By Sally Brockett, MS, Autism Consultant and author of Hearing Equals Behavior
April is Autism Awareness Month and a great time to think about ways to increase successful interactions with individuals on the autism spectrum. Parents, professionals, friends and neighbors in the community can enhance the lives of these individuals simply by using these keys that help them feel more understood and accepted. If you learn these keys and use them appropriately, you will find greater success and enjoyment in your relationships with individuals on the autism spectrum. Six additional “keys” will be included in the next issue.
1. All behavior occurs for a reason. Behavior is often the form of communication used when verbal language is not available or possible for some reason. Rather than simply trying to eliminate the undesirable behavior, try to understand why it is occurring and address the cause. In many cases, it may mean that the individual is overwhelmed by sensory input. It may also be due to confusion or misunderstanding of what is expected. Sometimes it may be frustration due to the inability to express in some manner what is wanted or needed at that time. Teaching an appropriate method of communicating the problem so that negative behavior can be exchanged for proper methods of communication is also critical. Individuals do not want to “misbehave”, but sometimes they may have no alternative.
2. Look for problems with sensory issues first. This is a prime source of difficulties. Consider what environmental factors may be present that could cause discomfort or irritation (noises—even some that you may not be able to hear), (lighting—too bright, too dim, glare, flickers), (smells—cosmetics, food, chemicals, markers), (tactile—clothes, contact with others, texture of utensils, materials), etc. Also, it is important to consider the personal, internal environment (pain, hunger, fatigue, illness, etc.).
3. Use positive statements rather than emotional exclamations. Tell the person what is expected without negative comments about what he did wrong. Use concrete, specific directions. Avoid saying “You need to …” since the need usually “belongs to” the adult giving the directions, not the individual. For example, “You need to sit quietly” is what the person speaking needs the individual to do; however, the individual may need to move his body for some purpose, which is why he is restless.
4. Do not use questions such as, “Do you want to…?” when the person really does not have a choice. If something must be done, tell the individual, “It is time to…” If she can be given a choice, offer two choices, either of which is acceptable to you.When you remember to first stop and think about your response to a behavior, and then choose an appropriate “key”, you will likely be pleasantly surprised with the improvements when facing challenging situations. These “keys” can be used effectively with nearly anyone during difficult situations. Six more keys will be presented in the next issue.
