7 Tips for Communicating with a Nonverbal Autistic Patient

Posted on April 26, 2017 by SpiritOfAutism

Just because a person can’t speak doesn’t mean they have nothing to say.

Communication is a basic human need. In fact, it falls fairly predominantly in the middle of Maslow’s Hierarchy of Needs, under “Social Belonging.” The ability to communicate makes it possible to exchange opinions, thoughts and meanings, enabling us to express ourselves and show our own points of view.

Autistic people with little to no speech have the same communication needs as the rest of us! As I teach in my autism training for emergency responders course, there is a huge misconception that being a nonverbal autistic is synonymous with “low functioning” autism, or even having a low IQ. In my experience, this couldn’t be further from the truth.

Nonverbal people often have extremely vibrant imaginations, intense emotions, passionate interests and a brilliant intellect. They just have to work a little harder and more creatively to convey these things in a neurotypical society that relies on spoken words and often-misread body language.

Communication on scene

When you arrive on a scene as an emergency responder, communication with your patient is vital. Where I work, I frequently face language barriers, making it challenging to obtain key information in order to treat the patient with the right protocols and do no further harm. The situation is magnified because the patients and their family members typically don’t understand what I am asking them, nor can they communicate what they are feeling and experiencing, and what medical interventions they need from me.

That’s one advantage (and another debunked myth!) of communicating with a nonverbal person on scene – nonverbal DOES NOT EQUAL non-hearing. This is a huge plus when your patient understands what you are asking.

Knowing this, here are some tips to communicate with a nonverbal autistic on scene:

Use the caregiver. Find out from the caregiver if you can: what is their primary means of communication – what kinds of body language are they familiar with? Do they clap for yes? Do they use sign language? Gestures? Most times, family members are a WEALTH of knowledge on scene when it comes to autism.
Seeing eye to eye. People with autism may not give you direct eye contact, but simply sitting or kneeling so you are at the same level as your patient speaks VOLUMES in gaining rapport. Sometimes that’s all it takes to help alleviate the fear of an emergency situation, therefore helping to get the person out of defense mode and more able to communicate with you in their own way.
Narrate. It may sound silly, but even if you can’t communicate with your patient and get no response whatsoever, remember THEY CAN HEAR YOU. Unless it’s a critical patient, I will always announce exactly what I’m about to do to a patient, and continue to ask questions as I’m doing it, looking for any sign of understanding in their face or body language.
Offer choices. Asking a nonverbal patient, “Do you want X (and point to or hold up what you are referring to) or Y? (point to or hold up the alternative choice)” can open lines of communication and help them feel more in control of the situation. Remember, the less they feel in control of what’s happening around them, the more a complete shutdown of the nervous system is imminent.
Pen and paper. Simple, simple, simple… always keep a notebook and pen in your pocket! Sometimes even adults with autism that are verbal lose their ability to communicate under distress. The opportunity to write down their needs can make the scene run safely and smoothly.
The Sign Expressions Language Mini Chart for Emergencies. This mini chart includes photos, words, and phrases to help facilitate communication during an emergency, including HELP, INTERPRETER, ALLERGIES, the Alphabet (Spanish and English) and Numbers. Our trilingual sign language mini chart is pocket sized (4″ by 6″) and include many important words to use during an emergency situation by First Responders, Health Care Professionals, and many others.
Phone it in. Okay, not literally, but… our smartphones have become almost necessary on scene these days. They help us with language interpretation, drug calculations, pregnancy due dates, and of course, patient reports en route to the hospital. It may be helpful to also have an app for nonverbal autistics on your phone. Here is a list of apps available through iTunes, as well as Google Play.

Over to you…

Have you encountered a nonverbal autistic child or adult on scene? What worked for you? Share by commenting below!

Autism Tips for Emergency Responders: Stop Echoing Me!

Posted on January 19, 2017 by SpiritOfAutism

Have you ever had that one annoying sibling when you were growing up that would torture you all afternoon by repeating EVERY. SINGLE. THING. YOU. SAID? No matter what you did, you couldn’t get them to break. It was like Chinese water torture.

Whether an autistic person is verbal or nonverbal, you may encounter the same behavior on a scene… from an adult. You ask them for their name, some ID, and other typical questions, and all you get back are echoes of what you’re asking. What’s your first reaction? “This smart *** is being non-compliant! WTH!”

I assure you, even if you witnessed them speaking in complete sentences prior to your standard questioning, the anxiety and distress an autistic person experiences during an encounter with public safety can result in the loss of their ability to articulate at all.

It may appear that they are being disrespectful but they are NOT. They are trying to communicate the only way they know how. It’s called echolalia.

What Exactly is Echolalia?

Echolalia is the repetition of phrases, words or parts of words. Naturally, younger children, while learning to talk, will “parrot” what they hear as part of the process. That’s not what I’m referring to.

There are two types of echolalia. You may be on scene with a teen or adult that is repeating back everything you are asking them instead of giving you direct answers. This is called “Immediate Echolalia.” For example, if you say, “Do you have any ID?” the person may immediately reply with, “Do you have any ID?” It will typically be in the same tone and inflection that you used.

By repeating back words, the person is actually demonstrating that they can hear you accurately, but may not immediately comprehend what you are saying.

According to friendshipcircle.org, some adults with autism explain that immediate echolalia is a way of communicating, “I heard what you said, and I’m still processing it.” Immediate echolalia is an attempt to remain in a conversation and give an on-topic answer, before the meaning of the conversation is fully grasped.

How do you support increased comprehension? Use visual aids, and involve as many senses as possible, but be careful not to overload them with too much sensory input. Also be aware that if you are offering two choices and the person verbalizes the second choice, they may be REPEATING the last thing you said, not actually answering your question or making the choice.

Delayed Echolalia

Back to the scene, you may ask, “Do you have any ID?” and the person may respond, “Cheeseburger,” or a punchline from a joke or TV show. This is called “Delayed Echolalia.” A person with autism typically likes to memorize and recite catch phrases, verses, portions of historical speeches, or funny scenes from their favorite commercial or movie. Unlike a neurotypical person that will retrieve a funny one-liner from a movie and throw it out for humorous effect in context, delayed echolalia will rarely be relevant to the conversation at all.

My son seems to have a new catch phrase almost monthly. We’ll be walking the dogs together and a neighbor will wave and say, “How are you?” My son might reply, “I am a person.” because that’s what he’s been saying all month, regardless of what the conversation entails. It will be his answer to everything until he finds a new catch phrase to repeat.

You should hear the variety of responses we get to that

Sometimes delayed echolalia occurs because it’s calming the person’s nervous system, a form of self-stimulatory behavior. Typically, however, it stems from wanting to participate in conversation but being unable to fully understand the content of what’s being discussed.

As easy as it is to assume non-compliance, it’s critical to realize that both versions of echolalia represent a desire for inclusion in conversation.

Share in the comments below if you’ve experienced echolalia with anyone before!

Autism and the Criminal Justice System

Posted on September 27, 2015 by SpiritOfAutism

During the introduction of my Autism Training for Emergency Responders class I talk about how special needs individuals are seven times more likely to interact with first responders, usually due to wandering, comorbid medical conditions and severely escalated behaviors that may mimic mental illness, drug abuse or just plain non-compliance.

What happens when someone with autism enters the criminal justice system? There are currently no statistics going beyond interactions in the field, but it certainly does provide a challenge and opportunity for myriad complications.

Problems with sensory overload, poor understanding of sarcasm, idioms and exaggeration as well as non-verbal communication such as facial expressions and body language can foster inappropriate responses that lead to trouble for the autistic individual. Add to the mix their trusting vulnerability and inability to deal with changes in routine or structure and people with autism often get into trouble without even knowing they committed an offense.

I’m not saying that someone with Asperger’s or autism will NEVER intentionally break the law, but so often these situations get easily misconstrued. The individual may have technically committed an offense, though the criminal behavior might have been an act of impulsivity, with no intent to do harm.

My son will repeatedly make a threatening or, at the very least, rude remark to me and then is shocked when I get upset with him. He has learned to apologize when I tell him he was hurtful or inappropriate, yet he has no idea WHY he’s apologizing because in his mind, he simply made a truthful or logical statement. Or he was repeating something he heard but has no idea what it actually means.

These kinds of “processing differences” could lead to him getting in trouble with the law down the road. The Asperger/Autism Network cites examples of unintentional offenses such as:

Making threatening statements
Inappropriate sexual advances
Being an accomplice to a crime due to the influence of false friends
Making physical outbursts in a public place or within the community

Criminal justice professionals may observe a high-functioning autistic person as appearing “normal” then diagnose their seemingly odd behaviors – such as lack of eye contact, changing the subject and blunt honesty – as disrespectful, evasive and belligerent. Sometimes someone with autism uses loud vocal tones, repetitive motions and laughter as a way to cope with both the anxiety of the situation and the overwhelming sensory environment, which is often misread as guilty and remorseless behavior.

The following strategies will help prepare you for successful interaction and communicating:

Approach the person a quiet, non-threatening manner
Allow more time for processing questions and delayed responses
Do not interpret limited eye contact as deceit or evidence of guilt
Avoid phrases that have more than one meaning or may cause confusion when taken literally, such as “Are you pulling my leg?” or “What’s up your sleeve?”
You may need to repeat or rephrase your question
Stick to narrative style questions rather than “yes” or “no” type questions – they are more reliable
Be prepared to write down or draw out the question for visual processors
Be patient – avoid becoming emotionally aroused and upset
Be aware of sensory processing issues: keep lighting low, limit distracting images, eliminate the presence of non-essential personnel, avoid using perfume or aftershave if possible, and avoid touching the person unless absolutely necessary
Seek assistance from objective professionals that are familiar with autism

Most police departments have a Crisis Intervention Team, which staffs a psych nurse and an officer trained in psychiatric crisis management. They have many tools available to them that other officers may not. If you suspect autism, seek assistance from department assets such as a mobile crisis team or unit early on in the legal intervention, as they can help identify if the person may require special assistance from psychiatric professionals.

Trix Are for Kids, Autism is Not (Only)

Posted on August 30, 2015 by SpiritOfAutism

image courtesy of freedigitalphotos.net

When I first began my Autism Training for Emergency Responders journey, my presentation focused heavily on children with autism, as that was my personal experience. This, of course, is well needed, but with 50,000 autistic teens transitioning into adults each year (with very few resources to aid that transition), my teaching has expanded immensely. Especially knowing that people with autism are seven times more likely to interact with emergency responders.

I have two teenagers – 13 and 17 – on the autism spectrum. My daily contemplations and challenges have gone from, “Please stop climbing on that thing, we’re going to get thrown out!” to, “Am I providing enough support to teach you the life skills you need as a young adult?”

Additionally, my 13 year-old is seven inches taller than me, has a mustache, and wears men’s large clothing (when he wears clothing at all). Despite his level of comprehension and response in an emergency situation, his size alone would warrant him being treated like an adult on scene, which has the potential to go downhill very quickly.

In 2000, 1 in 166 children were diagnosed with a form of autism. That figure has been climbing ever since, as we are now looking at 1 in 68 (1 in 42 boys). Here in metro Atlanta, that’s one child on every school bus. 1 in 42 boys will grow up to be 1 in 42 men.

You do not “grow out of” autism. Sure, with the right support and tools you can learn coping skills and methods to help improve your day-to-day living. But autism doesn’t magically go away when you turn 21!

The Centers for Disease Control says that the number of adults living with autism is expected to climb by about 700 percent by 2030. From 1990, when adult stats were first taken, the number of adults being diagnosed with autism has nearly tripled.

This does not even include the number of parents who, after receiving an autism diagnosis for their child, came to the realization that they, too, have autism but were never diagnosed.

Recognizing Adults with Autism On Scene

Emergencies are stressful for everyone! An adult with autism may react in ways that appear odd or threatening to a responder. It can be more challenging to identify on scene, and responders can be caught off guard if someone goes from “having it all together” to a complete autism meltdown in a short amount of time.

Remember, we always treat the patient or victim, not the diagnosis. However, here are a few common traits or behaviors that might help you recognize that your patient or victim has autism.

Body language/facial expression challenges. Neurotypical people often easily express themselves, including verbal and non-verbal methods. Adults with autism have significant challenges when it comes to interpretation and displaying types of non-verbal communication. They have trouble maintaining eye contact, interpreting facial expressions, and using motions and gestures. Remember to use direct words that have only one meaning when communicating so there is less chance for misinterpretation.

Sensory Processing challenges. Individuals with autism have either extreme or inefficient sensitivity when it comes to stimuli. While some autistic adults have learned to cope with sensory issues in their daily routines, an emergency situation will involve a ton of new smells, sounds, input, and sights, and they may be unable to process these sensory details adequately. Remember to reduce sensory triggers if at all possible (e.g., turn off lights and sirens, remove unnecessary personnel).

Empathy challenges. Adults with autism struggle with showing shared sensitivity of feelings with others and have difficulty processing others’ perspectives. On scene, this could present as if someone is “cold” or doesn’t care about the outcome of a family member, or sometimes even themselves.

It is typically taught that people with autism are incapable of employing “theory of mind,” or, in other words, unable to imagine anyone else’s thoughts and feelings. Empathy is more complicated than that. There is cognitive empathy, the ability to read other people’s feelings, but there is also affective empathy, the ability to share other people’s feelings. Just because someone with autism may not have the social/cognitive skill to read someone else’s feelings doesn’t mean they can’t feel someone else’s pain. Do not assume that a person’s inability to interpret nonverbal cues means that they don’t care and lack empathy.

Verbal challenges. Up to 40% of adults with autism never learn to speak. If they are verbal, they may have trouble maintaining a conversation, expressing their needs, or processing thoughts appropriately. Remember to look for or provide alternative communication methods if possible (pen and paper, sign language, smart devices).

Uncommon preoccupations. Many people with autism are extremely knowledgeable about certain topics, such as aviation, engineering, word origins, video games, or old movies. They may demonstrate hyper-focus on a particular area of interest, while showing complete disinterest or inability to follow along with other topics. If you are having trouble completing your patient survey or interview, try to engage the person in the topic they are preoccupied with to start the conversation rolling. Once you have gained rapport, you can gradually “fold in” the questions you need answered.

Routine challenges. Routines and rituals are very important to people with autism. They help to maintain order and predictability in their daily lives. This can be a challenge on scene, as most emergencies are not part of a schedule! You may need to swiftly remove someone from a dangerous situation or separate them from their caregiver depending on the emergency. If the scene is safe, allow them to maintain as much of their routine as possible. When you cannot, take a minute first to explain to the person what is about to happen before you act.

Weekly Autism Tips for Emergency Responders: ICE4Autism Interview

Posted on June 21, 2015 by SpiritOfAutism

I’m so excited to have connected with Wanda Refaely, creator of ICE4Autism, the only Autism-Specific In Case of Emergency (ICE) App. This awesome app provides first responders and medical personnel with actionable information quickly and effectively.

For families,

it’s a fantastic way to be prepared for situations that we never think will happen but, in reality, could. Some features include:

How you communicate — includes a drop down menu of commonly used communication devices and languages, and a place to describe how you communicate and want to be communicated with
Your unique behaviors and triggers — includes a drop down menu listing behaviors commonly associated with autism PLUS the option to enter your own details including telling first responders and medical staff how best to respond to make YOU more comfortable
Important Treatment Information — describe any issues, concerns and sensitivities that could be vital to YOUR proper care and overall comfort level AND describe ways to reduce your anxiety

ICE4Autism can also send an emergency alert text message — including your GPS location and a link to your location pinned on Google Maps — to your designated emergency contacts. Parents, spouses, caregivers and service providers can come to your side, advocate for you and help you through the ordeal.

For responders,

simply launch the ICE4Autism mobile app and you as a first responder, ER doctor, nurse or administrator have immediate access to the critical the information needed to treat the patient properly while helping to reduce what is sure to be a heightened level of anxiety.

Emergency situations are challenging for everyone. But add in sensory, communication and behavioral challenges, and an emergency can turn into a disaster for a person with Autism and the responders trying to help them.

Below is the video interview I did with Wanda, as well as the screen shots she mentioned in the broadcast. Please feel free to like and share the video, you’ll help more people be prepared for emergencies!

Weekly Autism Tips for Emergency Responders – Patient Assessment

Posted on May 31, 2015 by SpiritOfAutism

During a standard assessment in a conscious patient, we rely heavily on the patient’s communication – why EMS was called, what hurts, what happened, etc. This can become complicated when assessing a patient with Autism. Even a high-functioning, verbal Autistic patient may or may not physically feel pain. Sensory processing issues often include difficulty interpreting temperature and pain, and it’s hard to assess someone who can’t tell you what hurts!

Abnormal pain interpretation can sometimes mean a minor scrape or ache is perceived as a trauma or a major injury completely ignored. Traditional OPQRST surveys are not particularly reliable when someone has little sense of where their body ends and space begins and, most likely, what they ARE experiencing is not consistent with what you are observing on scene. Throw in communication deficits and sensory overwhelm of lights and sirens and being surrounded by strangers… patient assessment can be a sticky-wicket indeed.

The first thing you can do is try to remove sensory triggers if possible – remember that an ambulance setting can be extremely overwhelming for someone with Autism but so can the scene itself. Keep the scene as quiet and calm as you can.

Use the parent or caregiver and all the information they have to offer. Believe me when I tell you that most Autism parents have done their homework and know a great deal about their child’s challenges and medical issues. Establish a baseline behavior status to help in your assessment. I purposely did not say “baseline mental status” here because Autism is NOT a mental illness. While it is also not a behavioral issue, unfortunately we must rely on behaviors to help us identify Autism on a scene.

Remember that being touched may be perceived as pain, so do your best to engage the patient while triaging from distal to proximal. A Dollar Store slinky has done wonders for me – it distracts my patient while I get 85-90% of my assessment done before they realize what’s happening. (Don’t ever give a patient your cell phone or keys for this purpose, FYI!) Communicate what you are doing, whether they are verbal or not. A nonverbal patient can still hear and understand you. Bandages and adhesives may cause aggression due to sensory processing issues.

Assess thoroughly – look for less obvious injuries and DO expect the unexpected. Not long after I finished my first responder training, my son came running out of his room one evening screaming and raking his tongue. I quickly tried to figure out what was happening – did he bite it? Get stung or bitten by a bug he ate? Was there a toy in his mouth? In his other hand, I saw the glow-in-the-dark necklace from our earlier outing at Stone Mountain… bitten in half. The glowing liquid was all over his tongue and it was burning him. There was nothing about that in my first aid and responder manuals It was fine, by the way, Poison Control cleared him, but I never would have imagined looking for that kind of injury. Or the backward tumble out of the shopping cart at the grocery store, or the many times he’s wandered from school settings… but I digress.

Finally, during your assessment be aware of severe food and drug allergies as well as Pica Syndrome. Parents and caregivers are the best fountain of information, but in absence of that resource, there may be alternative IDs or apps that can provide you this valuable information in a snap.

Share your assessment tips and experiences – parents or responders – below. I love hearing from you!

A Different Kind of Social Story

Posted on September 6, 2014 by SpiritOfAutism

Butch trying to hide from my son. He doesn’t quite fit in his safe place anymore!

I have a serious problem at home right now. My son spends a lot of time on his computer (no surprise there to any of you, I’m sure!). During these times of programming, learning, chatting, and playing games a lot of energy builds up inside of him. His current way of releasing the energy and handling “boredom” during breaks is to constantly tease one of our Huskies.

His favorite thing to do is to immediately corner the pup (and by “pup” I mean our 100-pound boy who was the runt of the pack!) and start grabbing his fur or poking him until he starts snarling. Justin loves the snarl face. But he doesn’t stop there. He perpetually snaps at him with his hands until the puppy snaps back with his mouth. Getting his hand away just in time is a game for my son. Unfortunately, it’s a dangerous one.

While Butch, being more Malamute than Husky and more laid back, would never intentionally hurt my son or be aggressive toward him, dogs have a threshold for teasing. In my county, if a dog bites someone they are immediately removed from the home and euthanized without question. Of course, Butch has never hurt my son to date, but I know as a parent and a dog owner that the possibility of my son going too far lives in the back of my mind and it could have a very bad outcome.

I have tried explaining to Justin that Butch would get taken away and put to sleep (and to someone with Autism that means literally what it sounds like – someone making him take a nap). I have warned him numerous times that he could get hurt very badly. No amount of punishing, yelling, bargaining, or social stories have persuaded my son to stop teasing the dog.

Then I remembered a recent video blog by Carla Butorac about an app called My Talking Pet. This gave me an idea!

Using a communication style called NVC, I wrote a short script as if Butch were telling Justin how it makes him feel when he is constantly teased. NVC is best explained this way from NonViolentCommunication.com:

Most of us have been educated from birth to compete, judge, demand and diagnose — to think and communicate in terms of what is “right“ and “wrong“ with people.

We express our feelings in terms of what another person has “done to us.” We struggle to understand what we want or need in the moment, and how to effectively ask for what we want without using unhealthy demands, threats or coercion.

NVC provides a “template”, or a four-part process to an empathetic and compassionate communication style. I’ve been told by Autistic adults that NVC’s template really helps solve some communication riddles for them, as it’s like a linear formula that can help express feelings and needs in a safe way.

The four-part process starts with Observations: “When I (see, hear, notice)…” followed by your Feelings about the observation: “I feel…”. Next you state your Needs: “… because I need/value…” and finally presenting a clear, doable Request without demanding: “Would you be willing to…?”

I decided to give it a shot. Here is the video that Butch made, asking Justin to stop teasing him using this clear and compassionate communication style.

Keep in mind that we continue to experiment with physical ways for Justin to release energy and get more exercise. One way is using Adventure to Fitness videos (also found on Carla’s wonderfully resourceful Blog), which I’ll be talking more about on my Web TV show this week. Stay tuned for more about this great fitness program for your kids!

In the meantime, are there ways you are demanding a behavior from your child that they keep resisting? Could you reframe it with the NVC template and try again? Let me know your thoughts by commenting below!

Puberty, Autism and Emotional Shutdowns

Posted on April 17, 2014 by SpiritOfAutism

“The universe hates me!”

My son came stomping out of his room and collapsed onto the floor, heaving a huge sigh of frustration.

Unfortunately, this is not a new scene in my house, as I also have a 16-year old daughter. ‘Nuff said. But more importantly, puberty and autism can create a vicious cocktail that seems to bring on extremely magnified sensory issues, increased hyperactivity, regressive behaviors, and a whole lot of unexplained emotions. My boy just turned 12, but we started experiencing a profusion of puberty related issues as early as nine.

“The universe is incapable of hating, sweetie. What’s wrong?”

Evidently he had built a statue of his Minecraft skin in one of the game’s worlds and he told me that his friend destroyed it. Minecraft is a unique multiplayer computer game where you learn survival skills and build custom worlds. The creative and building aspects of Minecraft allow players to build constructions out of textured cubes in a 3D world.

First and foremost, I was extremely proud of his ability to articulate to me that he was upset, the reason he was upset, and that he had worked very hard on the statue and it had taken him a long time. This is a HUGE milestone for us! But before we had a chance to begin talking about it, everything started going wrong for him. Everything he touched seemed to break or malfunction. He tried to pet the dogs and they ran away from him. His sister yelled at him for seemingly no reason.

I know from experience that when you have the “everything sucks” filter on, your experiences will follow suit. You know, like when you start out having a bad day it seems that your car won’t start, you spill coffee on yourself, you mess up a client proposal… have you ever had a day like that?

So the first thing I had to do was help diffuse his “universe hates me” perspective, starting with three deep and centering breaths together.

Delayed responses are another typical experience for Autistic children, and once I thought he was in a calmer place (about 30 minutes later), he started crying uncontrollably about the loss of his statue. It was that real guttural crying, too; I felt horrible. I consoled him and acknowledged that he felt upset that his statue was destroyed.

We then talked about choices. I told him he could either play one of his other favorite games (offline) to help get his mind off of it for now or he could choose to talk to his friend and tell him that his feelings were hurt. He could ask him why he destroyed the statue and open the lines of communication.

He had already removed his friend from his Skype list and blocked him from his server! His impulsivity coupled with an intensity of emotions he wasn’t accustomed to had caused him to overreact and shut down.

Once the tears were dry, we played a game called “5 Other Things”. I learned this gold nugget of a coping skill as a teenager and it’s never failed me. The idea is that it’s not what happens to us that causes emotional distress, rather our interpretation of it. For instance, if a person doesn’t show up for a meeting with me I might immediately feel hurt and angry, assuming I had been blown off. This could rapidly lead to a barrage of negative thoughts: “Did they even INTEND to show up? Am I not good enough for a simple text or phone call letting me know? Who do they think they are?!” etc.

“5 Other Things” forces you to step outside of that neural pattern and look at some other possibilities for the event in question. Was there a family emergency? Are they simply running late? Car trouble? Did one of us write down the wrong day?

Naturally, if someone does this sort of thing to you regularly, “5 Other Things” is not the answer… getting a new friend is J

Being that my son didn’t SEE his statue being destroyed (it was simply gone when he logged back in to the server), we looked at some other possibilities:

Did another person playing on that server do it?
Did the game malfunction somehow?
Could his friend have accidentally done it?
Was the site hacked?
Did aliens land on earth and destroy all human forms of online entertainment? (Silly can be good if you’re trying to break neural patterns!)

“5 Other Things” worked! After some investigating (and a proven screenshot alibi of the suspect, ha!) he and his NOW UNBLOCKED friend discovered that the server crashed and the world was restored from an earlier version… before he had built the statue.

What a great learning opportunity this was for us! When puberty, autism and emotional shutdowns occur, we now have a blueprint:

Take three deep breaths together
Encourage him to share what is wrong, and praise him for being able to name it
Help diffuse the “everything sucks” filter or mindset
Acknowledge the feelings he is experiencing without judgment or criticism
Play the “5 Other Things” game – without fear of getting a little silly!

How Minecraft Teaches My Son Life Skills

Posted on December 15, 2013 by SpiritOfAutism

Image courtesy of minecraftercamp.com

In the video game world, I never really graduated past the Atari 2600 that debuted in 1977 and a few of the high-tech games that came with it: Combat, Pac-Man, Space Invaders, Adventure, Kaboom… you get the picture.

My kids, however, are huge gamers. From role-playing games that take months to complete to single-person shooter games, I’ve become well-versed in them all. I don’t play them, but I ask a lot of questions and study the terminology and story lines until I understand and can relate to the world my kids live in much of the time.

Video games really get a bad rap. They’re seen as mind-numbing screen time that fries brain cells, with a side order of violent behavior. I disagree. That’s like saying heavy metal causes suicide. Remember that one?

My kids played their first computer games as toddlers; Dr. Seuss taught them matching, spelling, music, coordination, maze navigation, and more. This did not replace reading! It was an additional tool to enhance their learning experience.

Today my kids are part of vast online video game communities, where they have made real-life friends in other cities AND countries!

My son began playing Minecraft on his computer almost a year ago. In this game you can create worlds from scratch, build your own towns, tools, weapons and avatars. You can play alone or on servers where you plan communities with other people playing the game.

Is it frying his brain, or teaching him valuable life skills? Read on to see what he is learning and let me know what you think.

Math, Resources and Engineering

When you set out to build a structure you have to punch trees to gather the amount of wood needed to build what you have in mind. Then you have to find it in your inventory and turn it into wooden planks or blocks, which are now available to use for building and crafting things.

In order to build a structure that is functional, you must develop math and spacial reasoning skills, figuring out in your head how many blocks will be necessary for a foundation. You can team up with others and create entire cities from your imagination, complete with fountains, statues, stores and residential homes. All without any formal engineering classes.

Science

There are multiple biomes in Minecraft – different types of environments with similar climactic conditions to the ones on Earth. My son plays in the Taiga Biome (a snow biome), the Plains, Jungles, Forest, Extreme Hills, Ocean Biomes, and more.

Here he learns about 61 different biomes with varying geographical features, flora, heights, temperatures, humidity ratings, and sky and foliage colors. Introduced in the Halloween Update, biomes separate every generated world into different environments, paralleling the real world.

He also learns about diamonds, obsidian, gold, iron, and other gemstones, as well as the layers of the earth. He talks about which things can be mined, smelted or avoided, like bedrock and lava.

Problem Solving

When you begin the game (called “spawning”) you are in the middle of the nothing, with only trees, caves and a few roaming animals. Starting at sundown you will start seeing all sorts of monsters that will attack you, like Creepers, zombies, skeletons, spiders, and wolves. You have to learn very quickly with no instructions that you must survive the night. You have to cut down trees and build some type of shelter, as well as watch your hunger bar. If you don’t find food you will die.

You are not just “reacting” in a game like this; you must come up with a strategy in minutes that includes hunting for food, building shelter, mining coal for your torch and making tools – all from the natural resources available in the game.

Beyond a strategy for surviving the night, you then have to build a world that is sustainable. You can plant gardens, set up farms, build crafting tables, weapons, and tools for both mining and protection against the nighttime monsters. If you die you can lose everything that you’ve accumulated throughout the game – all your resources, tools and hard work!

Research

My son never asks me how to do anything in his game, or when writing a custom script or installing a mod or texture pack (say what?). He has a task or idea and immediately refers to online Wikis, YouTube and forums for tutorials. He learns about the more complex functions like building irrigation systems or functioning items for his house like a fireplace.

Spelling, Grammar and Communication

As I mentioned earlier, my son has met children all over the world via Minecraft servers. He set up his own Skype account and has a network of players at any given time. He speaks, types and builds simultaneously with these friends.

He informed me earlier that when he meets “noobs” he thinks it’s funny that they can’t spell anything. I got a kick out of that – it seems that the longer you play this game the better your spelling and grammar become!

Teamwork

When Skyping with others and playing Minecraft, they are learning to work together to gather food for the community, build stores to sell armor, weapons and food, and engineer new cities. My son learns how each of these friends communicates best, and he also learns how to settle disputes, compromise, and respect the wishes of others when it comes to how things function in their game world.

I know it seems like kids are “wasting time” on video games. But I have seen my son apply so many of these skills to real life problems or situations and I have been blown away! I don’t think it’s changed him, I think it enhances and sharpens the way his brain already works to bring out his natural strengths. All in a way that he understands and relates to.

If your child plays Minecraft, I encourage you to ask questions, listen to what he or she does and how they’ve figured out how to do it. You will be amazed at the creativity, imagination, problem solving, and overall life skills being grown and flexed through what seems to be a simple game (with really bad graphics).

To see how educators across America are using Minecraft in the classroom, visit MinecraftAfterCamp.com!

Does your child play Minecraft or a similar game? What have they learned from it? What have YOU learned from it? Share by commenting below!

The Gifts of Autism

Posted on September 18, 2013 by Debi Taylor

I was recently sent a tweet from Ryan McTavish, a brilliant and talented drummer who also happens to be Autistic. He asked me to watch his talent show performance video to raise positive awareness for Autism. Being a musician myself, I was beyond blown away by the gifts of this young man.

Before going any further with my thoughts and musings, here is the video he sent me:

Amazing, right?

This video made me think more about the gifts of Autism. Of course I see them in my son every day; I brag about him all the time!

He used to play online games, and then one day he was messing around and pulled up the code for the game. He changed some formulas and scripts and said, “Look, Mom! When I change this to <blah blah blah numbers and letters I don’t understand> the background of the game changes!”

This spawned a creative interest that resulted in him writing his own custom video games, filming his screen while showing custom “tips and tricks” and posting it all on his YouTube channel as a tutorial.

Gifts vs. Deficits

I currently train Emergency Responders and businesses how to recognize, respond to and best communicate with people with Autism. I love this career I’ve created for myself and am blessed to be doing something that truly makes a difference in people’s lives.

The part I don’t like as much is that I have to stay somewhat focused on the deficits and challenges faced every day by those on the Spectrum. I educate on Sensory Processing issues, communication struggles, missed social cues, muscle development issues, and more.

It’s great that I’m bringing awareness and action into businesses and public safety. But what they don’t get to see are all the gifts I experience on a daily basis from raising my son. They don’t know how kind and good-natured he is, or how innocently he views the world. He marches to his own beat and knows what is in his best alignment.

He sings and hums all day long. He gets on Skype and teaches new friends how to play and build in Minecraft. He hugs the dogs and tells them they’re beautiful. He always kills spiders for his terrified older sister, no matter how much she teased him or yelled at him minutes earlier. He offers the last cookie before taking it. He delights in taking walks and gets excited about Nutella sandwiches.

He sees the world so differently than I do, and I am grateful that I get to go into his world and catch glimpses of his perspective as often as I do.

Yes, I want to help him with his challenges. Yes, I want to help him be more independent. Yes, I want to support and teach him about making it in the world. And I do all of these things. But most of all, I am the one learning from him. And that’s the greatest gift of all.

What gifts of Autism are you most thankful for? Share by commenting below or posting to the SOA Facebook page or on Twitter using #GiftsOfAutism!

Spirit of Autism, LLC

Autism Training for Emergency Responders • Emergency Preparedness

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