are examples of how a teacher or parent can support writing challenges and help individuals with ASD become successful writers.

Concern #1: Language. “He has great ideas. However, when it’s time to write, he can’t think of anything to say!”

Most people with ASD struggle with abstract language. They have difficulty with instructions such as “Take out your journal and write about anything you are interested in.” Or “Write about your favorite season.” In order to understand what you want them to write about, students need concrete examples and explicit instructions.

Narrow the choices and use pictures. For example, if the student is to write about his favorite season, show him four simple pictures of the seasons. Ask, “Which one do you like best?” When he indicates his favorite, have him write that choice as his title. Then ask, “Why do you like summer best?” As the student talks, the adult writes a list of keywords—one for each of the student’s ideas. The student then writes one sentence for each keyword.

Concern #2: Organization. “His writing is so disorganized. His paragraphs look like a laundry list of facts with no sense of order or sequence.”

Students with ASD have difficulty organizing and sequencing thoughts, especially in print format. They may be able to visualize a well-developed idea, but getting that idea on paper is similar to translating it into a different language. At the sentence level, words are often out of order. At the paragraph level, thoughts often don’t logically follow each other. In longer writing tasks, time and sequence are often distorted.

Create a visual-support timeline facilitated by the adult. Draw a long horizontal line on a sheet of paper. Ask the student what he knows about the topic. As the student talks, the adult draws simple pictures (or writes keywords), representing the student’s ideas along the straight line. The adult discreetly arranges the pictures in a logical order during this brainstorming process. At the end of the exercise, the student “reads” the assignment to the adult, using the pictures (or keywords) as prompts. This verbal rehearsal helps the student hear the logical flow of the language. The student then completes the writing assignment using the timeline as a visual support.

Concern #3: Motor Control and Planning. “He can’t get started. When I ask him to write, he just sits there.”

Think about inertia, which is defined as resistance or disinclination to motion, action, or change. Inertia appears to be a function of the neurological processes (Reed and McCarthy 2012) that control a person’s ability to shift attention and plan voluntary motor movements (Minshew et al. 1997). According to Larson and colleagues (2008), when a person has difficulty with shifting attention and motor planning, the result is often a tendency to stay still (i.e., remain in a state of inertia). Inertia describes the difficulty many individuals with ASD have with getting started on writing assignments.

For younger students, provide hand-over-hand support for the first written word of the assignment. With each letter of the word, keep your hand in place, but slowly fade the pressure of your hand on the student’s hand. When you feel that the student has begun to write, slowly fade the presence of your hand. Often this minimal physical prompt will be enough to break the cycle of inertia and allow the student to proceed with the assignment on his own.

For older students, break the cycle of inertia by lightly tapping the paper at the spot where the student is to start writing. Often this silent, noninvasive cue will be enough to help the student initiate movement. The tendency to revert to a state of inertia is strong with students on the spectrum, so the adult will need to be prepared to repeat the silent cue whenever the student appears to be stuck.

Concern #4: Sensory Regulation. “Every time he’s asked to write something, he has a meltdown!”

The vestibular system controls many of the skills required for writing: equilibrium, balance, the ability to hold the head and neck upright against gravity, bilateral control between the two sides of the body, and eye/hand coordination. When individuals with ASD are required to regulate these sensorimotor challenges, manage the language and organization challenges needed for writing tasks, and at the same time filter out the bombardment of sights, sounds, smells, and movements that surround him, the result is often refusal or meltdown.

Provide a movement break before starting a writing assignment. Have the student do 30 wall push-ups before sitting down to write. Or, before starting a homework assignment, ask the individual to carry a full laundry basket up and down the stairs a few times. Intersperse fun movement breaks into the writing task (e.g., write five sentences, do five minutes of brisk game activity with a Wii, followed by five more sentences). Not only do these movement breaks provide positive reinforcement for work completion, they also stimulate the vestibular system and help regulate sensory integration needed for writing.

Writing is hard work for students with ASD. Even simple writing tasks require skills in language, organization, motor control and planning, and sensory regulation. Difficulty in these four areas can lead to refusal or meltdown when the student is asked to write. Consider which of the four areas might be affecting your student’s ability to write, and intervene with this in mind. With appropriate supports at home and at school, students with ASD can become happy, successful writers!

Kathy Oehler, along with Cheryl Boucher, is coauthor of I Hate to Write! Tips for Helping Children with Autism Spectrum and Related Disorders Become Successful Writers (AAPC, 2013). Learn more at http://ihatetowrite.com.

References

Just, M. A., V. L. Cherkassky, T. A. Kellar, and N. J. Minshew. “Cortical Activation and Synchronization during Sentence Comprehension in High-functioning Autism: Evidence of Under-connectivity.” Brain, A Journal of Neurology 127 (Pt 8; June 23, 2004): 1811–21. http://www.ncbi.nlm.nih.gov/pubmed/15215213

Larson, J., A. Bastian, O. Donchin, R. Shadmehr, and S. Mostofsky. “Acquisition of Internal Models of Motor Tasks in Children with Autism.” Brain: A Journal of Neurology 131 no. 11 (2008): 2894–2903. doi:10.1093/brain/awn226

Minshew, N., G. Goldstein, and D. Siegel. “Neuropsychological Functioning in Autism: Profile of a Complex Information Processing Disorder.” Journal of the International Neuropsychological Society 3 no. 4 (July 1997): 303–316.

Mostofsky, S., S. Powell, D. Simmonds, M. Goldberg, B. Caffo, and J. Pekar. “Decreased Connectivity and Cerebellar Activity in Autism during Motor Task Performance.” Brain, A Journal of Neurology 132 no. 9 (2009): 2413–2425. doi:10.1093/brain/awp088

Reed, P., and J. McCarthy. “Cross Modal Attention Switching Is Impaired in Autism Spectrum Disorders.” Journal of Autism and Developmental Disorders 42 no. 6 (June 2012): 947–53.

Copyright © Autism Asperger’s Digest. 2013. All Rights Reserved. Distribution via print is prohibited without written permission of publisher.

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About Us

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Dear Friend,

The Autism Asperger’s Digest, a division of Future Horizons, Inc. was created to meet the needs of teachers, therapists, and family members who face the challenge of autism. Our books, videos, and conferences are geared to bring you the most current information possible to assist in that challenge.

It is our strong belief that every child and adult with autism can improve and contribute to the lives of those who love them and, in many ways, contribute to society.

We at Future Horizons pride ourselves in bringing to the mission not only a strong sense of professionalism, but one that is also based on personal relationships. Virtually all of us have family members or friends who are affected.

Personally I am proud to be the father of a wonderful son, whom I had the immense pleasure of watching develop into a fine young man. Alex was a light that lit up lives wherever he went.

Whether working with TEACCH in North Carolina, speaking at Future Horizons conferences, attending the family gatherings he enjoyed so much, meeting people at our bookstores, working in the jobs he held, etc., his delightful sense of humor, courtesy, and caring improved the lives of all who knew him. You could not help but smile back at his infectious grin.

He never, never said anything disparaging or demeaning about another person. I never heard him say an unkind or hateful word about anyone.

Alex made me a better man and is the genesis for this company. People often compliment me or my staff as they relate how our offerings have made their lives easier and better. With due deference to the fact that I have a terrific staff, we and you owe it all to him. Without him, Future Horizons would not exist.

His memory lives on through our efforts. Thank you, Alex. I’m honored that you called me Dad.

Keep Smiling!
R. Wayne Gilpin, President

About Future Horizons
Future Horizons was founded in 1996 in the belief that dissemination of information about autism and Asperger’s Syndrome through books, conferences, and other media would beneficially impact those who live and work with the condition, personally and professionally. Devoted entirely to supporting and fostering such works and programs, Future Horizons has grown to be a world leader in publications and conferences on autism and Asperger’s Syndrome.

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Why Johnny Can’t Be Good

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Why Johnny Can’t Be Good
By Ellen Notbohm
Autism Asperger’s Digest September/October 2013

Holiday traditions and activities can create bafflement for concrete-thinking children with autism; in our family, none more so than hype-y, happy Valentine’s Day. Paper hearts and candy in every conceivable form blare the ubiquitous romantic request—or is it a demand?—Be my Valentine, or its more succinct version, Be mine. How, Bryce pondered one year when faced with the usual classroom party, was he supposed to do that? What do you have to do to be a Valentine? What if he didn’t want to be a Valentine? And Be mine, well, that was downright scary. How could he be someone else’s? Did he have any choice in the matter or was Be mine an order, a have-to?

Shakespeare’s Hamlet famously chewed over the question, “To be, or not to be?” Paul McCartney’s last musical advice before leaving The Beatles was “Let it be.” Contemporary pop music is replete with song titles like “I Will Be,” “Has to Be,” “Meant to Be,” “Just Be,” “May It Be.”

“I know he can’t be good all the time,” the exhausted mom of an eight-year-old with autism told me, with tears in her eyes. “But why can’t he do it for just a day? A morning? An hour?” As we talked, many reasons emerged. But the starting point was this: how is a concrete-thinking child to infer what we mean by “good” when it may be the most subjective word in the English language? It’s an adjective, a noun, an interjection, an adverb. Dictionary.com cites sixty-four—sixty-four!—definitions and sub-definitions. “Good” is a moving target that changes from venue to venue, relationship to relationship. It changes with the time of day and it changes as the child ages. Defining “good” so that our kids can practice and master “being good” in every increment of every situation is an intensive process that, alas, too many adults trust to osmosis, to inferential skills our kids haven’t been taught, to inductive reasoning patterns not present in the thinking architecture of autism.

Even when we define “good,” we often couch it in negative terms. The weary mother’s definition of being good translated into don’t hit your brother, don’t throw things, don’t yell. We might think her list short and reasonable, but any demand that requires the child learn and master more than one thing at a time is a list too long. Small, incremental successes will naturally build upon one another, but multiple simultaneous expectations all but guarantee failure. Consider further: in order to be good, a child must feel good. In defining the “good” we want from them, do we acknowledge and validate the emotions, motivations and triggers behind a child’s behavior? Do we teach her the self-regulation strategies to deal with them, providing time and opportunity for her to practice those skills in a supportive, nonjudgmental way? Telling a child what not to do (don’t hit your brother) doesn’t tell her what to do. Even when phrased in active terms—how often have we said “keep your hands to yourself” or “button your lip,” idiomatic phrases that confuse the concrete-thinking child with autism—it doesn’t address the anger, frustration or fear behind the child’s thumping her brother. Learning to “be good” doesn’t mean she never gets to be angry, exuberant, frustrated or super-energetic. It means teaching her acceptable outlets for all her normal human feelings.

We would never tell a child to be a doctor, be a concert pianist, be a welder or a golfer or a reader without the understanding that a long period of explicit instruction and practice (which by definition includes making mistakes) precede the becoming of those things. When the U.S. Army adopted the slogan “Be all you can be” in 1980, the implication was that the Army would train the recruit to be all that he or she could be, not that the recruit would achieve it upon enlistment. When “be” is the embodiment of attributes as abstract and culture-defined as goodness, courtesy, courage or patience, it’s our job to break down these traits, shape their relevance to the child with autism and teach in concrete terms how to achieve the goals we set. We must define not only the actions necessary but also the steps in social thinking that underlie the actions (see “Being Social Begins with Thinking Social”). And we must hold ourselves accountable for the examples we set.

Our exhausted mother at the beginning of this piece felt better when we broke down her “why can’t he be good?” into actionable increments: Set one goal at a time, prioritized starting with behavior that is dangerous and requires immediate attention, descending to behavior that is annoying but of no real consequence. Begin with, and reward, success in small increments of time (a half hour, not a whole morning), gradually increasing. Provide visual prompts for reference, reminder, warning. Create Social Stories(TM) for specific behaviors. Don’t hold him to a different standard of behavior than his siblings.

The same approach applies to the classroom. This true tale, an excerpt from Ten Things Every Child with Autism Wishes You Knew, skewers home the point:

I’ll never forget a story I heard years ago about a whirling dervish of a girl with ADHD, nine years old. Her teacher proposed a deal, a reward for meeting a behavioral goal. If the girl could “be good” for three weeks, the teacher would buy her an ice cream cone. The girl reported to her therapist: “Is she kidding? I can’t ‘be good’ for three hours, let alone three weeks. And besides, I don’t like ice cream.”

The goal: unrealistic, out of reach.

Guidance offered to help in accomplishing the goal: none.

The reward: irrelevant, and nowhere near equal in value to the effort required.

Here’s a scenario more constructive times six: Teacher and student (1) meet one-on-one and (2) discuss and agree to (3) a specific, (4) short-range goal (5) that is achievable and (6) has a meaningful motivator as a reward. For instance, the student will work toward remaining in her seat or other designated spot during silent reading time, which is the twenty minutes following lunch recess (short period of time following a physical-release outlet offers best chance of success). She’ll start with five-minute increments and work up from there. Success will earn her a token toward computer time, a movie pass or other mutually-agreed-upon end result attractive to her.

Why can’t he be good? He can, but not until we take a dose of our own medicine: be patient. As is so often the case, our answers might be found in the mirror. George Gershwin gave us the turn-the-tables perspective in his famous song lyric: “I am so awf’ly misunderstood. So lady, be good to me.”

BIO
Ellen Notbohm is the author of one of the autism community’s most beloved books, Ten Things Every Child with Autism Wishes You Knew, and three other award-winning books on autism. Visit her at www.ellennotbohm.com and find her on Facebook at https://www.facebook.com/ellennotbohm. Please contact the author for permission to use in any way, including posting on the Internet.

Post Tags: Ellen Notbohm

Comments

Fiona Thornely says:

October 31, 2013 at 12:11 am

I am learning so much from you about how to understand and help my son, Tommy, with ASD and ADHD.

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Whole Task Teaching for Individuals with Severe Autism

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Autism: The Way I See It; Whole Task Teaching for Individuals with Severe Autis
by Temple Grandin
Autism Asperger’s Digest | September/October 2007

The standard method for teaching a nonverbal person with autism tasks such as dressing or cooking is to provide a picture schedule that shows the steps of the task. This works well for many individuals, but some have difficulty linking the steps together. To learn a simple task such as making a sandwich, they have to see a person demonstrate the ENTIRE task, from start to finish, with no steps left out. If they do not see how the second slice of bread gets on top of the peanut butter they may not try to perform the individual steps because, as a whole, they do not make sense to the individual.Sandwichmaking is easy to teach because when the task is demonstrated the ENTIRE task is observed, and the end product – the sandwich – is concrete and has meaning to the individual.

This idea of “whole task teaching” is particularly relevant in the area of toilet training. One of the challenges with toilet training individuals on the severe end of the spectrum is that the individual may not know how the urine or feces gets into the toilet. The picture schedule shows the waste in the toilet, but it does not show how it got there. There are often more problems with teaching the person to defecate in the toilet compared to urination. This is because the individual has more likely been able to directly observe how urine comes out of the person and goes into the toilet. This is especially true with boys, but even girls can observe this. It is not as obvious an action – for either sex – when it comes to defecating. If seeing how the waste goes from the person to the toilet is left out of the teaching sequence, these individuals may not know what they have to do.

Furthermore, neurotypicals assume a picture is all that’s needed to help the child or adult link the elimination of bodily waste to the place where it should go, i.e. the toilet. But for many individuals that link is too broad a jump and does not “compute” in their brain. Those with severe sensory issues may not feel the sensation of having to urinate or understand how to bear down to defecate. These are intermittent steps that may need to be addressed for a successful toileting program.

Sometimes even demonstrating a whole task via visual teaching is not enough. Many individuals on the severe end of the spectrum have so many visual processing problems that they have to learn tasks by touch. One therapist taught a child how to use a playground slide by “walking” him through the entire task hand over hand with no steps left out. To understand how to climb the ladder and go down the slide the therapist stood behind the child and moved his hands and feet through the entire sequence: climbing the ladder, sitting on the slide and going down it.

Teaching how a foot is put into a shoe can be done in a similar manner. The therapist, hand over hand, guides the individual’s hand over the ankle and foot so the person can feel the foot, then feel the inside of the shoe so they can cognitively link how the foot could slide into the shoe. The next step, hand over hand, is to slip the foot into the shoe in one continuous motion, so the individual experiences the feeling of the foot going into the shoe and makes the cognitive connection through the tactile information being received.

Individuals on the more severe end of the autism spectrum can be taught to perform different actions, but we must not lose sight of the accompanying sensory issues that can impede their learning. In many cases, these sensory issues are severe and rob the individual of much of the “data feedback” necessary for learning that neurotypicals receive unconsciously. Whole task, visual and tactile-based teaching strategies can supply the extra information these individuals need in order to learn.

BIO
Temple Grandin is an internationally respected specialist in designing livestock handling systems. She is the most noted high-functioning person with autism in the world today.

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When Things Don’t Go My Way

Home / Behavior / Current Page

by Katie Brady, LCSW
Autism Asperger’s Digest | September/October 2012

We are all creatures of habit, but individuals with autism spectrum disorder (ASD) are even more inclined to create routines and rituals in order to make sense of the world. At times these routines can be functional and essential to living. For instance, we all probably have a routine of brushing our teeth; we generally re-create this sequence of steps twice a day, without giving much thought to our actions because the routine is entrenched in our brains. But often, in the absence of information or clarity, nonfunctional routines or expectations are created that can cause problems when things don’t go the way the individual with ASD expected.
Chances are that you can name some routines that your child or student with ASD exhibits. These could be having to line up Mario toys in order based on the sequence of appearance in the video game, insisting on driving to school a certain way, only brushing teeth with mom, turning on all the lights in the house before dinner, or going outside every evening to say goodnight to the stars and the moon. Most of these routines seem pretty benign—until a certain Mario toy is missing, or there is construction along the school route! Then, things have certainly not gone
the right way, and a meltdown may
be inevitable.
It’s important to understand that individuals with ASD create their own expectations and routines at many times, especially when they are not given enough information or when a routine has already been established (on purpose, or accidentally). To help individuals with ASD understand what the actual expectations are, and to prevent behavioral outbursts when a child thinks things have not gone his way, we as therapists, educators, and parents can help promote flexibility, prepare for differences, and pick battles wisely.

Promoting Flexibility
It is critical that we, as parents and educators, understand the value of teaching flexibility. Too many times I have heard someone ask, “Since my child likes routine, should we do the same activities in the same order every day?” I always emphatically respond with “No” and then explain how the idea of maintaining the same routine day in and day out is not only impractical, but it does not teach the child flexibility and instead sets the child up for failure when the routine changes.
Instead, the child should be taught a more functional routine of looking to a visual schedule or story to get information about what he is going to do. Maybe the child always comes home from school, puts his backpack away, takes his shoes off, and has a snack (functional routine). Then the child looks at his afternoon schedule and sees that he will have some homework time, a chore or two, and some leisure time. However, the order, length, and type of activities may vary each day.
We must keep in mind how to promote flexibility within specific activities as well. Using visual lists and schedules, we can let kids know what to expect. For instance, a list might tell the child that one day he will walk three laps around the lake—another day, five laps. And parents might have a rotating list that lets family members take turns deciding which route they want to drive to school.

Preparing for Differences
Equally important to promoting flexibility is preparing for differences, which means we have to be able to predict when differences might occur. We have to be especially practiced at thinking ahead about potential differences that will bother spectrum kids.
Luckily, it is easy for us to predict and prepare for some differences. For instance, when taking your child to the state fair for the first time, you can predict that it will be noisy, crowded, and overstimulating. You have a sense of what foods, games, and rides your child will enjoy, and what he will dislike. You can prepare by choosing the least busy time, creating a story or schedule to prepare your child, and bringing essentials (like noise-cancelling headphones or a preferred snack) should things head south quickly. If you know your child will want a stuffed Sponge Bob, you can choose to spend as much money as it takes to win that prize, or avoid the arcade area at all costs!

Picking Battles Wisely
Finally, we must remember to pick our battles wisely, and not engage in power struggles just for the sake of “proving a point” or “showing who’s boss.” I recently observed a classroom where a child chose a puzzle for her free time. She then wanted to get out another puzzle, but the teacher reminded her that the rule is one puzzle at a time. The child asked for “Letters and Numbers? Two puzzles?” but the teacher repeated the one-puzzle-at-a-time rule. Then, the child began crying and was upset for about 30 minutes, asking for both “letters and numbers!” In the end, she didn’t complete either of the puzzles.
One possible solution is to clarify the teacher’s expectation to the child. The child chose the puzzle icon and went to the puzzle area, so she clearly understood that it was “puzzle time.” However, she did not understand the rule about one puzzle at a time. This expectation needs to be clarified visually to the child, either through a checkout system or by letting the child know visually (using a first-then sequence) that she can complete the letter puzzle first, and then the number puzzle.
Another solution, though, is just to let the child have two puzzles. What is the point of limiting the number of puzzles? It turns out that for this classroom, the teacher wanted to limit the number of puzzles because it was easier to clean up, which does make sense. However in this situation, the expectations were not communicated to the child in a way she could understand, so the child created her own expectation. This led to her becoming upset and disengaged when things did not go her way. I would argue since the teacher could not communicate to the child effectively, she should meet the child halfway and let the child do two puzzles this time, then work on a visual system to clarify expectations for the future.

There are always going to be times when things don’t go the way spectrum kids expect them to go! Change is hard for kids with ASD. Now you have a better sense of strategies to use that will help your spectrum kid deal with change and unmet expectations. Often a preventive strike will defuse a real battle!

Post Tags: Katie Brady

Comments

Sharon Lawson says:

August 30, 2012 at 1:20 am

Great article Katie. Practical advice for all parents.

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What’s the Big Deal about Video Games?

Home / Behavior / Current Page

The Way I See It
What’s the Big Deal about Video Games?
by Temple Grandin, PhD
Autism Asperger’s Digest | July/August 2012

Recently I read on the Internet that I was showing my age because I was so concerned about constant video game playing. What I am worried about is when video games become such an obsession that they interfere with schoolwork or getting a job. In a new study led by University of Missouri professor Micah Mazurek, the research team examined screen-based media use among adolescents with autism spectrum disorder (ASD). The team discovered that the “majority of youths with ASD (64.2%) spent most of their free time using non-social media (television, video games)” (Mazurek et al. 2011).

What Is a Video Game?
The term video game covers a wide range of electronic games, ranging from violent first-person shooter games where the gamer views the screen from the vantage point of gun sight, to fitness games, to Sims (a strategic life-simulation video game) and Foldit, a scientific game.

How Can Video Games Be Harmful?

Video Games Can Reduce Empathy. Realistic killing of people or animals, showing cruelty and gore, would be much more damaging than a game where inanimate objects or cartoon characters are destroyed. It is my opinion that images that enable a game player to graphically inflict pain and suffering on realistic human images are likely to be the most damaging. Douglas Gentile at Iowa State University reported that a meta-analysis of 136 scientific papers on violent video games showed that playing them led to desensitization and aggressive behavior (Bavelier et al. 2011). However, I believe that the nature of the violence is important. When I was a child, my hero the Lone Ranger shot lots of bad guys who fell off their horses. In these shows, many people were shot, but they never showed realistic depictions of cruelty and suffering.

Pictures of car crashes or exploding aliens do not bother me. Violence done to objects, such as cars and buildings, does not have the same effect on me as graphic depictions of cruelty and torture. Since I am a visual thinker, I avoid movies that show such things because I do not want these pictures in my memory. In many movies I analyze chase scenes and think, “This is impossible. A car cannot crash into a storefront and still be drivable.

Video Games Can Be Addictive. To classify a video gamer as an addict, his playing of video games has to seriously interfere in multiple aspects of life such as school, family life, and emotional well-being. Dr. Gentile states that approximately 8 percent of video game players ages 8 to 18 are true addicts (Bavelier et al. 2011). Some kids can make a career in the video game industry as either programmers or artists. Then there are others like me who cannot do programming and do not draw the right type of art. I could have become one of the 8 percent who are video game addicts instead of becoming totally fixated on subjects that eventually turned into my career.

How Can Video Games Be Helpful?
For games to have a beneficial effect, instead of becoming addictions, they should be used to promote learning. If a kid who loves video games is mathematically inclined, he should be introduced to computer programming to learn how to make his own games. If an individual can turn video games into a career, then parents can use the games as a motivator.

Sharing could be taught by taking turns using the game controller. I visited with one boy who absolutely refused to share the controller; he was too fixated to respond to me when I asked him to teach me to play the game. This child could be taught turn-taking skills through the use of his intense interest in playing video games.

Online games, such as Sims, where characters interact in many different ways, should be used to open an avenue for discussions on social cues. Nicole Franklin and Jeffrey Hunt (2012) state that therapists can use discussions of a person’s favorite video game as a social icebreaker to help establish communication. There are situations where socialization can be enhanced by playing online video games where gamers can talk to each other and team up with other players and cooperate. Games requiring cooperation with another person in order to win should be encouraged.

Fitness video games provide great activities to develop both motor skills and interaction with others. Players in Foldit (http://fold.it.com) solved a major problem in biochemical protein folding that might help find a cure for AIDS. With the right guidance an individual who is good at Foldit could go into a career in biochemistry. Other video games enhance certain visual spatial skills, which could be eventually used in such tasks as flying drone aircraft and performing laparoscopic surgery.

In order for a child to grow and develop properly, the use of technology should be guided by teachers and parents. There are some children whose video games and online activities will need to be limited to a set period each day to provide time for other activities such as schoolwork and meals with the family. Most experts agree that for young children, video game playing should be limited to one hour per day and the content of games should be closely examined (the game equipment should always be in the family room where parents can see it). Realistic, gory video games, such as the first-person shooter type, should be discouraged because they can lead to desensitization and aggressive behavior. On the other hand, games that promote learning academic skills or social cooperation should be encouraged.

BIO
Temple Grandin is an internationally respected specialist in designing livestock handling systems, and is the most noted high-functioning person with autism in the world today. She is the author of numerous books on autism and is a worldwide speaker on autism topics. Unwritten Rules of Social Relationships, coauthored with Sean Barron and Veronica Zysk, captured a prestigious Silver Award in the 2006 ForeWord magazine Book of the Year competition. Her previous book, Animals in Translation (2005) was on the New York Times Bestseller list. For more information visit www.templegrandin.com

References

Bavelier, D. C., C. S. Green, D. H. Han, P. F. Renshaw, M. M. Merzenich, and D. A. Gentile. 2011. “Brains on Video Games.” Nature Review of Neuroscience 12 (12): 763–68.

Franklin, N., and J. Hunt. 2012. “Rated E—Keeping Up with Our Patient’s Video Game Playing.” The Brown University Child and Adolescent Behavior Letter 28 (3): 1–5. doi: 10.1002/cbl.20159

Mazurek, M., P. Shattuck, M. Wagner, and B. Cooper. December 8, 2011. “Prevalence and Correlates of Screen-Based Media Use Among Youths with Autism Spectrum Disorders.” Journal of Autism and Developmental Disorders. Accessed 2/1/2012. http://www.springerlink.com/content/984812t131480547/

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Comments

jackq says:

February 17, 2013 at 2:21 am

I could say the same thing for movies.

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