Stimming is one of the “stereotypical” autistic behaviors. Many people think of people with autism as folks who constantly flap their hand or rock back and forth. Those behaviors are called “stimming”, which is a motion that interacts with the senses to help calm an autistic person down (self calming) if they feel overwhelmed by the environment.
Going through the Kinder through third grade for my Aspergers son was by far our (and his) most difficult time. A perfect storm comes together for the parent, the teacher and especially the undiagnosed child on the higher end of the autism spectrum when beginning the school age years.
Often thrust into a social situation where no one has a clue that autism even exists can easily mask itself as bad behavior. This crucial window of time has been my inspiration to create Aspergers101 so that you can have more information at your fingertips than we did! The signs could come earlier if your child is in day-care or daily with other children. Although our son (who was our first) did show early signs…it didn’t become ‘in our face’ until he started public school.
Eszter Kiss, a Provisionally Licensed Counselor employed by the West Virginia Autism Training Center at Marshall University, recently presented “Adding Color to Cognitive Behavior Therapy,” at the WV Counseling Association. The presentation centered on the use of art as a tool to facilitate communication of thoughts and behavior for individuals with ASD. Specifically, Ms. Kiss uses this technique to support college students diagnosed with Asperger’s Disorder.
The autism community has long recognized that many living with ASD can better communicate their inner experience through writing or art. For several reasons, an oral expression of their cognitions or emotions can be extremely difficult for those on the spectrum.
College students diagnosed with ASD often need a process through which to express and receive abstract information. Ms. Kiss’ presentation highlighted one such process.
During inventory and work assessments, one thing that we as employment specialists learn, and sometimes the individual with Asperger’s/HFA learns as well, is what learning type they are. During the initial stages of assessing our individuals’ best possible work environment, we also discover their learning types: visual, auditory, or kinesthetic. I will now break down these types of learners and how they can affect employment.
Visual learners prefer using images, pictures, colors, and maps to organize information and communicate with others. They can easily visualize objects, plans and outcomes in their mind’s eye.
Make sure to catch Lisa Rogers’ discussion about Education and Aspergers tomorrow, Tuesday, July 11th at 6:30pm, where a panel of experts will take your questions after her presentation. Come watch Lisa Rogers in person at the San Antonio Central Library location, or if you can’t make it, watch the livestream online at news4sa.com/live/event. For more information visit our Summer Series page.
Work avoidance seems to be an ongoing issue across different settings and grade levels. In a previous blog, we discussed the use of a checklist with a strategic “sandwiching” of a less preferred activity in between two highly preferred activities. This strategy is often very effective in building success on academic activities that the student would prefer to avoid. However, not one thing works for every student, as you have probably discovered for yourself.
So this week, we will explore a similar strategy that is in a different format: a BINGO card!
Rights afforded by the Family Educational Rights and Privacy Act (FERPA) transfer from parents to their children when those children enter college or turn eighteen years old. As a result, parents are unable to provide the same levels of support and advocacy they provided when their child was in high school. Parents of college students are, generally, unable to: talk to instructors, request information about grades, explain to instructors how their child experiences ASD, or provide information about accommodations that may be helpful to their child living on the spectrum.
While many faculty and staff fear the hovering of the stereotypical “helicopter parent,” college support staff who truly understand how best to serve students with ASD recognize the value that parents bring to a student’s community of support. In general, parents of students with ASD have “been there and done that,” in regard to education; many can provide advice about the most subtle of modifications that, when implemented, may help their child be successful in a college classroom. College support staff would be wise to consider how to effectively integrate parents into the support programs of college students with ASD.
One of the hallmarks of Asperger’s Syndrome (AS) is that individuals often have strong points of view, and they have trouble seeing other points of view as equally valid. Most see themselves as extremely logical and therefore right in their conclusions; for them, the points of view of others can seem illogical. This is often perceived by neurotypicals as being oppositional, stubborn or lacking empathy.
What’s interesting is that often when people think they’re being logical, research shows that their emotions can be driving their cognition. Emotions are frequently substantial influences in people’s thinking without their knowing it. In his eloquent writing for LinkedIn, Kristopher Jones makes clear what is my experience as well:
People with AS can have very strong feelings.
Q: “I’ve heard that if my son (who is on the autism spectrum) is having a problem staying on task while in school that he should use the “keychain rules”. Would you please explain this term to me?” – Curious in Nashville, Tenn
A: Keychain rules are short statements or phrases of desired expectations that capitalize on the tendency toward rules and structure. They serve as reminders in a quick and easy format that prevent much discussion about them. Rather than say, “stay in your seat” over and over without much impact, the teacher can now say, “Please check keychain rule number 4”. Again, if the rules are attached to a heightened interest, their effectiveness is enhanced.
This student’s interest in Greek mythology was incorporated to his keychain rules as much as possible through the addition of pictures.
Keychain Rule #1: Use appropriate words and voice
- Say nice things to others
- Speak in a respectful tone [level 1, 2, or 3]
Keychain Rule #2: Follow directions from teachers
- Teachers and Mom are trying to help me, so be sure to say “O.K. I’ll try”
- Give my teachers and Mom a smile or a “thumbs up”
Having a son with Aspergers Syndrome is always a learning curve. I haven’t had a living template from which to go by. Every small milestone in Sam’s young life has seemed so much larger hurdling than it was in mine or my husband’s life.
So as we approached the driver’s education opportunity in high school, we rolled up our sleeves and got busy in research. Though gifted with a high intellect, oftentimes those with Aspergers Syndrome or High functioning Autism are 2 to 3 years behind on an emotional level. Emotions often play into driving (ie…people with road rage) so I took that into account when Sam approached the typical 16 year old age of driving.
Actors use scripts to help them memorize dialogue as part of their performance. Once they have memorized the script, then they can recite the words from memory adding meaning through inflection, tone and pauses. One of the common strengths of students with an autism spectrum disorder is that of rote memorization.
Therefore, a script may be an excellent tool to build conversational skills. Scripts are written sentences or paragraphs that individuals can memorize and use as supports in social situations. From greetings to asking for help to engaging in a conversation, a script can be a simple and discrete visual support.