Why Do They Do That?Why Do They Do That?

Understanding and Understanding and Supporting People with Supporting People with

Autism SpectrumAutism SpectrumDisordersDisorders

Barbara T. Doyle, MSBarbara T. Doyle, MSClinical Consultant, Author, Clinical Consultant, Author,

Family MemberFamily Member

Why Do They Self-Isolate?Why Do They Self-Isolate?Can be overwhelmed with stimuliCan be overwhelmed with stimuli

Lack the social skills to interactLack the social skills to interact

Can remember many failed social episodesCan remember many failed social episodes

Find it hard to understand languageFind it hard to understand language

Cannot read the non-verbal cuesCannot read the non-verbal cues

Cannot follow the shifting conversationCannot follow the shifting conversation

Cannot predict the actions of others, so are Cannot predict the actions of others, so are often surprised (shocked?) by what happensoften surprised (shocked?) by what happens

To Address This:To Address This:

Create opportunities to interact with fewer peopleCreate opportunities to interact with fewer people

Keep the interaction about a liked topic or activityKeep the interaction about a liked topic or activity

Create a social routine that they can followCreate a social routine that they can follow

Have social opportunities in their most comfortable Have social opportunities in their most comfortable placeplace

Control the noise and lighting during social Control the noise and lighting during social interactionsinteractions

KISS: keep it short, Sweetheart!KISS: keep it short, Sweetheart!

Why Do They Want Things to be Why Do They Want Things to be The Same?The Same?

Cannot predict what others will doCannot predict what others will doMay not understand what makes things May not understand what makes things happen: happen: poor cause and effect understandingpoor cause and effect understandingEverything new surprises or shocks themEverything new surprises or shocks themMay not understand what we say about May not understand what we say about changes that are comingchanges that are comingMemorize their world so they CAN predictMemorize their world so they CAN predictRote MemoryRote Memory is a great strength for them! is a great strength for them! (same way every time…)(same way every time…)

To Address This:To Address This:Use a daily, handwritten, simple schedule Use a daily, handwritten, simple schedule list (no pictures or computer needed)list (no pictures or computer needed)

Use a Personal CalendarUse a Personal Calendar

Use Task ListsUse Task Lists

These are explained in your Visual These are explained in your Visual Strategies handoutStrategies handout

Try Object Schedules (you have a handout Try Object Schedules (you have a handout for this too.)for this too.)

Why Do They Ask The Same Why Do They Ask The Same Questions Repeatedly?Questions Repeatedly?

A “working memory” issue: cannot A “working memory” issue: cannot remember one thing, while doing something remember one thing, while doing something elseelseMay not be able to comprehend a familiar May not be able to comprehend a familiar statement if there is statement if there is competing stimulicompeting stimuliMay be trying to initiate and have no other May be trying to initiate and have no other way (social skills deficits)way (social skills deficits)May be seeking a different answer (poor May be seeking a different answer (poor cause and effect understanding)cause and effect understanding)

To Address This:To Address This:Add information to your answer such as a Add information to your answer such as a picture, gesture, object, word card, etc.picture, gesture, object, word card, etc.

Eliminate competing stimuli while talkingEliminate competing stimuli while talking

Write down the answer. When they ask Write down the answer. When they ask again, read the answer to them. When they again, read the answer to them. When they ask again, read the answer to them. When ask again, read the answer to them. When they ask again…they ask again…

By then, answer will go from working By then, answer will go from working memory to short term memory to short term Rote MemoryRote Memory (a (a strength!)strength!)

Why Don’t They (seem to)Why Don’t They (seem to)Care About Our Feelings?Care About Our Feelings?

They might care, but can’t show it!They might care, but can’t show it!

Cannot read non-verbal cues: how do they Cannot read non-verbal cues: how do they know what your feelings are?know what your feelings are?

Cannot interpret tone of voice and body Cannot interpret tone of voice and body language: how do they know your feelings?language: how do they know your feelings?

Difficulty taking the perspective of another Difficulty taking the perspective of another (brain-based “Theory of Mind”) Explained in (brain-based “Theory of Mind”) Explained in your handout “your handout “Understanding and Supporting Understanding and Supporting People with ASDPeople with ASD””

To Address This:To Address This:Explain this to others!!!Explain this to others!!!

Teach the person with ASD what to DO to Teach the person with ASD what to DO to show caring: give a tissue to someone who show caring: give a tissue to someone who is crying, pat a person on the shoulder, is crying, pat a person on the shoulder, make a card or gift for someonemake a card or gift for someone

Tell them how to respond instead of what to Tell them how to respond instead of what to think or feelthink or feel

Compare the feelings of others to their own Compare the feelings of others to their own experiencesexperiences

Why Do They (seem to) Refuse To Why Do They (seem to) Refuse To Communicate?Communicate?

Competing stimuliCompeting stimuli

Word retrieval issuesWord retrieval issues

Fear and confusion: primary states of mindFear and confusion: primary states of mind

Inconsistency of performance across people, Inconsistency of performance across people, places and activities places and activities

Sensory overloadSensory overload

Misreading or missing social cuesMisreading or missing social cues

Massed practice with communication methodsMassed practice with communication methods

Taught to be “responders”Taught to be “responders”

To Address This:To Address This:Teach communication methods in the real Teach communication methods in the real time, with the real materials, in the real time, with the real materials, in the real place, with the real outcomesplace, with the real outcomes

Learn Structured Waiting: if you wait, the Learn Structured Waiting: if you wait, the words might come.words might come.

Clarify with visual aidsClarify with visual aids

Control competing stimuliControl competing stimuli

Be responsive to Be responsive to allall communicative signals, communicative signals, not just speechnot just speech

Why Do They Flap, Rock, Spin, etc.Why Do They Flap, Rock, Spin, etc.

Repetitive movements are diagnosticRepetitive movements are diagnostic

May provide some comfort because it is May provide some comfort because it is familiarfamiliar

May be a coping strategyMay be a coping strategy

May activate parts of the brain needed for May activate parts of the brain needed for comprehension and participationcomprehension and participation

May increase breathing and circulationMay increase breathing and circulation

May combat boredomMay combat boredom

To Address This:To Address This:If not harmful, don’t always interfere If not harmful, don’t always interfere

Take data. Determine the function of the Take data. Determine the function of the movement. Use the Data Collection Form to movement. Use the Data Collection Form to look for look for patterns and trendspatterns and trends

If data indicates a possible function, try If data indicates a possible function, try substituting a more typical movementsubstituting a more typical movement

Give time when a person can have freedom Give time when a person can have freedom of movementof movement

Increase ALL kinds of physical activity (this Increase ALL kinds of physical activity (this has benefits too numerous to mention!)has benefits too numerous to mention!)

Why Do They Get Overly Focused?Why Do They Get Overly Focused?It is diagnostic to ASD. Not done on purpose to It is diagnostic to ASD. Not done on purpose to annoyannoy

May like the familiarity and sureness of the favorite May like the familiarity and sureness of the favorite topic (Give me two reasons why, please.)topic (Give me two reasons why, please.)

Certain things make sense to the person while Certain things make sense to the person while others do notothers do not

Shifting focus at the lead of another is so hard for a Shifting focus at the lead of another is so hard for a person with ASD. Can get “Stuck” on a topic.person with ASD. Can get “Stuck” on a topic.

Might block out other disturbing stimuli when focused Might block out other disturbing stimuli when focused on preferred item or topic. Could be a coping on preferred item or topic. Could be a coping strategystrategy

To Address This:To Address This:It is diagnostic and developmental. Don’t It is diagnostic and developmental. Don’t describe with mental health terms like describe with mental health terms like obsessive and perseverativeobsessive and perseverative

Interests are open pathways for learning and Interests are open pathways for learning and socialization. Use, expand, or re-route socialization. Use, expand, or re-route interests. interests. See your handout on this.See your handout on this.

Find others who share the interestFind others who share the interest

Share time listening or participating in the Share time listening or participating in the interestinterest

NOW WHAT?NOW WHAT?

Now that you understand why, what are Now that you understand why, what are you going to change about what you do?you going to change about what you do?

Take a moment and think or talk about Take a moment and think or talk about what changes could be made where you what changes could be made where you work to better accommodate people with work to better accommodate people with autism spectrum disorders.autism spectrum disorders.

ISBN 1-932565-07-8 ISBN 0-9768222-0-2

www.asdatoz.com ASA Book Award 2006!

Thank you for all you do!Thank you for all you do!

Let me hear from you!Let me hear from you!

To contact me:To contact me:

Barbara T. Doyle, M.S.Barbara T. Doyle, M.S.Phone 708-966-4683Phone 708-966-4683

barbaratdoyle@gmail.combarbaratdoyle@gmail.comwww.barbaradoyle.com