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Paul created the clever illustrations, and Bill composed and performed the music. Both are friends diagnosed with autism.
One of the primary characteristics in autism is that of restrictive and repetitive behaviors. At what point do these issues become a problem? Since restrictive behaviors are inherent in autism, is it reasonable to expect people with autism to stop all restrictive behaviors? Is the heart of the issue actually a matter of degree?
We typically think of “stimming” as one of three actions common in autism – rocking, hand posturing, or hand flapping. But, in reality, our friends with autism display dozens of other non-functional, stereotyped, repetitive motor mannerisms. Let us look at some examples of stimming.
We are continuing a conversation about teacher attitude – about welcoming students with autism into a typical classroom. In the podcast “Teacher Attitude 1,” we talked about the first of three basic principles for educators to consider when welcoming students with autism into the classroom. In this podcast, we will continue the discussion.
Every student – whether they have specific disabilities or not – has their own unique learning style and personality. The teacher’s job becomes even more complex when autism is added to that mix of individual differences. We will look at three basic principles for educators to consider when welcoming students with autism into the classroom.
Teachers on all grade levels have asked for tips about welcoming a student diagnosed with autism into a “regular education” classroom. The overall topic of helping a youngster with autism function well in school could fill several books. Today we will just look at one tiny issue that can make a world of difference from day one.
Some individuals with autism repeat the same stories over and over or talk endlessly about one topic. How can we help our friends add variety to their conversations?
Some of my friends with autism and their families are sitting in the dark and cold this week because of a treacherous blizzard that damaged power lines and brought their region to a halt. Weather forecasts allowed advance planning in this case. But situations sometimes arise unexpectedly, making it imperative to keep emergency supplies at hand. Because food can be a breaking point issue for some individuals with autism, let us look at some viable options for stocking an emergency food kit.
What are the basics for getting a job? What skills does an individual with autism want to sharpen before going for that first job interview? Once employed, what skills can help people keep their job? Take a look at four job skills critical for successful employment.
A recent Dennis the Menace cartoon by Hank Ketcham has a 12-word caption filled with wise advice for parents, teachers, therapists, and families of kids with autism.
Research confirms what grandmamma always knew: “Vegetables are good for you.” Of course, veggies have no impact on the health of people who refuse to eat them. Let us look at 3 rules to follow when attempting to sneak healthy vegetables into the diet of individuals with autism.
What are our options when a friend with autism is reluctant about participating in fun, recreational activities? Some individuals with autism require special encouragement or promises such as “First, take a walk with me, then you can watch your DVD.” But in many cases, the best approach is to simply announce an activity and, if met with resistance, do it anyway.
I just heard a weather report forecasting several days of cloudy, windy, cold weather. The meteorologist described the upcoming days as “gloomy.” Many of us are prone to slugishness and low energy in the winter months because of the short days and cold weather. Kids and adults can bust the gloomies by staying active and purposefully planning fun, enriching, outdoor activities every single day.
Let us take another glimpse into the daily lives of ten-year-old twins Jenny and Jeffry, both of whom are diagnosed with autism. The marked differences in, among other things, their communication, personal interaction, sensory issues, flexibility, and self-sufficiency illustrate the breadth of the spectrum of autism.
Jenny and Jeffry are ten-year-old twins. They are precious youngsters, loved by their family, teachers, and friends at school. The twins, of course, were born of the same parents, have grown up in the same home, and have had the same medical care, educational opportunities, and therapy over the years. But the twins, both diagnosed with autism, are as different as night and day.
jenny_&_jeffry_part_1Listen Now:
How can we prevent injuries when an aggressive youngster with autism participates in a group activity? What can we do to stop a child from biting anyone sitting close during circle time in early childhood? What are our options for dealing with a pre-teen who reaches out to scratch or grab anyone who sits within arm’s reach in the lunchroom, or a young adult who grabs the hair of anyone who gets close to her in the grocery store?
Do you ever feel like you are engaged in a constant battle of wills? Let’s look at a strategy for increasing cooperation and compliance, even with the most strong-willed youngster diagnosed with autism. This proactive process turns a battle of wills into a win-win situation for all involved.
A mom was puzzling over the differences in the personalities of her two sons with autism. One of the boys responds best to strict, specific instructions, and the other only responds to gentle, sweet coaxing. Mom said, “People who don’t know our family think I speak too harshly our oldest son and that I spoil our younger son.”
What exactly do we mean when we tell a youngster we expect them to be good? What does a teacher mean when she reports a student was good in class? How can a person with autism who interprets words and phrases quite literally respond to a stern instruction from an adult to “be good” in the cafeteria, in the car, or at grandmama’s house?
Should teens and young adults participate in group activities with younger kids? For example, at what point do our friends with autism outgrow the need for participating in soccer, swimming, t-ball, and other adaptive recreational activities designed specifically for individuals with special needs?
This podcast comes with a warning. Except in a few cases, it is impossible to completely eradicate obsessive murmuring. In fact, our calling attention to the irritating habit can, indeed, escalate the problem. Part 1 of this series describes the issue on continual words, nonsense syllables, scripts, or conversations. Today we will look at some strategies to help minimize murmuring.
