G How Should Providers Interact with Individuals with Autism? Getting to know someone with limited social communication skills can take time, but developing a positive relationship is fundamental to a successful respite experience. To begin to establish rapport, providers should find out about his or her interests. Many individuals with ASD are very passionate about certain topics or activities, so learning what these are (by asking the individual, the family, and just by observing) is key. Joining in these preferences may help the person with autism to engage with the provider and enjoy the respite time even more. Many people with ASD have great anxiety about change, so following the usual routines and being consistent with what the family does can greatly increase their comfort level. By communicating these details in advance, the family and provider can work as a team to ensure a quality respite experience.
should share before respite. If Ashley doesn’t want to go to bed on time, reminding her that she can read her favorite book once she is ready and in bed may motivate her to complete her nighttime routine. If the provider doesn’t know that Ashley really likes reading that particular book before going to sleep, it may be difficult to motivate her to follow basic directions to prepare for bed. Note that reinforcement only happens after the behavior is done; letting her read the book before she has done what was asked is not the same thing. Reinforcement is especially important when asking someone to do something they are really not interested in or find particularly difficult. Individuals with ASD have difficulty learning from their environment, so when a fun consequence is earned for a specific behavior, they can more likely see the connection between their actions and the results. They may not understand yet why it is important to eat their vegetables, but if they get their favorite ice cream after they do, they will be more likely to finish their dinner tomorrow. For some people, praise or a high- five is reinforcing enough to motivate them, but others will need more concrete examples that they are doing what they are supposed to do. For example, Ashley might get a sticker as she completes each step of brushing her teeth, putting her pajamas on, and getting into bed to show her progress towards being able to read her book. Whatever form the family has established, providing positive reinforcement helps to clarify and reward what the individual should do rather than punishing what he or she shouldn’t. At the same time, the provider becomes associated with positive experiences which may encourage the individual to look forward to the time spent together. There are several strategies to address the communication challenges of individuals with ASD, both in expressing themselves and • • • • • Providing positive reinforcement helps to clarify and reward what the individual should do rather than punishing what he or she shouldn’t.
An important part of working with individuals with autism is reinforcement. When someone engages in any behavior, the likelihood of it occurring again increases when it is followed by a pleasant consequence. In other words, if James finishes his homework and gets to play his favorite video game, he may be more likely to complete his assignments the next night if he knows he can play that game afterwards. Without that motivation, he may not cooperate when told to do his homework. What each person finds reinforcing is different and changes over time, so this is more information families
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