Expert: James Michael Roan - 10/4/2005

Question
Thanks for your thoughtful reply. I'm thinking we could start him out with a computer game and then get him to answer some edu-test questions before continuing the game. That strategy might work.

My main concern is that I use a LOT of distraction and humor to get and keep him engaged. I encourage his six other teachers to do the same. However, I really want him to be functional and adaptive in his adult life. People won't always work with him so much to accomodate his needs. Is he able to understand natural consequences and if so, how could this be presented to him?

I think after reading your e-mail that I really should have a good talk with his speech therapist. He is an adorable little boy who can be quite charming. His speech and language is often very much like a much younger child. This is one reason we all find him so endearing. Despite the "high functioning autism" label, he really doesn't present at all as "aspergery." He does not perseverate on preferred subjects. He is very cooperative when we can keep his attention. He also thinks things through very logically, using process of elimination, when answering multiple choice questions. Other than that, I am unable to assess his level of self-talk. I will ask the speech therapist for her impressions on how much he is capable of, to get further information.

Thanks!

Laura


-------------------------
Followup To
Question -
I am a special education teacher at a middle school in North Carolina. I do not do any pull-out or separate classes. All of our kids are in full inclusion. However, I work with the children in the classroom.

I'm working with an 11 year old boy who has an IQ of 102 and who is high-functioning autistic. Overall, his adaption to the middle school has been outstanding and we really don't see behavioral issues often. However, I have difficulty differentiating when he is displaying an autistic behavior that cannot be controlled and when he is acting out.

For example, while in class he will do his work as long as a teacher or peer keeps him focused on it by calling out his name. But we are a school that uses a lot of technology. At the computer, he does not always cooperate. He will just sit and stare at the computer screen for long periods of time.

At first, we used distraction and humor to get him focused again. For example, letting him play with a shiny bracelet when he answered a question at the computer worked for a while. Also, using hand puppets worked. Today, he refused to do any work at all, made "angry faces" at me and balled up his fists.

Another special ed teacher commented that he seems to "turn it off and on" as far as cooperation and we should make him aware of consequences. So, I did and he remained oblivious.

If he does not complete work at the computer, he must return to complete it because it is related to standardized testing. It's a school requirement. We cannot modify that. So, we bring him back to the computer lab, he sits and does nothing while missing his regular school work, which we have to help him make up. I explained to him these natural consequences, to no avail.

I'm at a loss at the moment with what to do next.
Do you have any suggestions?

Thanks!
Answer -
Hi Laura;

Sorry to take so long to return your message.

This is a common problem with children with autism. They appear to possess a skill one day but not the next. Not being there, I would hazard to guess that the computer work is not meaningful for him. I know that is obvious to you! How high is his expressive and receptive language? A child's ability to "process" artificial or nonnatural consequences such as exist at school are really dependent on his skill at self-talk, which is a direct function of his expressive and receptive language ability. Is it possible to provide him with some fun computer activities that could precede then follow district requirements? I know this is a tough one. Are you not allowed to exclude him from this testing since it relates to his disability? Let me know what you think.

Kind Regards,
James

Answer
Hi Laura;

Happy to do what I can. Yes, I'm sure he can understand natural consequences, and if you arrange the contngencies in a predictable way, he'll figure it out. It's sounds like you've been working really hard for him. He's very lucky to have such a strong advocate.

Kind Regards,
James