Perhaps the most common myth about autistic children is that they do not have the ability, motivation, or desire to establish and maintain meaningful relationships with others, including friendships with peers. This, for the most part, is not true. There is no doubt that autistic children have social deficits and communication or language delays that make it more difficult for them to establish friendships than typically developing children. However, with appropriate assistance, autistic children can engage with peers and establish mutually enjoyable and lasting interpersonal relationships. It is critical that teachers of autistic children believe this to be true and expect autistic students to make and maintain meaningful relationships with the adults and other children in the classroom.
Educate Your Class About Autism
As the teacher of an autistic child in a general education classroom, the most important task you have is to create a social environment in which positive interactions between the student and his or her typically developing peers are facilitated throughout the day. This will not happen without your active support.
Perhaps the most powerful tool to creating a positive environment and increasing positive social interactions between your autistic student and his or her peers is to educate the typically developing peers about the child’s disorder. Research shows that typically developing peers have more positive attitudes, increased understanding, and greater acceptance of their autistic peers when provided with clear, accurate, and straightforward information about the disorder. When educated about autism and specific strategies for how to effectively interact with autistic students, they are more likely to have frequent and positive social interactions with them.
Teaching Points About Autism for Elementary School Students
- Autistic children are first and foremost children; they are like your typical students in many ways.
- They experience the world very differently. Sights, sounds, tastes, and feelings that seem normal to us might be scary and overwhelming for an autistic child. Conversely, they may not recognize danger or experience fear like your typically developing students do.
- Autistic students need and want friends.
- Understanding autism is the key to creating connections.
- Autistic children have their own way of communicating ⎯ it’s almost like a different language.
- Autism is NOT contagious; no one catches it. Nor does anyone die from having autism.
- Autistic children have feelings and often understand more than they can express. No one should ever tease or make fun of someone with autism.
- When an autistic child feels included, everyone in the classroom can learn and grow!
Promote the Acceptance of Differences Among Students
In addition to educating peers, teachers should promote acceptance of the autistic student as a full member and integral part of the class, even if that student only attends class for a few hours a week. It is important to create an atmosphere in which teasing, name-calling, and intimidation are not allowed. Because autistic children have difficulties in socialization and in understanding language (slang) and social cues, they can easily become targets of bullies or other insensitive people. Bullying should not be tolerated in any school environment.
Many of the social interactions occur outside the classroom in the cafeteria and on the playground. Without prior planning and extra help, autistic students may end up sitting by themselves during these unstructured times. To ensure this does not happen, you may consider a rotating assignment of playground peer buddies for the autistic student. The student will then have a chance to observe and model appropriate social behavior of different classmates throughout the year. This “circle of friends” can also be encouraged outside of school.
It is clear that autistic children may need more help and support than some of your typically developing students. The investment of time and energy in the strategies listed above can pay off tenfold ⎯ not only for the child with autism, but also for all the young learners in your school community.
Want more tips for helping autistic students thrive in the classroom? Download or order a free copy of An Educator’s Guide to Autism.
This post was adapted from An Educator’s Guide to Autism. Click here to check out this resource.
Join OAR and a series of expert presenters to learn evidence-based strategies to help nurture a positive school culture and teach practical skills that lead to greater independence. Together, let’s help autistic students unlock a greater sense of happiness, independence, and sense of belonging. If you are a teacher, parent, or autistic individual, do not miss this enlightening and informative webinar series.
The webinars are free and include Q&A sessions with the presenters. If you are unable to attend a live event, you can access a recording of each webinar one week after the live event date.
Practical Ways to Integrate Wellbeing into Special Education for Teachers and Students
March 20, 2024 at 2:00 PM EST
Presenters: Patricia Wright, Ph.D., MPH, Katie Curran, MAPP, and Jamie Evanko, MS
Educators are the backbone of our educational system and championing their wellbeing is imperative to assuring special education students achieve a high-quality life. Additionally, within the special education classroom, autistic students’ mental health crisis continues to require immediate support and resources. Come celebrate the International Day of Happiness with us as we explore immediately applicable ideas and ready-made materials for educators to implement for themselves and their students.
Patricia Wright’s commitment to ensuring all individuals with autism have access to effective services and support has guided her work for more than 30 years, from her earliest responsibilities as a special educator to state and national-level program management. Specific examples of her advocacy include managing the design of a statewide system of support for children with autism for the state of Hawaii, several years as the national director of autism services for Easter Seals, industry positions leveraging technology, and her current role as the executive director at Proof Positive spreading the science and skills of happiness.
Katie Curran is the chief wellbeing officer of Proof Positive, a nonprofit organization dedicated to spreading the science and skills of happiness for individuals with autism, and their families, educators, and service providers. She has more than 20 years of clinical experience working with autistic individuals. She’s widely recognized as a creative force when it comes to autism intervention, developing strategies and tools that fuse positive psychology with applied behavior analysis to improve wellbeing.
For Jamie Evanko, the science of happiness extends well beyond the classroom’s walls. She first discovered the potential of positive psychology to benefit her students, teams, and personal life while teaching, and it quickly became a passion. As an educator, she knows positive psychology practices can foster not only academic growth but also emotional wellbeing among her students because she’s experienced and implemented it first-hand. As Proof Positive’s manager of customer success, she applies her expertise and leadership in education to ensure anyone using Proof Positive resources has the highest-quality implementation support.
Making Math Meaningful for Autistic Students
April 17, 2024 at 2:00 PM EST
Presenter: Jenny Root, Ph.D., BCBA
This webinar will describe a framework for supporting autistic students to gain meaningful math skills that will increase their independence at school, home, and in the community. This approach can be used by teachers, therapists, and families to support school-age and adult autistic students with a wide range of support needs. Participants will learn evidence-based, practical strategies that can be used immediately.
Jenny Root is an associate professor at Florida State University who teaches courses on differentiating instruction, access to the general curriculum, and transitions for students with disabilities. Her extensive research background has focused on instructional ways to encourage academic learning for students with autism and intellectual disabilities. Dr. Root received applied research grant recipient funding from OAR in 2018 to investigate how augmented reality can be utilized to teach math and social problem-solving skills to transition-age youth. This study, along with many others, are projects led by Dr. Root with Florida State faculty and students. As a SCOAR member, she hopes to “contribute to discussions about identifying and addressing systemic ableism that may be unconsciously impacting the research, education, and treatment of individuals with autism.”
Building Connection and Community in Middle and High School Settings
May 2, 2024 at 11:00 AM EST
Presenters: Kara Hume, Ph.D., and Victoria Waters, M.Ed.
School connectedness is linked to positive and meaningful outcomes for middle and high school students. In this webinar, the presenters will share both personal perspectives on navigating these settings and evidence-based practices that can be used to enhance connections and community building and support priority outcomes for students. They will share easily accessible online resources and personal, classroom, and school-based examples.
Kara Hume is an associate professor in the School of Education at the University of North Carolina, Chapel Hill. Dr. Hume has worked with and learned from autistic children and young adults for almost 35 years in a variety of capacities, including as a home program therapist, teacher, trainer, consultant, fitness coach, and researcher. She serves as principal investigator and co-principal investigator on several studies with children, adolescents, and adults on the autism spectrum. Her research focuses on increasing access for individuals with developmental disabilities to high-quality community-based supports.
Victoria Waters is an educational consultant at the University of North Carolina’s FPG Child Development Institute, She has over 10 years of experience in autism and developmental disabilities and over 20 in early childhood intervention. She coordinates autism projects and develops evidence-based practice modules and resources for autistic learners. She also works at STEMIE, a center dedicated to cultivating STEM learning for young children with and without disabilities, developing resources and outreach content.
About OAR’s Webinar Program
OAR offers live webinar events for autistic individuals and stakeholders. To suggest future webinar event topics or provide general feedback on OAR’s webinar program, please contact us at webinar@ researchautism.org.
In November, OAR’s Board of Directors authorized funding for eight applied autism research studies in 2024. These new grants, totaling $297,569, bring OAR’s total research funding to more than $5 million since 2002. This article is the second of eight previews to be featured in The OARacle this year.
Despite the growing body of autism research, studies often exclude students with profound autism and who are minimally verbal. Of the nearly 876,000 autistic students between the ages of 3 and 21 who were served under the Individuals with Disabilities Education Act (IDEA), nearly 30%, or almost 263,000, were minimally verbal.
Minimally verbal individuals often use augmentative and alternative communication (AAC) systems, including speech-generating devices. Preliminary research suggests that speech-generating devices can be used to teach a variety of language skills. However, research examining the use of speech-generating devices by children in the classroom tends to focus on functional communication skills, such as requesting, with far less attention to using the devices during academic lessons.
Cognitive and language skills are critical areas for intervention, given the association with reduced symptom severity. To ensure that autistic students who use those devices can receive that instruction, more research is needed on teaching language skills during academic instruction.
Studies done at the Munroe-Meyer Institute at the University of Nebraska Medical Center, including studies done by co-principal investigators Alice Shillingsburg, Ph.D., BCBA-D, and Sarah Frampton, Ph.D., BCBA-D, have indicated that direct instruction may be effective for promoting language development for autistic children. Additionally, a small study the OAR-funded researchers did with three autistic minimally verbal students using speech-generating devices supported the use of a direct instruction curriculum to teach language skills.
In this one-year OAR-funded study, Extending Direct Instruction to Students with ASD Using Speech Generating Devices, Dr. Alice Shillingsburg and Dr. Frampton will evaluate the feasibility and efficacy of direct instruction with autistic children who are minimally verbal and use speech-generating devices.
Their goals are to demonstrate:
- Preliminary efficacy of the 10-week program using the Language for Learning curriculum to improve language in minimally verbal autistic children who use speech-generating devices. Language for Learning is a direct instruction curriculum commonly used in elementary school classrooms that will be modified for use of speech-generating devices
- High caregiver and participant acceptability and satisfaction with the curriculum.
Dr. Shillingsburg is the director of the integrated Center for Autism Spectrum Disorders at the University of Nebraska Medical Center’s Munroe-Meyer Institute. She has expertise in developing and implementing interventions to address communication deficits associated with autism. She has provided direct intervention services and overseen the delivery of intervention services to hundreds of autistic children and adolescents with significant communication deficits for almost 20 years.
Dr. Frampton is an assistant professor with an emphasis in research at the University of Nebraska Omaha, with a particular interest in creating and implementing effective and efficient procedures to teach language skills to autistic individuals. She has worked clinically with autistic individuals for over 16 years and successfully implemented a variety of language interventions.
Methodology
The researchers plan to recruit 20 autistic children between the ages of 4 and 8 who use speech-generating devices. The children will receive three hours a week of instruction as usual or using Language for Learning. The program will run for 10 weeks at the Munroe-Meyer Institute at the University of Nebraska Medical Center.
Before beginning instruction, researchers will do a baseline assessment of participants’ skills and knowledge and conduct a post-instruction assessment within two weeks after the last week of instruction.
At the beginning of instruction, the instructor will administer a placement test to determine where to start in the curriculum. During the instruction, the instructor will adhere to the modified Language for Learning manual. For example, instead of just vocally modeling responses, the instructor will provide a vocal model and demonstrate target responses on the participant’s device. Instead of correcting errors by speaking, the instructor will provide gentle physical guidance to enter correct responses on the device.
For lessons that require a response using the device and a motor response, such as describing what they are touching and touching their head, the instructor will add supplementary prompts by also engaging in the motor response.
Each set of lessons includes a test, which the instructor will conduct according to the manual. If the participant correctly answers 80% or more of the questions, the next lesson will begin. If not, previous lessons will be re-taught.
Evaluation
The researchers will use the curriculum lesson tests, an improvement scale, vocabulary tests, a parent report of their child’s language abilities, and participation and happiness ratings by the children to provide data on the curriculum’s efficacy.
To ensure objectivity, an independent evaluator — a speech-language pathologist who does not know which participants are in the treatment as usual group and which in the Language for Learning group — will watch videos of pre- and post-trial lesson test performances and provide ratings of improvement.
Practical Relevance
The researchers outlined three primary results that would be relevant to the autism community:
- Support for a commercially available educational curriculum. Adoption of an evidence-based practice that is already established as highly effective, such as the Language for Learning curriculum, is a practical option for using speech-generating devices during educational instruction.
- Examples of how to measure and monitor assent to instructional sessions by minimally verbal autistic children. In the researchers’ previous pilot study, they monitored assent to instruction by offering participants the opportunity to leave the instructional space or pause instruction at any time. This information is included as an outcome measure because they strongly feel this is an important topic to report on with this vulnerable population.
- Resources to accelerate implementation of the Language for Learning curriculum with autistic children who use speech-generating devices. As part of this study, the researchers will expand a table of symbols/words required to participate in the lessons that they developed for the pilot study. In addition, they will expand recommendations for how to modify standard curriculum instructional practices for speech-generating devices, which they also developed in the pilot study.
Interventions that address cognitive and language skills are particularly important since these areas are associated with lower long-term symptom severity. Because direct instruction curricula have been shown to be effective with autistic people who are vocal communicators, it is critical to evaluate direct instruction with autistic individuals who use speech-generating devices.
Sherri Alms is the freelance editor of The OARacle, a role she took on in 2007. She has been a freelance writer and editor for more than 20 years.
“Mom, I’m autistic.”
It was 1992. My eight-year-old first-born child, assigned female at birth, was holding a magazine article about an autistic girl. As a special education teacher, I knew a little about autism, but only a little.
What was I supposed to say?
I might have asked, “Why do you think you’re autistic?” and then listened.
I might have said, “Let’s look at that article together and talk about it.”
Either one of these responses would have opened up a dialogue, and I might have learned something. Sadly, I did not go that route.
What I actually said was, “Oh, honey, you’re not autistic! You’re just smart, so the other kids don’t understand your interests. But you can’t be autistic, there’s nothing wrong with you!”
I still cringe when I remember that all-too-brief conversation.
It would be over a decade before I learned how wrong I had been. Back then, we’d never heard of “late-diagnosed autism.” When we heard “autism,” we pictured nonspeaking little boys who flapped their hands and loved toy trains.
Maya Angelou wrote, “Do the best you can until you know better. Then, when you know better, do better.” Now, I know better. I understand that when I said, “There’s nothing wrong with you,” what I was saying was that there is something wrong with being autistic.
And that’s just not true.
Masked, Missed, and Misunderstood
It still hurts my heart when I meet autistic women who have been treated the way I treated my own child so many years ago. When they finally open up to their family, friends, doctors, or therapists, they are met with disbelief, disdain, dismissal, and even laughter at their expense. They have masked so well, their autism is missed and misunderstood.
So, What Should We Say?
First, before anything else, pause. This was not easy for her to disclose to you, and she deserves a thoughtful response. Thank her for her trust. Listen and show that you care without judging. Then, your response depends on who you are. What is your relationship to the woman who found the courage to tell you, “I think I’m autistic”?
Friends and Family
If you’re the parent, partner, or friend of a woman who says, “I’m autistic,” your job is to believe her, love her, and support her.
Don’t say:
- “You don’t look autistic!” What is autism supposed to look like?
- “There’s nothing wrong with you!” There’s nothing wrong with autism.
- “We’re all a little bit autistic, aren’t we?” Being shy or sensitive is not the same as being autistic, and this minimizes the very real challenges that autistic women face.
Do:
- Invite her to tell you about her autism and what it means to her, if she wants to.
- Listen without judgment when she shares her lived experience.
- Ask her what she needs, rather than offering the kind of help you think she needs.
- Thank her again for trusting you enough to disclose this about herself. She may have been masking her whole life, trying to act “normal,” and it’s been exhausting. If you see a new side of her, don’t assume she’s “putting on” stims or suddenly “acting” autistic. She may finally feel able to unmask around you. Be worthy of that trust.
Professionals
If your patient or client tells you she thinks she’s autistic, don’t rush to judgment.
Don’t:
- Refuse to test her because you “don’t see autism.” She may be masking her autistic characteristics out of long habit or anxiety.
- Let the fact that she has a relationship or a job convince you that she can’t be autistic. Autistic people get married and have friends, families, and jobs.
- Use eye contact as a reason to deny her autism. Did you ask how eye contact feels to her or if she taught herself to look at people’s eyes because it didn’t come naturally? People in the neuro-majority aren’t taught to make eye contact and never even think about it. Does your client have a plan for looking at a person’s eyebrows to give the appearance of eye contact, or does she silently count seconds for a routine of looking at the eyes, looking away, and then back again?
Do:
- Ask follow-up questions about why she believes she’s autistic. Be a detective, dig deeper, and give her the respect of taking her seriously. Sometimes we ask, “Do you have problems with social conversations?” The short answer might be “No.” It might not be a problem because she avoids social conversations, or because she taught herself a system for “performing social conversation.” People in the neuro-majority don’t tend to have systems for conversing, we just wing it.
- Refer her for assessment if you are unable to evaluate her for autism. Just because you don’t see it doesn’t mean it’s not there. Refer her to someone who is experienced in diagnosing masked, late-diagnosed autistic women.
If You Are an Autistic Woman
If you have discovered that you’re autistic, I invite you to love your autistic self. You’ll find other late-diagnosed autistic women who have a lot in common with you once you start looking.
Don’t:
- Let self-doubt or imposter syndrome keep you from connecting with people who will believe and accept you. Many have walked this same path of self-discovery.
- Assume that if you can’t afford an assessment or you can’t find anyone experienced in testing women, that you can’t call yourself autistic. You know yourself better than anyone else. Own self-diagnosis with pride.
- Be stopped by a professional who doesn’t hear you, tries to dismiss you, or gives you another label that doesn’t feel right for you. Being autistic is not being broken, flawed, or disordered. It is a brain difference, not a deficit.
Do:
- Read, research, and learn all you can about autism. Not all autistic people are alike, any more than any group of people is, but you will probably notice many similarities.
- Find people who find your differences delightful and places where you can drop your mask and stim if you want. You deserve to live your life as your true self, not your mask.
- Remember that you are worthy, your contributions are valuable, and the world is a better place because you are in it.
Today…
As I write this, my first-born is in the next room. It’s been 30 years since I heard the words, “Mom, I’m autistic.” We’ve come a long way. Although it was hard at first to accept the diagnosis, today we wouldn’t change a thing.
My hope is that when a woman in your life finds the courage to say, “I’m autistic,” you’ll be better prepared. She’ll thank you for it.
And if you’re the one who’s autistic, congratulations! You’re in good company.
Wendela Whitcomb Marsh, MA, RSD (religious studies doctorate) (she/her) is an award-winning author, sought-after speaker, and autism expert specializing in late-diagnosed autism. She is the founder and CEO of Adult Autism Assessment & Services, a neurodiversity-affirming group practice hiring autistic clinicians. Her books include Recognizing Autism in Women and Girls, and the book series, Adulting While Autistic. Her late husband and two of their three children were diagnosed as autistic later in life
Comprehensive sexual education is key to acquiring the necessary knowledge and skills for developing healthy relationships, good sexual health, and safety. However, it is often a daunting topic that contains nuanced questions on sensitive issues. Paired with hidden social cues and the complexities of modern-day dating, young autistic people can often find themselves struggling.
OAR’s online sexuality education resource, Sex Ed. for Self-Advocates, helps autistic teens and young adults better understand these important issues, with information presented in a clear and understandable format. This online guide is specific to the needs of autistic people and offers accessible information about key topics, including healthy relationships, dating, and consent.
Users will find articles and brief videos in each section before testing their knowledge and practicing new skills through interactive modules. The resource contains nine sections, each building on information from preceding sections within the guide. Each section, also found in audio, is focused on a key topic in sexuality and sex education.
Users can focus on sections they are interested in or navigate through the guide from beginning to end. While the guide was written for self-advocates ages 15 and up, it contains tips and lists of additional helpful resources for the parents and educators of young people on the spectrum.
If you have any questions or feedback about OAR’s Sex Ed. for Self-Advocates, please contact OAR at programs@researchautism.org.
Hire Autism welcomed two new groups of navigators in January and February. Eight volunteers, from various personal and professional backgrounds, made up the two groups. They are:
- Arielle Belanger
- Ashley Perez
- Brian Posner
- Jai Jain
- Jessica Olson
- Steven Egee
- Sylvia Musselman
- Thomas Templer
These newest navigators are eager to get started helping autistic job seekers build their job search materials, skills, and confidence. As navigators, they will help job seekers refine their resumes, cover letters, and interview skills to assist them in finding meaningful employment opportunities.
Ebony, a recent job seeker, said this about her experience working with a navigator: “One of my main issues when I came to Hire Autism was getting support when it came to professional endeavors. My navigator made this less complicated. Throughout the time I got to know her, I ended up getting some certifications, finding a new position that was a lot less stressful than my last job, and I was able to get into grad school. I want to thank Hire Autism for existing and helping people like me when, at times, it feels like there is not much there for young autistic adults.”
Are you or someone you know interested in mentoring autistic job seekers? Apply for our April 2024 navigator cohort. Applications will be accepted until Thursday, April 4, 2024, at 11:59 p.m. ET.
If you have questions about the Navigator Program or other volunteer opportunities, contact the Hire Autism team at mail@hireautism.org.
From the California coast to New York City to London and a few places in between, RUN FOR AUTISM has an exciting spring race schedule ahead. Over 200 runners have registered for our six spring events, raising over $125,000 so far.
United Airlines NYC Half Is Around the Corner
In March, 39 RUN FOR AUTISM team members will race through Brooklyn and Manhattan and cross the finish line in Central Park to complete the 2024 United Airlines NYC Half. Rhonda Smith will be running with her 16-year-old autistic son. “We are both so excited to do this once-in-a-lifetime run together,” she said.
Teammate Susan Luliano is also running for her son. This is her third RUN FOR AUTISM race in the last three years. “To be connected with other runners who also want to raise awareness for autism makes me feel proud.”
The team roster is filled, but you can join OAR in NYC in 2025! Sign up for OAR’s interest list for next year’s race.
Active for Autism 5K and Kids Dash Is Waiting for You
The sixth annual Active for Autism 5K and Kids Dash returns in support of Autism Awareness Month this April with in-person and virtual options. Create a team with friends and family, win fundraising prizes, and help us reach our goal of raising $80,000 through this event to fund a new research study and further OAR’s mission to apply research to the challenges of autism.
If you live in the Washington, DC metro area, join us in person on April 13 in Alexandria, Va., for a fast, fun, and family-friendly race. Or join virtually to run anywhere, anytime between April 1 and 12. Whichever option you choose, you’ll receive a race t-shirt, race bib, and sponsor giveaways. Learn more and register today!
TCS London Marathon Team Is Gearing Up
On April 21, a team of 22 RUN FOR AUTISM runners will take on the 2024 TCS London Marathon. For the first time, the RUN staff will be there in London to cheer on our runners.
Sarah Wiliarty runs for her daughter, who was diagnosed with autism a year ago. “Being part of the RUN FOR AUTISM team means that her diagnosis is leading us to celebration, advocacy, travel, and adventure. It’s hard to express how this has shifted our experience,” she said.
If this sounds like a great opportunity, don’t delay! Get on the interest list for the 2025 race to save a spot.
Join OAR for the Big Sur International Marathon
A week later, on the other side of the globe, RUN athletes will follow California Highway 1 from Big Sur to Carmel-by-the-Sea for the iconic Big Sur International Marathon. Team member Aaron Burros chose OAR for several reasons. “My mom was a foster parent to kids on the spectrum” he said. “I needed to gain hope back in humanity after getting shot several times in a workplace shooting.”
Spots are still open on OAR’s team for this scenic, one-of-a-kind marathon. Register before March 18 for a guaranteed entry into this sold-out race!
OAR Has Open Spots for DICK’S Sporting Goods Pittsburgh Marathon
With races including a 5K, half marathon, marathon, toddler trot, and pet walk, the Pittsburgh Marathon on May 4 and 5 has an event for everyone. By joining the RUN FOR AUTISM team and fundraising, athletes receive a refunded race entry fee. Learn more about OAR’s team and register today!
Take On a California Triathlon
Looking for a challenge beyond running? Join OAR triathletes for the Escape from Alcatraz Triathlon on June 9. Athletes start with a plunge into San Francisco Bay near Alcatraz Island before embarking on an 18-mile bike ride over the hills and an eight-mile run through the sand of Baker Beach and up the famous 400-step sand ladder. Learn more and sign up to save your spot!
We are so proud of all of our RUN FOR AUTISM athletes taking on events this spring. We’d love to have you join the team and dedicate your miles to autism research. Please take a look out our full upcoming race calendar and contact the RUN staff at run@researchautism.org with any questions.
In January, the American Library Association (ALA) announced the winners of the Schneider Family Book Awards, as well as the titles selected as honor books. The Awards recognize an author or illustrator for the artistic expression of the disability experience for child and adolescent audiences.
In two of the three categories, the award-winning books feature an autistic main character. Henry, Like Always, written by Jenn Bailey and illustrated by Mika Song, won for the best young children’s title. As described in the press release, Henry starts to unravel when Share Time, which usually takes place on Fridays, changes to make way for a special parade. With the gentle and understanding support of his teachers and classmates, Henry works with the change to find his own way.
The award winner for best middle grades, The Fire, the Water, and Maudie McGinn, was written by Sally J Pla. Maudie loves spending summers with her dad in California. When a wildfire forces an evacuation, they move to a trailer on the beach. Burdened by secrets and her mother’s expectations, Maudie seeks affirmation by learning to surf. Her bravery broadens and transforms her sense of self-worth. ALA noted that “readers will ride the waves of Maudie’s emotional journey of self-acceptance and self-advocacy in this moving book.”
Among the honor books, two feature neurodivergent characters. Tilly in Technicolor, written by Mazey Eddings, won in the teen category. The novel tells the story of Tilly Twomley, who has ADHD and is desperate for change. She feels like she’s white-knuckling her way through high school as flawed executive functioning has left her burnt out. Things quickly change as she meets Oliver Clark, who is neurodivergent. As the duo’s neurodiverse connection grows, they learn that some of the best parts of life can’t be planned.
One of the middle grade honor winners, , is a novel-in-verse about Selah, who comes to understand and celebrate her difference. Selah navigates the challenges of day-to-day life as a person who faces the unique obstacles of neurodivergence. But as she soon starts to figure out more about who she is, she comes to understand that different doesn’t mean damaged.
Sherri Alms is the freelance editor of The OARacle, a role she took on in 2007. She has been a freelance writer and editor for more than 20 years.
Approximately 1 in 36 children have autism spectrum disorder (ASD), and autism affects families of every race and socioeconomic group.
Parenting an autistic child is challenging, but it’s important to remember that their siblings need help as well. Siblings are just learning to operate in the world themselves and may not have the maturity or skills adults have in relating to their autistic brother or sister.
Fortunately, you can help your autistic child’s siblings understand more about their brother or sister and how to relate to them in loving and kind ways. Encouraging a positive relationship can also help your autistic child with social skills, as neurotypical siblings can be excellent role models.
Here are some conversations and activities that can help your autistic child and neurotypical sibling bond and understand each other better.
Explain that Differences are OK
One of the first things you can teach your autistic child and their siblings is that people are different, and that’s OK. You can explain to neurotypical siblings that their autistic brother or sister struggles to use their words sometimes or can get overwhelmed by a lot of noise.
Understanding differences makes your children more empathetic and helps them accept all differences — whether related to autism or not. Whether people have different customs, cultures, races, or other identities, your children will be more accepting because of their experiences with an autistic sibling.
Teach Mindfulness and Meditation
Mindfulness, or being fully present in the moment, and meditation, which focuses on a particular thought or activity, are enormously beneficial to people of every age.
Mindfulness can reduce stress, which is an important skill for autistic children and their neurotypical siblings. Being fully present in the moment can help avert a panic attack due to overwhelming thoughts and emotions that kids don’t know how to fully address.
Practicing meditation can also help siblings stay focused and approach challenges more effectively. Some of the benefits include lower stress levels, improved sleep, better moods, and even better physical health. You can teach children to focus on their breath or incorporate your faith tradition into meditation — there’s no right or wrong way to do it.
Encourage Musical Expression
Music seems to have a way of reaching deeper than our minds, helping us feel better and express ourselves without words. When it comes to autistic children and their siblings, playing instruments and using songs to express themselves can be a powerful way to build connections.
Playing in the band or orchestra is often supported by schools, and instruments may be available for affordable rent or purchase. The mental health impact of playing an instrument is significant: musical training can make the brain better able to adapt, heal, and learn. Being involved in a band or orchestra can also reduce stress and improve listening and reading skills.
Even if your children don’t continue playing music as adults, the positive impact of playing an instrument growing up is long-lasting.
Let them Cook Together
Cooking together is a valuable chance for siblings to grow in empathy and understanding. This hands-on activity allows neurotypical siblings to directly experience the sensory challenges their autistic sibling might face, like texture or sound sensitivities, deepening their appreciation for each other’s unique qualities.
Key skills such as patience and clear communication are crucial in the kitchen, fostering empathy. Neurotypical siblings learn to patiently guide their autistic sibling, particularly when learning new tasks or needing more time, thereby strengthening their bond.
Adapting the cooking environment to the autistic child’s needs is also vital. This may involve using quieter appliances and avoiding strong odors or certain textures, helping neurotypical siblings create an inclusive space. These efforts not only deepen empathy but also enhance their relationship through teamwork and shared experiences.
Be Prepared for Multiple Conversations
As your children grow up, they may have more questions about their autistic siblings. Be ready to talk about autism, but emphasize that your autistic child isn’t solely defined by their diagnosis. Also, understand that the increased attention you spend on an autistic child may cause siblings to feel left out or less important, and it’s essential to address these feelings.
Sometimes the family’s experiences are limited because of the autistic child’s needs, and that can cause resentment from siblings. If that’s happening, consider specific trips with the neurotypical siblings so they can be involved in more activities.
Care for Yourself and Others
Having an autistic child can present unique challenges for everyone in the family, so it’s important as a parent to take care of yourself first and foremost. Make sure you have time to decompress, rest, and spend time doing what you enjoy.
From there, remember that your autistic child’s siblings may struggle as well. Help them understand that differences are OK and use the strategies in this article to encourage sibling bonding and empathy. Most of all, be ready for multiple conversations as your children grow through different phases in school and life.
Indiana Lee is a writer from the Pacific Northwest with a personal commitment to shedding light on important issues surrounding autism. Outside of writing, she enjoys the outdoors, reading, and jigsaw puzzles. Connect with her on LinkedIn.
The transition from school to adulthood is a pivotal time in the lives of all students. For an autistic student, change of any kind can be challenging, and a transition as momentous as this can seem especially daunting.
As a parent of an autistic young adult, you have already accomplished a lot, from coping with the diagnosis to addressing all the challenges you may have faced over your child’s school years. And you will continue to play a large role in the transition-related self-discovery and planning process for your autistic young adult. Thoughtful planning, sound information, and open communication will help you support your young adult and their transition team to create a solid transition plan that leads to success.
Start small but think big! Before you begin the actual paperwork and planning with your young adult’s school and IEP team to implement the transition plan, you can start planning on your own to lay a foundation for the entire process. This article outlines a three-step process to:
- Facilitate thinking and brainstorming about your young adult’s future (Assessment)
- Begin planning future goals (Goal Writing)
- Understand realistic challenges to these plans (Anticipating Obstacles)
Step 1 – Assessment
As you begin the transition planning process, think about the “big picture” of your young adult’s future:
- What do you want your child’s life to look like 5 years, 10 years, or 20 years from now?
- What do you NOT want your child’s life to look like in 5 years, 10 years, or 20 years from now?
- What will your child need in order to achieve the desired goals and avoid the undesired outcomes?
As a parent of an autistic child, you may have struggled to adjust your expectations for the future you once dreamed of for your child. Realistic, concrete goals and expectations are the foundation of a successful transition plan. It is important not only to set progressive goals that your child can reach, but also to challenge your child to grow. Leave room to be pleasantly surprised by all that they can achieve through this process! Transition doesn’t only apply to your loved one. It also applies to you – the parent. Parents have to be ready to allow their loved one to grow and learn through experiences, failures, and successes.
Throughout your transition planning, the concept of future quality of life is central. “Quality of life” basically refers to how satisfied your child feels about their education, work, recreation, spiritual life, social connections, community living, health, and emotional well-being. You may not have specific ideas about all of these areas, but you can start imagining what you would like for your young adult and what they would like for themselves as they transition out of high school. At different times in this process, you will begin to find connections among all of these areas and start to identify realistic and attainable goals.
Although quality of life is often as much about the process as it is about the product, neither process nor product should be compromised as part of transition planning. Once you have this broad vision in mind, start brainstorming about some of the specifics, such as personal interests, strengths and challenges, past learning history, and the supports that will be necessary for your child along the way.
Step 2 – Writing Overarching Goals
Later in the transition process, you will be asked to help determine – and write down – specific objectives you want your young adult to achieve. But now is the time to think of the broad, overarching goals that reflect the future you want for your young adult. You can think of this as a mission statement for the transition you envision.
Examples of overarching goals:
- My child will be able to live independently.
- My child will be comfortable and safe in a supported living situation.
- My child will have two or three close relationships.
- My child will contribute to the community.
- My child will find satisfaction in several of their daily activities.
Overarching goals should build from the information you gathered in your assessment, regarding quality of life, personal interests, strengths and challenges, and past experience.
Step 3 – Anticipating Obstacles
Most goals are not meant to be easy to accomplish and meet in a short amount of time. But goals can be broken into smaller steps that can gradually be achieved, one at a time.
As you think of the skills, lessons, materials, and information you and your young adult need in order to move through the transition process successfully, obstacles may present themselves. For instance, as you created the list of goals for your young adult, did you think of any skills that they may need to be successful? Or resources that will help them accomplish these skills? Lack of any key “ingredient” may delay, if not stall, the transition process. So, if certain skills need development, such as effective communication, toileting, table manners, cell phone use, or personal hygiene, now is the time to create a strategy to develop them.
Obstacles may appear along the way, but you are building a solid plan that can be revised and modified to accommodate the changing needs, desires, and skills of your young adult.
Want more tips for your autistic child’s transition to adulthood? Download or order a free copy of Life Journey Through Autism: A Guide for Transition to Adulthood.
This post was adapted from Life Journey Through Autism: A Guide for Transition to Adulthood. Click here to check out this resource.