FAQautism

The spectrum of autism is extremely vast, making it difficult, if not impossible, to develop a single overarching philosophy for the best way to approach education or daily care giving or job training or other strategies. Take a look at three young people diagnosed with autism, noticing the similarities and differences.

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Rick is a 4-year-old student in a public school early intervention program. He spends free time moving about the room on his tiptoes in an obsessive search for string-like objects. When unable to find one, he attempts to extract string from his clothing or the clothing of others. He does not appear to respond to his name, to other students, or to any adults except his mother. On the other hand, if any person in the room does anything out of the ordinary, or if the schedule changes even slightly, Rick screams, holds his ears, and runs around the room. High-pitched screams take the place of words or gestures to communicate his frustration as well as his needs, choices, opinions, and even humor. Eating, toileting, dressing, bathing, and other daily living tasks require hands-on assistance. Rick only comes to the group when “herded” in that direction. He makes no effort to interact with adults or his peers, and turns away with a scream if someone approaches him. Unless he was sleeping or twirling freely in the classroom or playground, Nick seems agitated and generally unhappy, probably due to marked auditory and visual sensitivities as well as his intolerance for change of routine.

Bill is an 8-year-old student in an inclusive education program in a public school. His math and reading skills were slightly above grade level. Bill was hyperlexic, perseverating on letters, words, or numbers in his environment. When specifically asked to do so, Bill looks at the person speaking to him and answers social questions with stilted, rote answers in a sing-song voice. For about an hour after the conversation is over, he repetitively murmers the question, his answer, and the name of the person. When Bill hears a familiar song, he hums or sings the song repeatedly, sometimes for hours, unless he is asked to be “a good listener.” He is compliant, calm, and pleasant, but does not initiate interaction with other people.

Sherrie is a young adult who has, over the years, learned to respond more appropriately to transition and unexpected schedule changes. As a child and teenager, she became very agitated, screamed, and bit her hand fiercely in response to any changes, even when items were rearranged at home or in her classroom. Now, Sherrie holds her hands in her lap – sometimes quite tightly – and says out loud, “I’m trying to be flexible.” After years of practice and with the use of some well-worn cue cards she carries in her pocket, Sherrie has learned to converse appropriately rather than asking the other person a litany of personal questions. In spite of progress in many areas, Sherrie still needs help with personal care such as clothing selection, dressing, and grooming. She has few skills in food preparation, household tasks, shopping, and other critical activities of daily living.

We welcome you to join the conversation about the depth and width of the spectrum of autism. Just click on the comments button or send an e-mail to talk@FAQautism.com.

NOTE TO READERS AND LISTENERS: 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. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com

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