Positive Progress
“Sometimes it is difficult to see that we are making any progress with some very difficult behaviors,” commented a therapist working with several individuals with autism. “I wonder if I need to approach the situation differently.” Other teachers and family members have expressed similar frustration, especially when working to decrease very disruptive or inappropriate behaviors. Forward progress is often more noticeable when we define target objectives in positive terms and when we systematically teach the appropriate behavior. Increasing “good” behaviors automatically decreases “bad” behaviors.
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EFFECTIVE STRATEGIES. For example, a young adult with autism constantly interrupted conversations between adults at school, at home, and at work. One of his major target goals was to decrease interruptions. The objective was redefined so the focus was on increasing the time he waited quietly while others were talking. He was taught to be a “good listener” with his arms folded, mouth quiet, and ears open. He began waiting longer and longer before interrupting conversations. The adults in his world were also taught to occasionally include him in the conversation. Eventually his irritating habit of constant interruptions dwindled down to an occasional comment.
It is important to remember that “good behavior” can also be defined as “lack of bad behavior.” For example, a teen with autism always knocked items off her desk, sweeping them onto the floor with her arm. The objective was changed to increasing the time she tolerated items on her desk. She was taught to “wait and watch” with her hands grasped in her lap or on her knees. The young lady gradually began waiting longer and longer before sweeping her desk clean. And the teachers brought a box or bag by her desk before the “sweeping” began so she learned to put items away rather than knocking them on the floor. Eventually she allowed items to stay on her desk for fifteen minutes or longer. And she learned to put items away if she wanted the top of her desk to be empty.
When a youngster always hits people who come near, we can teach him to “be a friend” and to keep his hands on his knees. We can also teach people to respect his space and to avoid sitting too close.
When an individual with autism makes very loud sounds, we can teach them to “make sounds like a little mouse” and we can teach people around him to avoid looking at him every time he makes a loud sound.
If a person picks their nose, we can learn to avoid nagging them by saying “Don’t pick your nose.” Instead, we can learn to say “Kleenex, please,’ teaching them to wash their hands and get a Kleenex.
So, one key to maximize the potential of individuals with autism is to define objectives in positive terms and to systematically teach “good” behaviors that are incompatible with disruptive, hurtful, and irritating behaviors.
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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