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Ten Things Every Child with Autism want you to know
By Ellen Notbohm.FUENTE: http://www.ellennotbohm.com
Translated in full by Ari Hurtado de Molina with permission.
Author's note: When my article Ten Things Every Child with Autism want you to know "was first published in 2004, could not have imagined the response. Reader after reader wrote to say she should be required reading for social workers, teachers, parents and families of autistic children. "Just what would my daughter if I could," said one mother. "I wish I had read this five years ago. My husband and I took a long time 'learning' these things, "said another. To accumulate the answers, I decided that the impact came from the fact that the article told from a child's voice, a voice that is heard frequently. There is great need (and an increasing willingness) of the general population to understand the world as we live the autistic child. "Ten Things Every Child with Autism want you to know" became a book in 2005 and the voice of our child back in this article to tell us what children with autism want their teachers know. Was also very popular and my book with the same title, published in 2006.
Here are ten things your student with autism want you to know:
1. Behavior is communication. All behavior occurs for any reason. I said, even when my words can not, how I perceive what is happening around me.
Negative behavior interferes with my learning process but it is not enough just to stop these behaviors. Teach me to change those behaviors with proper alternatives so that real learning can flow.
Start by believing this: I really want to learn to interact appropriately. No child wants to destroy the spirit of feedback we get from "bad" behavior. Usually means bad behavior I am overwhelmed by altered sensory perceptions, I can not communicate what I want or need or do not understand or that is expected of me. Look beyond the behavior to find the cause of my resistance. Record observations of what happened just before the behavior, the people involved, time of day, activities, location, etc.. Over time a pattern can emerge.
2. Never assume anything. Without factual backup, an assumption is only a guess. You probably do not know or do not understand the rules. I can be heard if any instructions but not understood. If I had known I can not remember yesterday and today. Ask yourself: Do you really
I really do what you're asking me? If you suddenly need to run to the bathroom every time I asked to do a math exercise, maybe do not know how or fear my effort will not be enough. Come along for several repetitions of the task until I feel ready. I can take more practice than other children to master certain tasks.
Are you sure you really know the rules? Do I understand the reason for the rule (safety, economy, health)? Am I breaking the rule for some underlying cause? Maybe I got my lunchbox snack early because he was worried about finishing my science project, had breakfast and now I'm not starving.
3. Seek first sensory problems. Many of my behaviors are reluctant to sensory discomfort. An example of this is fluorescent lighting, which has proven time and again to be a big problem for children like me. The hum it produces is very disturbing to my hypersensitive hearing, and the natural frequency of the light can distort my visual perception, making objects appear to move around the room constantly. An incandescent lamp on my desk reduces flicker, and the new daylight lamps. You may need to sit next to you, do not understand what you say because there are too many noises "from us" (the mower outside, Jasmine whispering Tanya, chairs creaking, sharpening a pencil sharpener).
Requests the school occupational therapist, ideas to make a kind sensory room. In fact, it will be good for all children, not just for me.
4. Let me a break to regulate itself before you need it. A corner of the room is carpeted, with some pillows, books and headphones allows me to have a place to re-group when I feel overwhelmed, but not physically so far away to let me rejoin the activity rhythm of the class without problems.
5. Tell me what you want done in a positive way, rather than authoritarian. If you say, "You left a mess in the sink!" Is simply a fact to me. I can not infer that what you really mean is "Please rinse your glass painting and depositing the paper in the garbage." Do not make me guess or figure out what to do.
6. Keep your expectations reasonable. That assembly of the whole school full of kids packed into bleachers and a guy drone on a candy sale is uncomfortable and meaningless to me. Maybe I'd be better off helping the school secretary to design the newsletter.
7. Help me to move from one activity to another. It takes me a little more time planning my change of activity. Give me five minutes notice before and then two minutes before changing activities and away few extra minutes at the end to compensate. A clock face or timer on my desk gives me visual cues to the time of the next transition and helps me handle it more independently.
8. Do not make a bad situation. I know that if you are a mature adult, sometimes you make bad decisions in the heat of the moment. Really do not want to lose control, to show my anger or interrupt your class. Can you help me get through it faster by not responding to hostile behavior. Taking into account the following responses that prolong rather than resolve a crisis: Top
tone or volume of your voice. I hear screams and squeals, but not your words.
fun of me or imitate. Ashamed through sarcasm and insults will not avoid my bad behavior. Make
unproven allegations.
Give me a double post, not being consistent in your behavior.
compare with my brother or with another student.
bring up previous or unrelated events.
grouped into a general category or label ("kids like you are all the same).
9. Gently criticizes. Let's be honest, how good are you to accept criticism "constructive." The maturity and self-confidence I need to do so may be far from my current skills.
Please! Never try to discipline or correct me when I'm angry, dismayed, overstimulated, shut down, anxious or otherwise emotionally unable to have to interact with you.
Again, remember that will react similarly, if not more, the characteristics of your voice than words. Hear the cries and discomfort, but not understand the words and therefore will not understand what I did wrong. Spoke in low tones and also get down to you to communicate at my level, rather than a threatening position.
Help me understand the inappropriate behavior in a comprehensive and focused on solutions rather than punishing and scolding. Help me identify the feelings that trigger the behavior. I can say that I was angry, but maybe he was afraid, I was frustrated, angry or jealous. Investigate beyond my first response. Practice or acts
me (show me) a better way to handle the situation next time. A storyboard, work with photographs or a story can help. Be ready to act many times. There is no single formula. And "next time" to do well, tell me immediately.
It helps if you love me you model appropriate behavior in response to criticism.
10. Offer me only real options. Do not offer me a choice or ask, "Want ...." Unless you are willing to accept "no" answer. I can answer you an honest "no" if you ask: "Can you read aloud?" Or "Want to share paints with William?" I find it difficult to trust you when the options are not really options.
You take for granted the amazing number of options available to you daily. Knowing you are constantly choosing options that both have options as to choose, gives you control over your life and your future. For me, the options are much more limited, making it more difficult to feel confidence in myself. Constantly provide me with options, it helps me be more actively excited about everyday life. When
possible options of things to offer me 'I have' to do. Instead of saying, "Write your name and date on top of the page", tell me: "Do you want to first write your name or date?" Or "Do you want to write first letters or numbers? Then show me how: "Can you see how John is writing his name on your resume?
Give me choices helps me learn appropriate behavior, but I also need to learn that there are times when you can not do. When this happens, do not thwart me whether I understand why;
"I can not give an option this time because is dangerous. You can hurt you. "
" I can not give that option because it would be bad for Danny (has a negative effect on another child).
"I give you many options but this time, the adult must choose."
One last word: believe. Henry Ford said: "Whether you think you can or think you can not usually be correct. Believe you can make a difference to me. Required to adjust and adapt, but autism is a learning difference indefinitely. There are no upper limits on use. I can feel a lot more than I can communicate and the first thing that I can feel (feel) is if you think "I can do." Impúlsame to be all that I can be, so you can continue to grow and succeed long after they have left your class.
© 2005, 2010 Ellen Notbohm
By Ellen Notbohm.FUENTE: http://www.ellennotbohm.com
Translated in full by Ari Hurtado de Molina with permission.
Author's note: When my article Ten Things Every Child with Autism want you to know "was first published in 2004, could not have imagined the response. Reader after reader wrote to say she should be required reading for social workers, teachers, parents and families of autistic children. "Just what would my daughter if I could," said one mother. "I wish I had read this five years ago. My husband and I took a long time 'learning' these things, "said another. To accumulate the answers, I decided that the impact came from the fact that the article told from a child's voice, a voice that is heard frequently. There is great need (and an increasing willingness) of the general population to understand the world as we live the autistic child. "Ten Things Every Child with Autism want you to know" became a book in 2005 and the voice of our child back in this article to tell us what children with autism want their teachers know. Was also very popular and my book with the same title, published in 2006.
Here are ten things your student with autism want you to know:
1. Behavior is communication. All behavior occurs for any reason. I said, even when my words can not, how I perceive what is happening around me.
Negative behavior interferes with my learning process but it is not enough just to stop these behaviors. Teach me to change those behaviors with proper alternatives so that real learning can flow.
Start by believing this: I really want to learn to interact appropriately. No child wants to destroy the spirit of feedback we get from "bad" behavior. Usually means bad behavior I am overwhelmed by altered sensory perceptions, I can not communicate what I want or need or do not understand or that is expected of me. Look beyond the behavior to find the cause of my resistance. Record observations of what happened just before the behavior, the people involved, time of day, activities, location, etc.. Over time a pattern can emerge.
2. Never assume anything. Without factual backup, an assumption is only a guess. You probably do not know or do not understand the rules. I can be heard if any instructions but not understood. If I had known I can not remember yesterday and today. Ask yourself: Do you really
I really do what you're asking me? If you suddenly need to run to the bathroom every time I asked to do a math exercise, maybe do not know how or fear my effort will not be enough. Come along for several repetitions of the task until I feel ready. I can take more practice than other children to master certain tasks.
Are you sure you really know the rules? Do I understand the reason for the rule (safety, economy, health)? Am I breaking the rule for some underlying cause? Maybe I got my lunchbox snack early because he was worried about finishing my science project, had breakfast and now I'm not starving.
3. Seek first sensory problems. Many of my behaviors are reluctant to sensory discomfort. An example of this is fluorescent lighting, which has proven time and again to be a big problem for children like me. The hum it produces is very disturbing to my hypersensitive hearing, and the natural frequency of the light can distort my visual perception, making objects appear to move around the room constantly. An incandescent lamp on my desk reduces flicker, and the new daylight lamps. You may need to sit next to you, do not understand what you say because there are too many noises "from us" (the mower outside, Jasmine whispering Tanya, chairs creaking, sharpening a pencil sharpener).
Requests the school occupational therapist, ideas to make a kind sensory room. In fact, it will be good for all children, not just for me.
4. Let me a break to regulate itself before you need it. A corner of the room is carpeted, with some pillows, books and headphones allows me to have a place to re-group when I feel overwhelmed, but not physically so far away to let me rejoin the activity rhythm of the class without problems.
5. Tell me what you want done in a positive way, rather than authoritarian. If you say, "You left a mess in the sink!" Is simply a fact to me. I can not infer that what you really mean is "Please rinse your glass painting and depositing the paper in the garbage." Do not make me guess or figure out what to do.
6. Keep your expectations reasonable. That assembly of the whole school full of kids packed into bleachers and a guy drone on a candy sale is uncomfortable and meaningless to me. Maybe I'd be better off helping the school secretary to design the newsletter.
7. Help me to move from one activity to another. It takes me a little more time planning my change of activity. Give me five minutes notice before and then two minutes before changing activities and away few extra minutes at the end to compensate. A clock face or timer on my desk gives me visual cues to the time of the next transition and helps me handle it more independently.
8. Do not make a bad situation. I know that if you are a mature adult, sometimes you make bad decisions in the heat of the moment. Really do not want to lose control, to show my anger or interrupt your class. Can you help me get through it faster by not responding to hostile behavior. Taking into account the following responses that prolong rather than resolve a crisis: Top
tone or volume of your voice. I hear screams and squeals, but not your words.
fun of me or imitate. Ashamed through sarcasm and insults will not avoid my bad behavior. Make
unproven allegations.
Give me a double post, not being consistent in your behavior.
compare with my brother or with another student.
bring up previous or unrelated events.
grouped into a general category or label ("kids like you are all the same).
9. Gently criticizes. Let's be honest, how good are you to accept criticism "constructive." The maturity and self-confidence I need to do so may be far from my current skills.
Please! Never try to discipline or correct me when I'm angry, dismayed, overstimulated, shut down, anxious or otherwise emotionally unable to have to interact with you.
Again, remember that will react similarly, if not more, the characteristics of your voice than words. Hear the cries and discomfort, but not understand the words and therefore will not understand what I did wrong. Spoke in low tones and also get down to you to communicate at my level, rather than a threatening position.
Help me understand the inappropriate behavior in a comprehensive and focused on solutions rather than punishing and scolding. Help me identify the feelings that trigger the behavior. I can say that I was angry, but maybe he was afraid, I was frustrated, angry or jealous. Investigate beyond my first response. Practice or acts
me (show me) a better way to handle the situation next time. A storyboard, work with photographs or a story can help. Be ready to act many times. There is no single formula. And "next time" to do well, tell me immediately.
It helps if you love me you model appropriate behavior in response to criticism.
10. Offer me only real options. Do not offer me a choice or ask, "Want ...." Unless you are willing to accept "no" answer. I can answer you an honest "no" if you ask: "Can you read aloud?" Or "Want to share paints with William?" I find it difficult to trust you when the options are not really options.
You take for granted the amazing number of options available to you daily. Knowing you are constantly choosing options that both have options as to choose, gives you control over your life and your future. For me, the options are much more limited, making it more difficult to feel confidence in myself. Constantly provide me with options, it helps me be more actively excited about everyday life. When
possible options of things to offer me 'I have' to do. Instead of saying, "Write your name and date on top of the page", tell me: "Do you want to first write your name or date?" Or "Do you want to write first letters or numbers? Then show me how: "Can you see how John is writing his name on your resume?
Give me choices helps me learn appropriate behavior, but I also need to learn that there are times when you can not do. When this happens, do not thwart me whether I understand why;
"I can not give an option this time because is dangerous. You can hurt you. "
" I can not give that option because it would be bad for Danny (has a negative effect on another child).
"I give you many options but this time, the adult must choose."
One last word: believe. Henry Ford said: "Whether you think you can or think you can not usually be correct. Believe you can make a difference to me. Required to adjust and adapt, but autism is a learning difference indefinitely. There are no upper limits on use. I can feel a lot more than I can communicate and the first thing that I can feel (feel) is if you think "I can do." Impúlsame to be all that I can be, so you can continue to grow and succeed long after they have left your class.
© 2005, 2010 Ellen Notbohm
