Recognizing Strengths
“I feel like we are always talking about the things my youngster cannot do. It seems like we spend most of our time working on changing all his negative behaviors,” commented one parent. “I think I need to spend at least as much time talking about his abilities as his disabilities.” Alert teachers, therapists, and residential staff make that same observations. An important component of maximizing the quality of life of individuals with autism is to start each day by recognizing and acknowledging areas of strength and ability.
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When we spend time with a person every day, we can inadvertently overlook strengths or simply not notice tiny steps of progress in target areas. For example, a youngster in an elementary classroom for youngsters with autism and other disabilities was having trouble with his hands – grabbing objects from other kids, pinching and hitting other kids and adults, and grabbing arms, hands, and faces of other people. Although he was gradually learning to be a “good sitter” with his hands on his knees, the progress had been slow. And the progress in this target area had been somewhat obscured by the development of a new behavior – that of loudly repeating every word or sound he heard in the classroom. As a result of these two factors, neither his parents nor his teachers had actually realized that the youngster’s grabbing and pinching in group activities had decreased from an average of 20 times in 15 minutes to less than three times in 15 minutes. Upon realizing that progress, the teachers began systematically praising this youngster for “quiet hands” and for being a “good sitter.”
A fifth-grade student who moved to a school in a different community was struggling with transition to his new school, displaying several inappropriate, disruptive behaviors. His new teachers were working closely with the parents and therapists to develop some effective strategies for helping him adjust to his new routine and to develop friendships with his new classmates. A therapist who had known him in his previous school told the new teachers about this youngster’s ability to draw cartoon figures. Once his new teachers and classmates learned of his extraordinary talent, they began asking him to draw for them. As a result of the attention and frequent praise, the barriers caused by his struggles with transition fell quickly.
The two keys to recognizing strengths amidst all the daily challenges in the lives of many individuals with autism are (1) to take some time every single day to purposefully and systematically make a mental or written list of a person’s abilities, no matter how remote or insignificant they may seem, and (2) to take time to acknowledge and praise those areas of strength.
Note to FAQautism.com 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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