FACE AUTISM: SCHOOL AND PARENTS

 
Due to the media speculation that Adam Lanza, the suspect in the recent Sandy Hook Elementary School tragedy, may have been affected with Asperger Syndrome, concern has developed on several fronts. Of immediate  concern is fear that students returning to school who have been previously identified with having an Autism Spectrum Disorder may now be stigmatized, especially those who may exhibit meltdown behaviors in the educational setting.
The politically incorrect question on everybody’s mind is, “Are students with ASD dangerous when they have meltdowns and might this behavior lead to another Sandy Hook kind of incident at our school?”
Some general response in recent news media include:

• “There is absolutely no evidence or any reliable research that suggests a linkage between autism and planned violence.” The Autism Society of America, 12-16-12.
• "Having Asperger’s or the autism spectrum in your life—as an individual, a parent...etc.—does not carry any bearing with whether or not you will become (for lack of a better term) "a good person" in this life. While the majority of statistics prove that we are infinitely more prone to be the victims of violence than the perpetrators of violence, we are not immune from becoming people capable of making terrible, horrible choices. No one is.” Michael John Carley, GRASP, 12-14-12.
• "Aggression and violence in the ASD population is reactive, not preplanned and deliberate." Dr. Max Wiznitzer, a pediatric neurologist and autism expert at Rainbow Babies and Children’s Hospital in Cleveland, "Groups: Autism Not To Blame for Violence" CNN, 12-17-12.

In my work with school districts across country and into other countries this is the protocol I use when asked to evaluate and recommend a plan of action for students with ASD who have severe meltdown behavior:

1. Ensure an interactive visual schedule and implementation of sensory regulation based on individual sensory needs is implemented for 2-4 weeks to stabilize the student. (Endow, 2011) Often times once regulation needs have been met and the student is stabilized most of the behavior fades away.
2. If some meltdown behavior remains evaluate whether behavior is escalating in nature or not.
3. Use Outsmarting Explosive Behavior (Endow, 2009) or a similar system to map out the stages of escalating behaviors. This is important because the explosive behavior is best prevented the earlier it is noticed. Once at the height of the behavior the fight or flight response has been triggered, making it impossible to persuade the individual stop the behavior. Nobody acting off survival instinct will be able to stop a behavior they are using regardless of what you do to try to get them to stop. If you understand the stages that come before the explosion stage you will be able to intervene. The earlier you notice the more likely you can support and intervene for successful outcome.
4. If behavior is not escalating in nature do a Functional Behavioral Assessment and proceed with that protocol.
5. Use tools like the Ziggurat Model (Grossman & Aspy, 2011) and the Comprehensive Autism Planning System (Henry & Myles 2007) to provide comprehensive evaluation, purposeful meaningful support, and optimal implementation of support strategies across the school day.

To avoid stigmatization of students on the autism spectrum in light of the recent media reports:

• Make sure staff understand the above quotes from recent autism organizations in response to this situation. Tell staff where to go with student specific concerns or questions on this subject.
• Address any student’s fear of another student with ASD. Find out what the fearful student believes to be true. Mitigate any unfounded fears with facts. Also assure the fearful student that staff will keep all students at your school safe.  Check in with this student periodically to ensure his/her fear has been alleviated and if not, refer on for proper counseling to address the situation.
• If concerns related to the Sandy Hook School shooting comes up at your school be open about it with the students.
• Instruct staff to watch for and report any teasing or bullying of students with ASD or other disabilities along with not tolerating it and stopping it in its tracks.
• Together we have witnessed a horrifying terror unleashed at one our nation’s schools. It will undoubtedly have many repercussions amongst the surviving school children and staff across the nation. Together we must go forward, ensuring the best outcomes for all students and staff as we ring the bell to start each new school day.

How parents can make the biggest difference in helping their child communicate

As a parent of a child with autism, you know your child best. You know that he has special strengths, abilities and interests.  You’re also aware of the people, places and things that make him comfortable, as well as those things to which he is most sensitive.  As for your child, he will be most at ease – and therefore most open to communicating – around the people with whom he has a strong bond and in the environments with which he is most familiar.
This puts you, the parent, in the best possible position to encourage your child to learn new communication skills.  Studies have shown that when parents interact with their children in specific ways that motivate, encourage and support their child’s communication, they can make a significant difference to their child’s overall social and communication development.

Every moment of your child’s life provides an opportunity for you to help him learn to communicate. By taking advantage of the everyday routines and activities you’re already doing with your child, you can help him learn many important skills that will make connecting with others and making friends much easier.

Using the research to help parents

Our speech-language pathologists have simplified the research on what helps children with autism communicate by “translating” it into practical communication strategies that parents can easily use with their children during everyday routines and activities.
Here are just a few of the research findings which guided the development of Hanen programs and resources for parents of children with autism:

• Learning happens naturally – Children learn to communicate best during everyday conversations and activities with their parents and other important adults.
  

• The first step in intervention is to get children to pay attention to the person they are interacting with.
  

• Children with autism learn and communicate best when they know what to expect, so adding structure to everyday routines is crucial. 
  

• Children who are involved in conversations about the thoughts and feelings of others start to tune in to what other people are thinking (often referred to as having a “theory-of-mind”).  This kind of thinking is central to a child’s ability to have successful interpersonal relationships.
  

• With the right vocabulary, children not only talk differently, but they also begin to think differently. They begin to see the importance of listening to other people’s ideas and perspectives.