"Accommodations for Children With Autism" – Jana Cabanban

For staff at Vermont Hills Family Life Center, as well as our families, training in autism can be critically important. Many teachers have students who are on the autism spectrum, but are unaware of how to recognize the signs. Autism can manifest in a variety of ways, and often traits vary even further between individual children. At a staff training event, Regional Supervisor Jana Cabanban worked to help our teachers better understand autism and how to recognize it with students. She said teachers need to hone their powers of observation, and to pay close attention to clues that can often be mistaken for acting out or a failure to 'listen'.

She explained that autism impacts three primary areas: communication, socialization, and behavior, and often comes with both strengths and weaknesses. She also went over common misconceptions about autism: that autism often goes hand-in-hand with intellectual disabilities, a disinterest in interpersonal relationships and imaginative play. She then named a variety of characteristics an autistic (or autism spectrum) person might exhibit, including feeling pain differently, echoing words, object attachment, a preference for being alone, avoiding touch, spinning objects or self, laughing inappropriately, or looking away while listening – among others – and presented a variety of scenarios that might be difficult for a child on the autism spectrum, due to sensory sensitivities (issues with light, sound, touch, taste, space, etc.). These include:

• Being in a crowded scene, like a cafeteria or a group game

• Being forced to part with objects (since autistic children often become attached to an object this object is "theirs", it offers security and consistency), like having to take off a backpack or coat.

• Being made to sit still, if they are hyperactive and need more physical activity

• Being asked pointed questions, since this can be interpreted as confrontational (i.e. "Give me a high five!" Instead of "Can I have a high five?" or "What's your name?" versus "Can you tell me your name?")

• Being asked to make eye contact.

The detailed examples were especially helpful, since teachers were all able to make connections and to discuss similar situations in which they had found themselves. Some mentioned that they hadn't until now realized that these were signs of autism, while others brought up some helpful suggestions of how to accommodate for them. Jana then proposed some solutions for dissecting difficult situations, beginning with asking parents if their children have any specific necessities, a particular communication style, dietary restrictions, or interests. 

To the above points, the following remedies were suggested:

• Don't make hypersensitive children deal with a crowded cafeteria or group game; allow them to eat by themselves with sound canceling headphones, if available. Give them the option to be in their own designated space during group games with their own activity. When speaking directly to them, be mindful of pitch and volume.

• Allow children with object attachments to take a little longer before setting them down. Tell them how much time they have with it, and if possible, give them a visual to associate with it like the hands on a clock.

• Allow hyperactive children to release energy through an activity they can do easily in their own space (exercise ball, hula hoop, etc)

• When speaking with a child who is avoiding eye contact, keep in mind that this might just be how the child listens.

Next on the agenda, Jana showed an illuminating BBC film, called A is for Autism. In it, two autistic individuals – one of them being acclaimed author and professor, Temple Grandin – articulated in lucid speech and pictures what life can be like through an autistic perspective. Temple mentioned the paradox of craving physical contact as a child, but that a hug (being unpredictable in strength and volume) felt like walls collapsing in on her. Interestingly, Temple is also the inventor of the groundbreaking calming aka "hug"machine for autistic people in need of controlled sensory relief. 

 

After the film, teachers volunteered sensory processing differences they observed while watching, and we discussed basic environmental qualities that could maximize comfort for everyone involved. These include:

• Visual Accommodations

• Minimizing visual distractions and clutter

• Having clearly defined spaces for activities

• Attention to lighting (How bright are the lights? Can a child opt to be in a dimmer portion of the room if need be? Do the lights emit a sound? Can buzzing or humming be reduced?

• Provide visual supports for communication (natural gestures and/or signing, picture supports for activities, cues to signal transitions)

• Auditory Accommodations

• Minimize background noise

• Build in quiet spaces for rest or group work

• Use rhythmic sounds to support transitions or prompt movement

• Have ear plugs or headphones on hand.

• Tactile Accommodations

• For the oversensitive child: respect personal space, use touch sparingly and give warning, be aware of clothing and textures

• For the under-sensitive child: Provide items such as a weighted vest or object, offer deep pressure activities.

• Smell and Taste Accommodations

• Minimize strong or offensive smells, respect sensitivities, prepare the child for specific smells.

• Be aware of preferred tastes, allow food choices (sometimes this means working out with parents what food the child can/will eat).

Following this, we talked about ways in which to reduce bullying or ostracization of an autistic child who exhibits behavior other children might consider unusual or bizarre. Rather than singling the child or inadvertently calling attention to his/her need for ear plugs or sound cancelling headphones, for instance, make these things "normal" by making them available to all children. For the child who constantly repeats lines from Disney films, stage a play of a favorite movie in which all children will inhabit this imaginative world, or play a game that involves children playing favorite characters.

Not only was this another helpful VHFLC training because of the information and resources provided, but it's important to note that trainings such as these create an excellent sounding board and atmosphere for discussion. 

Do you work with a child you struggle to understand? Chances are you do, and no better way to examine a particular case than to compare it with others and get new opinions – both informed and speculative. Everyone left Jana's lesson with a clearer picture of their kids' needs and differing personalities. A big thank you, Jana, for organizing this incredibly valuable and informative session.