| Andrew, a heartbreaker, was twelve years old when I | | | | protect his vulnerable system. I encouraged him to |
| met him. Nonverbal, with a diagnosis of low-functioning | | | | rock as much as he needed and provided additional |
| autism, he exhibited extreme auditory processing | | | | opportunities, realizing he needed the movement to |
| problems. Significant sensory impairments--sounds | | | | calm and organize himself. I followed him around and |
| were often painful--were apparent. In addition, he had | | | | imitated him, especially when we were at a park. |
| difficulty starting, starting, stopping, and switching | | | | Eventually, he would follow me and it proved to be |
| movement (dyspraxia/apraxia). He rocked back | | | | effective in forming joint attention and a trusting |
| rhythmically from foot to foot seemingly to modulate | | | | relationship based on cause and effect. It served as a |
| his movement difficulties and improve fluidity. | | | | precursor to mimicking my movements and following |
| When he did not understand something, I noticed that | | | | my visual prompts. |
| unknowing staffers in and out of the classroom had a | | | | Like many of my nonverbal students, he learned new |
| tendency to repeat themselves, sometimes louder, | | | | words easily and matched them to the corresponding |
| most always slower, thinking then he might understand. | | | | pictures. He could not print on his own but readily |
| This would agitate him further and he would often lash | | | | moved my hand to write simple sentences--facilitated |
| out--hurt, frustration, fear, and anger, ever present on | | | | handwriting--to request snack items. He also used a |
| his face-- at the person speaking. If the speaker was | | | | letter board with facilitated assistance. It was apparent, |
| too far away, a child or adult closest to him served as | | | | he had the heart of an artist and loved working with |
| a target. | | | | clay. |
| When he was assigned to my class, he taught me | | | | Lessons Andrew taught me:o Find a way to establish |
| very quickly to just "shut up". Often, when classroom | | | | a trusting relationship with fearful, skittish, angry or |
| directives were given, he gave me a confused | | | | aggressive children. They are in distress and need |
| heartfelt look indicating that he did not understand what | | | | help.o Be sensitive to auditory processing issues. If a |
| I wanted. It was an injured, yet wanting to please look | | | | child shows agitation, find a nonverbal way to |
| that I can still see as I am writing this. I would then | | | | communicate.o Don't let them flounder. STOP |
| gesture, show him a picture if available, or walk over | | | | TALKING! Drop what you are doing, and attend to the |
| and assist him, depending on the situation and his level | | | | problem immediately by providing visual, gestured or |
| of anxiety. My attention was immediate for I had | | | | physical support.o Teach others to be quiet and |
| witnessed his intense panic. | | | | provide silent visual and gestured supports when |
| Because I attuned myself to easily recognize his early | | | | interacting with them. |
| look of confusion, and to come to his aid quickly, we | | | | Click to return. |
| became fast friends. He learned he could trust me to | | | | |