Take One and Pass
An experienced first-grade teacher commented on difficulties encountered by some children with autism in the classroom setting. “Because young students with autism interpret instructions so literally,” said the teacher, “they sometimes struggle with instructions and common classroom routines.” In addition to challenges related to communication, children with autism may not have good mirroring skills, so they don’t automatically pick up on social cues and copy the behavior of the other kids.
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For example, when a teacher passes out a worksheet to the class, she usually hands a stack of papers to the child closest to her and says, “Take one and pass it down.” The teacher is actually asking the first student to take one paper, then pass the stack of papers to the next student who takes one paper and passes the stack to the next student. But many young students with autism interpret every word of the direction literally. When the stack of papers reaches them, they take the top paper and they pass that piece of paper down the row. If taken literally, that is exactly what the teacher asks the students to do. She states, “Take one and pass it down.” And because the child with autism does not typically pick up on social cues and imitate the actions of his peers, he doesn’t notice that the other students take one sheet of paper for themselves, then pass the stack of papers to their neighbor.
In many cases, the teacher responds to the student’s action by saying, “No, don’t pass the piece of paper. Take one and pass it down.” Now the other students are getting impatient and the youngster with autism is baffled. Sometimes the teacher assumes the child is misbehaving and purposefully choosing not to follow directions. And sometimes the teacher assumes the student is not smart enough to understand the instructions. But what is actually happening is that the young student with autism is following the directions literally by taking one paper and passing IT – that exact paper – down the row.
This is just one example of the miscommunication that can occur in the classroom and in other settings where common phrases are easily misinterpreted. Rather than trying to explain the real meaning behind the symbolic language, the best strategy for helping individuals with autism in these situations is to teach the desired response. So, in this case, the teacher could say, “When I say ‘Take one and pass it down,’ you take the piece of paper on the top, then pass the stack of papers to your neighbor. Like this.” Demonstrate the desired response so the youngster gets a verbal and a visual cue. Then let the student practice the response, and give him a big pat on the back.
NOTE TO LISTENERS AND READERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. You can click on a button to send me an email with your thoughts or challenging situations or innovative solutions. Check out our website for a wealth of ideas and a glimpse into the world of autism. www.FAQautism.com
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