How to Teach a Child or Teen with Autism the Concept of Waiting

There are a few things in life that are certain: paying taxes, death and waiting. No matter who you are, part of your life will be spent waiting. Unfortunately, the “waiting” concept is not one that is picked up by osmosis for many children  on the spectrum. Hopefully, they will have learned this concept  by the time they are teens, but I’m still including it in this column because it is a necessary life skill everyone needs to learn – on and off the spectrum. We all have to wait in line at the grocery store, wait at the doctors office, wait for a turn on our favorite ride at Disneyland, wait at the restaurant for our food. Children also have to learn how to wait  at holiday events,  when traveling, at home for things they can’t have right away or to go out for a ride in the car. As children grow into teens and become more responsible for their behavior, waiting is definitely a skill they will be expected to use in the community.

Teaching the concept of waiting

waiting

Here’s one way of teaching the concept of waiting:

  • Make a nice- sized (4×4 or bigger) picture icon that has a figure sitting  in a chair, and the face of a clock on it. Put it somewhere convenient and noticeable, such as the refrigerator.
  • Glue a piece of velcro  on the big icon for putting a smaller  icon of requested item on it.
  • Have a timer available.
  • Have small icons of the child’s favorite items that he likes to request.
  • Have those items (food or toys) within his eyesight but out of his reach (but easily within yours).
  • When child asks for item out of reach, show him the corresponding icon, place it on the bigger waiting icon, and say “we are waiting” and set timer for whatever his capability for waiting  is at this point (10 seconds, 30 seconds, 1 minute).
  • As soon as the timer rings, give him immediately the requested item. Tell him “We are finished waiting.”
  • Do this many times  whenever the opportunity arises and extend the amount of time until the child can wait longer and longer.

Each child is different in how long this will take or for how long he can learn to wait (and this will change as well over time).  Eventually when he is asking for a ride in the car and you can’t go right away, you can tell him “Not now, in 10 more minutes your sister will be ready. We are waiting,” and he will get the idea that he may not get what he wants now, but he will get what he wants eventually. This will lessen his frustration, and subsequently, yours.

Temple Grandin and Jeremy Sicile-Kira to Keynote on-line Autism Conference

No-Cost Virtual  conference and new book highlight Autism Awareness month.

In honor of Autism Awareness month, momsfightingautism.com is offering a free virtual conference with 17 different presenters over two days on Saturday, April 10th and Sunday 11th from 8:00 to 5:00 PST.

Temple Grandin, PH.D., subject of the recent HBO movie: Temple Grandin starring Claire Danes, will be the keynote speaker on Saturday April 10 at 8:00 am PST. Dr. Grandin is a designer of livestock handling facilities, Associate Professor of Animal Science at Colorado State University and a bestselling author (Thinking in Pictures). Dr. Gandin will be discussing Teaching Through Specific Examples, and will also discuss the Importance of Sensory Processing Disorder and it’s place in the DSM V which is currently being updated.

Temple Grandin and Chantal Sicile-kira

Acknowledging that autism is a spectrum with different abilities and challenges, the keynote on Sunday April 11 at 8:00 am PST will be given by Jeremy Sicile-Kira who was highlighted in the MTV award-winning True Life episode, “I Have Autism.” Jeremy will present on Learning With Autism: A Personal Viewpoint using power point with voice output. “Jeremy has experienced home schooling, special education and inclusion, and many types of therapies in California, France and the UK. It’s not often we get to hear from someone as impacted as Jeremy about what it is like to be on the receiving end of therapies and treatments,” explained Chantal Sicile-Kira, autism advocate and award-winning author who will be moderating both keynote presentations. Her latest book, 41 Things to Know About Autism, has just been published by Turner Publishing. Continue reading »

How the Rapid Prompting Method Gave Me A Voice

My son, Jeremy Sicile-Kira, wrote the article below about the Rapid Prompting Method (RPM) which appeared in the January 2010 issue of The Autism File. If you watch the HBO movie on April 2, A Mother’s Courage: Talking Back to Autism, you will see  Soma Mukhopadhyay teaching a child using RPM.

Litewriter

litewriter

How the Rapid Prompting Method Gave Me A Voice

Having Autism is hard enough, especially when it comes to communication for people who are non-verbal like myself. The Rapid Prompting Method (RPM) is not only a learning method but a door to open-ended communication for different people with autism. It is my good fortune to have been taught by Soma  Mukhopadhyay, who pioneered  RPM.

Soma, originally from India,  has a son with autism named Tito, who is the mighty inspiration  behind RPM.  Soma needed to create a method that would help him not only  to learn, but to communicate as well. Soma was frustrated with the schools in India, where they lived, because they wouldn’t accept Tito as a student. Just like they told my parents in France, where I was born, they told Soma that Tito was mentally retarded. I was “diagnosed” with mental retardation too, yet here we are both using RPM to discuss our similar past experience.

RPM is a method that  can be used with different people as it is adapted to the needs of each individual. Some are auditory learners, some are visual learners and the RPM teacher uses the learning channel that is best for that person.  RPM uses a “teach and ask” paradigm for eliciting responses through intensive verbal, visual and or tactile prompts.  RPM starts with the idea that all students are capable of learning. Despite behaviors, the academic focus of every RPM lesson is designed to activate the reasoning part of the brain so the students becomes distracted and engaged in the learning. The prompting competes with student’s self-stimulatory behavior. Continue reading »

Successful Inclusion

Nancy Brady

Nancy Brady

Providing Literacy Opportunities to Students with Autism

For those who are not aware, once a month I moderate webinars for momsfightingautism.com. It’s a great resource because I interview all kinds of experts working in the field of autism and you can  send in your own questions to be answered. You can listen in for free live the night of; after that you can download it for a fee  by that organization.

Tuesday March 23 at 6:00-8:00 PST, my guest is Nancy Brady, MA-EdSP, ATS. Nancy is an Inclusion Specialist and Assistive Technology Specialist who strives to include those with the most severe disabilities in general education classrooms.    She has been working for the past 7 years on including those who have autism and are nonverbal in the general education classroom environment, advocating and emphasizing literacy opportunities through the use of Assistive Technology.

Nancy is actually my son’s inclusion specialist, so I can personally attest to her talents. Life has been much easier for me in terms of my son’s education and inclusion in the general education population. We had a willing school and wonderful staff, but having Nancy’s expertise in there has made my son’s experience so much more effective.

The topic of the webinar is Successful Inclusion:  Providing Literacy Opportunities to Students with Autism and some of the points Nancy will be covering include: Inclusion as a philosophy; Accommodations vs. Modifications; “Bottom up” support strategies; Teachers’ attitudes toward inclusion; Literacy Ladders vs. Literacy webs; How to create a successful team; Assistive Technology in the general education classroom; Independent Yes/No and A-B-C-D multiple choice – high tech vs. low tech; Motor planning in Autism; Presuming Competence as the Least Dangerous Assumption.

More things to know about Nancy:  Nancy has a Bachelor’s Degree in Communication Studies and Sociology from UC Santa Barbara, and a Masters Degree in Special Education from Chapman University.  She received her certificate in Assistive Technology through the Orange County Department of Education and California State University, Dominguez Hills in 2009. Nancy completed the Mentorship Project for Communication Partner Support through WAPADH in Santa Fe Springs in 2008 and the FC Institute Summer Conference at Syracuse University in New York in 2005 and 2006.  Nancy is a professional member of RESNA and a parent member of TACA.   Nancy’s agency, S.T.A.R. – Supported Typing and Autism Resources, is located in Laguna Hills, CA and teaches those who are unable to communicate verbally an alternative communication strategy using Assistive Technology.

Also, this week, my latest book 41 Things to Know About Autism is being published by Turner, just in time for April – Autism Awareness Month. I wrote this book for the parents who wanted a book to hand their relatives and neighbors so they could ‘get’ what they are living though. It’s a small book and a quick read, great for spreading community awareness.

Holly Robinson and Autism Facts the media is not covering.

Holly Robinson Peete and son

Here’s a post by Holly Robinson Peete  on Huffington Post, Shifting Focus: 8 Facts About Autism the Media is Not Covering that makes some good points.

I like to remind people that when your child with autism hits the teen years, it’s not that their autism is getting worse, it’s that they are now teenagers. Puberty plus autism is a volatile mix!

What Can Be Done to Help With Sensory Processing Challenges?

Headphones

Auditory Integration Training / Photo Rebecca Sicile-Kira

In my last Psychology Today post I discussed sensory processing disorder, and received  comments and  questions from readers.  I had mentioned an article  in The Boston Globe that  mentioned that  a  group of  professionals and parents  was  lobbying to get sensory processing disorder included in the next Diagnostic and Statistical Manual of Mental Disorders. Reader Dr. Joshua Feder wrote in to give us the link where people can provide input:  “Remember, the public commenting on the upcoming DSM-V is still in process and the addition of SPDs is in flux, so if you think it is important you can make your voice heard. Go to http://www.spdfoundation.net/dsmv.html to learn more!

Sensory processing challenges is a hot topic at autism conferences  and this provides me the opportunity of asking adults on the autism spectrum  what we could do to make the sensory aspects of life easier for them, as well as children who may be unable to discuss what they are sensing. I have written up the answers in my book, 41 Things To Know About Autism, and I am mentioning some of them here. Continue reading »

What happens in Vegas……

Jeremy in Las Vegas

Looks like Paris,France - but it's Paris Las Vegas.

When my son Jeremy  was approaching his 21st birthday, one of his support staff, Troy, said that it was time for an all guy trip with his buddies to Las Vegas. Plans were made, and the trip took place at the end of February. The guys–only trip was a success. I don’t know the details – “What happens in Vegas stays in Vegas” as Jeremy spelled out to his math teacher at school who inquired what he did on his trip. I have Jeremy’s permission to post the following picture and what he told me about the trip which is short but sweet:  “I had  way too much fun.”  Obviously, all the guys who went did – there’s talk of making this a bi-annual trip.

What is Sensory Processing Disorder and How Is It Related to Autism?

Earlier this week,  there was an article in The Boston Globe about sensory processing disorder. It stated that a group of researchers, families, and occupational therapists is aggressively lobbying to get sensory processing disorder included in the next Diagnostic and Statistical Manual of Mental Disorders, which is currently being drafted.

Many readers may wonder, what is a sensory processing disorder?

Sensory Processing Disorder (SPD) is a neurological disorder that causes difficulties with processing information from the five senses: vision, auditory, touch, olfaction, and taste, as well as from the sense of movement (vestibular system), and/or the positional sense (proprioception). For those with SPD, sensory information is sensed, but perceived abnormally. Unlike blindness or deafness, sensory information is received by people with SPD; the difference is that information is processed by the brain in an unusual way that causes distress, discomfort, and confusion.

Continue reading »

One Small Step Towards Self-Regulation

How to teach your teen with autism to request a break

Self –regulation is a needed life skill  not practiced  by most teenagers. Often teens on the spectrum need sensory breaks to help them self-regulate, yet some are unable to communicate the need for one. If you are a parent or an educator, you may want to consider teaching the teen to request a break using a “ I need a break” card.

Let’s  say you have a student that you work one-on-one with for a one hour slot of time. Every time you sit down to work with him, after about 20 minutes he gets up and leaves the worktable and there is no holding him back.  What you need to do is teach him to communicate to you when he needs a break,  and allow him  to have  those needed breaks within reason.   Here is one way to do that: Continue reading »

One small step towards self-regulation

How to teach your teen with autism to request a break

Self –regulation is a needed life skill not practiced by most teenagers. Often teens on the spectrum need sensory breaks to help them self-regulate, yet some are unable to communicate the need for one. If you are a parent or an educator, you may want to consider teaching the teen to request a break using a “ I need a break” card. This may be helpful in preventing meltdowns or compliance issues. Teenagers need to be given more control over their time and need to be able to request necessary breaks  in an appropriate manner.

Let’s say you have a student that you work one-on-one with for a one hour slot of time. Every time you sit down to work with him, after about 20 minutes he gets up and leaves the worktable and there is no holding him back. What you need to do is teach him to communicate to you when he needs a break, and allow him to have those needed breaks within reason. Here is one way to do that: Continue reading »