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Teen Wins Award For A Coding Program
In 2020, Sreenidi Bala, a teenager from Farmington, Connecticut, started a passion project that would change the lives of hundreds of autistic students.
This column first ran in the July 2016 issue of The OARacle. We invite you to read its evergreen message and apply the writers’ suggestions to your situation.
There are few virtues more important than independence. Universally, nations and their citizens strive for independence. Teenagers seek independence from their parents. Small children tell their parents, “I do it.” Research tells us that independence is fundamental for success, boosts confidence, reduces over-reliance on others, promotes happiness, increases a sense of accomplishment, and promotes better decision-making. Independence is important to function effectively in the world.
As those who support, care for, and love individuals on the spectrum, we are often mired in day-to-day issues without enough time to address them:
We want to be helpful so, in the landslide of situations like these, we often “do for” the individual on the spectrum because of time constraints and their immediate lack of skills. Doing for is easier and keeps everyone calm.
Being helpful enables us to survive those moments, but is doing for the right thing to do? In the short run, absolutely. Action is needed quickly. In the long run, though, it may not be the best thing for the caretaker or the person on the spectrum.
The definition of independence is “freedom from outside control and support.” That is what we need to aim for, difficult though it may be. It all starts with a belief system. We must believe that:
To turn belief into reality, we need to have the correct system of action. We don’t “do for” the individual with autism, we teach and support, as necessary. We ask ourselves, “How can I work myself out of the activity?” and “What supports need to be in place to foster independence?”
The long-term goal is to have an empowered individual on the spectrum who knows what they need and want and has the ability (with supports, as necessary) to access those needs and desires. It is our “job,” if you will, to foster the “I can do it” attitude in the individual on the autism spectrum. This is independence.
Brenda Smith Myles Ph.D., is a researcher, consultant, and author of many books on autism spectrum disorder. She has made over 3,000 presentations all over the world and has written more than 250 articles and books on autism spectrum disorder, including Excelling with Autism: Obtaining Critical Mass Using Deliberate Practice; High-Functioning Autism and Difficult Moments: Practical Solutions for Reducing Meltdowns; and Asperger Syndrome and Adolescence: Practical Solutions for School Success, the winner of the Autism Society of America’s outstanding literary work. Among other volunteer positions, she was a member of OAR’s Scientific Council for 16 years, from 2002 to 2018.
Amy Bixler Coffin, M.S., is program director of the Autism Center at OCALI. She coordinates and provides regional and statewide professional development for districts, families, and organizations. Coffin has presented at state, national, and international conferences, contributed to several articles and book chapters, and has authored a book on supporting individuals with ASD in the community.