When I started working with people with disabilities, autism was shrouded in some mystery. Reflecting on the changes that have occurred in the field, I realize progress has been made because of some specific groups of people. My personal celebration of National Autism Awareness Day, will be my reflection on these groups.
The first group of people I want to recognize are those with autism. Not people I have read about, but people I know. Watching and helping them become a real part of their communities has been a source of inspiration.
Corey lives in his own condo, works in a grocery store, enjoys car races, and adores his church family. He and I have lunch together often. When we are together, he always affirms our friendship, his love for his church, his closeness to his family, and his joy for life.
Michael has loved animals all of his life, all kinds of animals, and wanted to work with them. After a rough journey, he earned a degree in biology. Seeing him get that degree in academic garb was an amazing moment for him, his family and me. Today, Michael works as a pet care specialist. Taking care of fish, reptiles, rodents, and birds, puts him in his element. He was recently honored with the Employee of the Month award.
Casey has an amazing ability to recognize the makes and models of cars and people who drive them. He is pleasant. Doesn’t talk a lot. Because he attends my church, I see him most every Sunday. I enjoy doing a fist bump with him and hearing, “Hi, Mr. Jim.” A special program allows him to do a variety of jobs. Currently, he helps with the delivery of Meals on Wheels, and washes the coolers when they are finished.
The second group of people I want to recognize are those who have added to our store of knowledge of autism. A number of people have written books, lectured, done blogs, and otherwise shared helpful information about our friends with autism. The following facts would have helped me if I had known them when I started working with people with autism.
Many students with autism have learned because a teacher is using methods developed to meet their unique needs.
The fifth group of people I want to recognize are the researchers who help answer our questions about autism. For example, do shots kids get cause autism? The research answered in the negative and the answer has been widely accepted. I have often questioned how long the disorder has been around. Since autism has a neurological cause, some of the current causes must have been around years before 1941. That was the year Dr. Leo Kanner published his findings on the kids he was working with. In 1943, Dr. Hans Asperger of Austria gave more information from a higher functioning group. Americans didn’t know until some 40 years later.
The January-February, 2016 issue of Smithsonian, had a teaser on the front cover, “Autism in the 19th Century.” I read the fascinating article by John Donvan and Caren Zucker. They suggest that autism could have been present in the 19th century. The authors present as evidence a study done by Dr. Samuel Howe of 574 “idiots” (intellectual disabilities). He presented the results in “Report Made to the Legislature on Massachusetts upon Idiocy.” They suggest that the behaviors he observed and recorded are similar to classic autism.
The sixth group of people I want to recognize are parents. Moms and dads have called attention to the needs of their children on a local and national basis. On television, in newspapers, on-line, and magazines, we learn of the great work parents have done advocating for their children. Some of those parents are friends of mine. I take my hat off to Charles and Kathi (Corey’s parents); Jim and Cindy (Michael’s); Jody and Penny (Casey’s). They join those parents who have advocated for their children to find a place in their communities and our lives.
The seventh group of people I want to recognize are professionals who work to make a difference.
Special education teachers, speech therapists, occupational therapists, psychologists and others on a routine basis have worked to improve the lives of their students with autism.
One of the first students I worked with was Joseph. An extremely handsome boy, his diagnosis would be classic autism today. My role was to improve his communication skills. None of the methods I used seemed to work, but we both kept trying. One day it all came together for Joseph. After a session, I was walking him to the waiting room to join his mother. Holding my hand, he touched my watch. Looking up at me (which he didn’t do often), he said, “Watch.”
I said, “Yes. Whose watch?”
“Pierson’s watch,” he responded.
“What is a watch for?” I continued being a therapist.
He nailed it, “What time is it?”
An aide who was walking with us started to cry. I asked her to go into the nearest room because he didn’t need to think that someone would cry every time he talked.
When we arrived at the waiting room, I said to him, pointing to his mother, “Who is that?”
He said, “My mommy.” I didn’t ask her to step in the next room.
Conclusion
Indeed, seven groups of people have added to our understanding of autism. An eighth group has also been a part of the growth. Because one of the main characteristics of our friends with autism is the lack of social skills, neighbors, friends of the family, and other ordinary people have extended friendship and included them in their lives and community. Group eight is still essential. May their tribe increase.
The first group of people I want to recognize are those with autism. Not people I have read about, but people I know. Watching and helping them become a real part of their communities has been a source of inspiration.
Corey lives in his own condo, works in a grocery store, enjoys car races, and adores his church family. He and I have lunch together often. When we are together, he always affirms our friendship, his love for his church, his closeness to his family, and his joy for life.
Michael has loved animals all of his life, all kinds of animals, and wanted to work with them. After a rough journey, he earned a degree in biology. Seeing him get that degree in academic garb was an amazing moment for him, his family and me. Today, Michael works as a pet care specialist. Taking care of fish, reptiles, rodents, and birds, puts him in his element. He was recently honored with the Employee of the Month award.
Casey has an amazing ability to recognize the makes and models of cars and people who drive them. He is pleasant. Doesn’t talk a lot. Because he attends my church, I see him most every Sunday. I enjoy doing a fist bump with him and hearing, “Hi, Mr. Jim.” A special program allows him to do a variety of jobs. Currently, he helps with the delivery of Meals on Wheels, and washes the coolers when they are finished.
The second group of people I want to recognize are those who have added to our store of knowledge of autism. A number of people have written books, lectured, done blogs, and otherwise shared helpful information about our friends with autism. The following facts would have helped me if I had known them when I started working with people with autism.
- People with autism don’t understand the intent of what is being said to them. Body language, pointing, and other facets of using language are not easy for them.
- All cases aren’t the same. They are on a spectrum.
- The importance of providing a schedule in the classroom and other areas of their lives makes a difference.
- From Dr. Temple Grandin we have all learned so much. Her telling us that she “thinks in pictures” is good to know.
- Using the same greeting with my friends with autism, aids the relationship. For example, I use a thumbs up every time I see one of my friends with autism.
Many students with autism have learned because a teacher is using methods developed to meet their unique needs.
- Applied Behavior Analysis: ABA is a teaching technique that breaks down a skill to learn a task into smaller steps. It is instructed in highly structured environments and helps the student develop more appropriate behaviors.
- PECS (Picture Exchange Card System) is the widely used non- verbal method using pictures instead of words to aid communication.
- Social Stories TM’s purpose is to teach skills, using stories written to address areas the student is having difficult mastering. The stories contain the problem behavior and provide the new behavior the student is expected to achieve.
- TEACCH (Treatment and Education of Autism and Communication Related Handicapped Children) is a highly-structured program. It helps the student learn to work successfully in his/her environment.
The fifth group of people I want to recognize are the researchers who help answer our questions about autism. For example, do shots kids get cause autism? The research answered in the negative and the answer has been widely accepted. I have often questioned how long the disorder has been around. Since autism has a neurological cause, some of the current causes must have been around years before 1941. That was the year Dr. Leo Kanner published his findings on the kids he was working with. In 1943, Dr. Hans Asperger of Austria gave more information from a higher functioning group. Americans didn’t know until some 40 years later.
The January-February, 2016 issue of Smithsonian, had a teaser on the front cover, “Autism in the 19th Century.” I read the fascinating article by John Donvan and Caren Zucker. They suggest that autism could have been present in the 19th century. The authors present as evidence a study done by Dr. Samuel Howe of 574 “idiots” (intellectual disabilities). He presented the results in “Report Made to the Legislature on Massachusetts upon Idiocy.” They suggest that the behaviors he observed and recorded are similar to classic autism.
The sixth group of people I want to recognize are parents. Moms and dads have called attention to the needs of their children on a local and national basis. On television, in newspapers, on-line, and magazines, we learn of the great work parents have done advocating for their children. Some of those parents are friends of mine. I take my hat off to Charles and Kathi (Corey’s parents); Jim and Cindy (Michael’s); Jody and Penny (Casey’s). They join those parents who have advocated for their children to find a place in their communities and our lives.
The seventh group of people I want to recognize are professionals who work to make a difference.
Special education teachers, speech therapists, occupational therapists, psychologists and others on a routine basis have worked to improve the lives of their students with autism.
One of the first students I worked with was Joseph. An extremely handsome boy, his diagnosis would be classic autism today. My role was to improve his communication skills. None of the methods I used seemed to work, but we both kept trying. One day it all came together for Joseph. After a session, I was walking him to the waiting room to join his mother. Holding my hand, he touched my watch. Looking up at me (which he didn’t do often), he said, “Watch.”
I said, “Yes. Whose watch?”
“Pierson’s watch,” he responded.
“What is a watch for?” I continued being a therapist.
He nailed it, “What time is it?”
An aide who was walking with us started to cry. I asked her to go into the nearest room because he didn’t need to think that someone would cry every time he talked.
When we arrived at the waiting room, I said to him, pointing to his mother, “Who is that?”
He said, “My mommy.” I didn’t ask her to step in the next room.
Conclusion
Indeed, seven groups of people have added to our understanding of autism. An eighth group has also been a part of the growth. Because one of the main characteristics of our friends with autism is the lack of social skills, neighbors, friends of the family, and other ordinary people have extended friendship and included them in their lives and community. Group eight is still essential. May their tribe increase.
 | Dr. Jim Pierson |
RSS Feed