Episode #52: MP - Personal Agency from Seeing Autism due out Summer 22
Episode #52: MP - Personal Agency from Seeing Autism due out Summer 2021
"The drive for control is especially apparent in the teen years, but many of us also know the adage of the “terrible twos.” Fostering that drive for control is essential for natural learning. You can foster control while still guiding for balance by providing choices when and where appropriate.
Providing choices allows personal agency, while avoiding choices is a recipe for disaster for all humans, autistics included. And while many children who are neurotypical may demand their own control, individuals with autism may need you to offer it to them. Here are some ways you can provide choices to someone with autism:
Give choices within nonchoices: allow control within situations where aspects may not be within their control. You could say, “We are going to the car. Do you want to bring the baseball or your book with you?”
When transitioning, allow time for the person to finish what they are doing before shifting to your agenda. For example, if someone is focused on an episode of anime, allow them time to pause it themselves or finish the episode before demanding transition.
If they need or want to move or “stim” while learning or engaging, allow them to do so. Only provide or teach alternatives when the movements get in the way of learning for that person or if their behaviors are unsafe.
"The drive for control is especially apparent in the teen years, but many of us also know the adage of the “terrible twos.” Fostering that drive for control is essential for natural learning. You can foster control while still guiding for balance by providing choices when and where appropriate.
Providing choices allows personal agency, while avoiding choices is a recipe for disaster for all humans, autistics included. And while many children who are neurotypical may demand their own control, individuals with autism may need you to offer it to them. Here are some ways you can provide choices to someone with autism:
Give choices within nonchoices: allow control within situations where aspects may not be within their control. You could say, “We are going to the car. Do you want to bring the baseball or your book with you?”
When transitioning, allow time for the person to finish what they are doing before shifting to your agenda. For example, if someone is focused on an episode of anime, allow them time to pause it themselves or finish the episode before demanding transition.
If they need or want to move or “stim” while learning or engaging, allow them to do so. Only provide or teach alternatives when the movements get in the way of learning for that person or if their behaviors are unsafe.
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