What is autism?
Autism is a neurodevelopmental disorder that affects the early brain development of 1 out of 36 children. The primary characteristics of an autism spectrum disorder (ASD) are:
- Impaired social relating and reciprocity. Impaired use of multiple nonverbal behaviors such as eye contact, facial expression, and gestures. Failure to develop peer relationships or to share enjoyment, interests, or achievements with others. Lack of social or emotional reciprocity.
- Disordered language and communication development. Delay in development of spoken language. Impaired ability to initiate or sustain a conversation. Repetitive use of language. Lack of varied, spontaneous, or social imaginative play.
- Restricted interests and repetitive activities. Preoccupation with restrictive patterns of interests. Rigid adherence to specific, nonfunctional routines and rituals and difficulty coping with transitions from one activity to the next. Repetitive motor mannerisms. Persistent preoccupation with parts of objects.
- Although these are typical characteristics of ASD, they will not manifest equally in all individuals. No two individuals with autism will be alike.
Challenges in the library and strategies to provide meaningful experiences
Remember that an individual with autism does not “act out” intentionally to make things difficult. There are underlying reasons why they may have challenges. It might be difficult for an individual with an autism spectrum disorder who is in a library to follow directions, to take turns, or to move between activities. Here are some strategies that may prove effective when working to include an individual with an ASD in library activities.
- Support verbal communication with visuals. Visual supports increase understanding, clarify expectations, and increase predictability. Visual supports include photos, clip art, print, etc. Consider the use of visual supports to increase understanding of verbal directions; clarify expected behaviors (for example, “quiet,” “sit on floor,” “listen.”) Use the visuals to prompt appropriate behaviors.
- Prepare for transitions. Individuals with autism prefer routine. Prepare the child for transitions by using a visual schedule. The schedule may be a written checklist or a series of photos/drawings indicating the sequence of events. Alert the child that a change is imminent by announcing how much time is left for the current activity (for example, “Five more minutes, then ___.”)
- Offer choices. When possible, offer the child choices.
- Reinforce appropriate behavior with rewards. Individuals with autism may need additional incentives to demonstrate expected behaviors. Consult with parents to identify a possible reward for the child to receive for appropriate behaviors. Use this reward with a “first/then” routine (for example, “first listen /then magazine.”) It is most effective to use visuals to clarify this first/then routine.
- Using visual supports to increase predictability, clarify behavioral expectations, and prepare a child for transitions will have a positive impact on the individual’s comfort in the library. Despite your best efforts, individuals with autism may become upset. If this happens, seek assistance from the child’s caregiver.
‣ VKC Resources
- Vanderbilt Autism Resource Line
- TRIAD
- Families First Program
- StudyFinder
- Tennessee Disability Pathfinder
‣ Tennessee Resources
- Autism Tennessee
- Autism Society of East Tennessee
- Autism Society of the Mid-South
- Junior League Family Resource Center, Monroe Carell Jr. Children’s Hospital at Vanderbilt
- Tennessee Developmental Disabilities Network
- Tennessee Disability Coalition
‣ National Resources
- Administration for Community Living
- Association of University Centers for Disabilities
- Autism Speaks
- Autism Society of America
- Do 2 Learn
- Icon Talk
- KidsHealth
Top photo by Getty Images/iStockphoto
[September 2013]