Literal Student
Because students with autism tend to interpret instructions so literally, they sometimes struggle with following basic instructions and common classroom routines. More issues arise when a literal student also lacks the ability to 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, to put that paper on their desk, and to pass the stack of papers 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, put it on their desk, 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 really 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 avoid long explanations and to focus on teaching the desired response. 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 when he succeeds.
TIP FOR THE DAY: Sometimes our friends with autism, even those with very advanced communication skills or high-level academic skills, need some help learning the appropriate responses to common directions. Time spent shaping these basic skills can lead to success not only in school, but also in daily life.
We can also benefit from sharpening our skills in being able to systematically address challenging issues that can arise in the lives of our friends with autism. Click on the Toolkit tab on our webiste for great resources; http://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 a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. 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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