Excerpt from Understanding the Challenge of "No" for Children with Autism: Communication (Colette McNeil)
Communication
No running, No jumping, No talking,
No shoes – No shirt – No service.
Speaking in this style of negative phrasing is as common and ingrained
as answering the telephone with “Hello.” To the majority of society, the message is direct, concise, and typically easily understood.
Unfortunately,
children with autism struggle with deciphering statements requesting the
negation of an action. While it is not impossible for these children to learn
some regularly used negative statements, it takes more effort and exposure to
the exact phrasing to produce understanding.
If
we look carefully at the information provided by current researchers and
practitioners of autism we could pinpoint some of the children’s receptive
communication difficulties. Autism
causes deficits to varying degrees in the ability to understand verbal sounds
and attach meaning to them.
Further, if
the children do understand the individual spoken words, they may not be able to
fully process strings of auditory information or words in sentences. Many children with autism will often be able
to comprehend and respond to either the first word, or more likely. the last
word of a sentence. It is my experience
that children with autism most often respond to the very last thing they hear.
In
the story above, Mr. Compos is calling
out to the students, “No running,” and the students are only processing,
“Running.” Therefore, they gleefully
continue onward.
For the children, this
situation is not unlike test takers answering questions written in the double
negative form. Mr. Compos is requesting
the negation of running and expecting the students to decipher this negation
and translate it into the correct response.
When
speaking in a negation of action style, we are asking the recipient not only to
process the sounds into meaningful concepts but also to employ critical
thinking skills to decipher an indirect message. Further, if the children do understand the
statement, “No running,” to mean cease the action, there is no information
given that indicates what other action is expected. What is the request, “no running,” asking
the student to do? Skip, gallop, walk, tiptoe, crawl, stop?
While the message may seem clear to the speaker, the receiving child with autism is often oblivious to the full implication of
the statement. In this example, the
students hold the responsibility for understanding the complicated message and
are provided a consequence for getting it wrong. Mr. Compos repeatedly gives the students
time-out for responding incorrectly to his instruction.
Tell the students
what to do versus what not to do.
Barbara Bloomfield
The approach of Miss
Leaky, his colleague, provides the students a clear message of what to do
instead of what not to do. Miss Leaky accepts the responsibility for choosing her vocabulary carefully
to communicate at the comprehension level of the students. Miss Leaky’s statement, “Walk,” provides the class the exact action being requested and does so using only one clearly
spoken word.
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Colette's book is available from Amazon, Barnes & Noble, and Kindle. It is also available at 40% discount from the MSI Press webstore (use code ad40).
Meet Colette
Colette McNeil aspires to develop confidence in individuals with autism by expanding the perspectives of their parents, families, teachers, and caregivers.
Experience: Colette McNeil has worked with children and adults with disabilities for 30 years. She spent 20 of those years teaching students with autism and related disorders ages 3-22. Additionally, Colette has a close relationship with her nephew with autism who is in his 20’s
Education: Ms. McNeil holds a Master of Arts Degree in Psychology. Further, she is a prolific reader of Positive Psychology literature and embeds her learning into her daily interactions and coaching-consultation practices.
Business: Through her business Shared Perspectives Support, Colette McNeil provides private coaching-consultation services to families struggling with Autism and developmental disorders in the Los Angeles, Orange, and Riverside counties of California, USA.
Visit her website for more information at SharedPerspecitvesSupport.com
Book reviews:
From Readers' Favorite:
This gem of a little book is
- Enlightening;
- Helpful in concrete ways;
- Emotionally supportive; and
- Just plain engaging!
a "must-have" for parents with and educators responsible for autistic children,
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