Teaching Nonverbal and Less Verbal People - Adam paints a self portrait

"Live as if you were to die tomorrow. Learn as if you were to live forever." 

~ Mahatma Gandhi

Adam writes and draws about our portrait painting class

Adam is an intelligent young adult on the autism spectrum who is less verbal and uses drawing and other art forms for communication. I first met Adam when he was just 3 years old and profoundly nonverbal. My job as a speech-language pathologist was to help him learn to connect and communicate with the world around him. What actually happened over the next couple of decades was more interesting - as much as I taught him, he taught me more. So at this point, I'll say that together Adam and I have discovered some effective ways to get around the barrier of imperfect verbal communication and give voice to the intellect and creative soul within. With Adam's permission, we now share some of what we've learned.


In the Art Studio:

Portrait teaching setup (Adam's easel on the left, my instructional model on the right, iPad photo reference and painting materials in the center)

You need a space that is friendly and comfortable for the student. The art studio we are working in is one that Adam's dad set up for Adam and his mom (who is also learning to paint). We have a generous work surface so that materials can be visually set out in an organized way. There is room for Adam (a tall guy) to step back and move around. Also important to consider lighting (need to see clearly, but not aggravate sensory sensitivies), sound environment (reduce background noise) and air quality (allergies, eg. free from mold & mildew).


Below are links to the two instructional videos that we made from our recent portrait painting sessions (posted on our YouTube channel AUTISMartCOMMUNICATE). These videos highlight and demonstrate some effective teaching strategies when working with less verbal individuals, including:

• use of visual demonstrations
• working from visual models
• effective use of the iPad as a visual tool (takes & displays photos, allows zooming in on specific details)
• verbal language should be clear, slow-paced and match demonstrated actions
• back up verbal language with visual supports (to improve comprehension)
• allow time for processing of verbal questions and instructions
• repetition and rephrasing (of key information) can be helpful
• resist "chattering" (remind yourself to leave quiet spaces)
• SHOW more than TELL
• gentle "hand over hand" can sometimes be useful when teaching a new motor skill
• simplify language without "talking down"
• allow the student to work at their own pace (don't rush)
• student should be mostly calm, relaxed and enjoying the experience
• okay for students to talk to themselves as they work
• specific to portrait painting, be aware that autism can affect the individual's ability to process the human face
• balance direct instruction with developing the student's artistic expression & style
• art activities are a good context for language learning 
• assume competence (and that all of your words are received and understood)

Part 1 (from the first hour-long painting session):

(if the video won't play click this link: Adam paints a self portrait - part 1 )

And Part 2 (from our second one-hour portrait painting session):

(if the video won't play click this link: Adam paints a self portrait - part 2 )

We hope you find these videos helpful and that you try out some of the methods in your own classes and studios. There is a lot of untapped artistic potential in the autism population, and many new artists waiting to learn new ways to express themselves. We would love to hear about your experiences.

We'll end this post by sharing Adam's completed self portrait. He has a bold and expressive artistic style that comes through in all of his art work, and is all his own. I love it:

Self Portrait by the artist, Adam V

Classroom Solutions - helping noise-sensitive students to cope

September can be a difficult month in the school system, as everyone (students, teachers, parents) gets used to new classrooms, new groups, and new expectations. 

 

 

 

This picture, drawn by Owen (and used with his permission), for me perfectly encapsulates the feelings of distress and irritation that can develop on all sides of the classroom dynamic, especially during the early weeks of the school term.

Here are some ideas to help you and your noise-sensitive students through any current rough spots, while laying the ground-work to create a learning environment that will be effective for the school year ahead:

1. Look at the problem from all sides:

Owen drew his perspective for me, clearly showing that he felt his noisy classroom situation was not working out for him, but also not working for the other students and the teacher. During our discussion, we used clues and tried to "guess" what was in the minds of the other people in the situation. This helped Owen to understand why some of the other students might be distracted and having trouble settling down to work, also why the teacher might be finding it frustrating as well (trying to teach when people weren't focused and listening).

It was important to him that I shared his drawn perspective with the teachers, so that he was sure they were aware of how upset he felt.

2. Figure out what you control and what you don't:

This is a critical part of the problem-solving process, because anger and frustration are driven by feeling powerless to change a difficult situation. Finding out where your power is (what do you control?) gives a starting point for effective solutions.

Here is a simple visual that I have often drawn for my students to show them what they control and what they don't:

Essentially, you have direct control over everything that is connected to your brain - your thoughts/feelings, your words, your actions. Your words and actions may "influence" another person's choices (this is the world of social cues), but you can't control what another person chooses to do, say, think or feel.

* aside: it's interesting how often I have to remind myself of this exact thing when I'm sorting out difficult situations in my own life *

3. Define the problem and generate a list of possible solutions:

Owen is extremely noise sensitive and his ability to process spoken information in the presence of background noise is not strong. The classroom was noisy and several students were being disruptive. Owen was able to define his core problems as: (1) clearly receiving the teacher's lesson and instructions, and (2) being able to focus and do his work.

Once we had clarified what the real problems were, Owen and I were able to come up with a list of potential solutions:

 

Notice that all of these strategies have to do with things that Owen has direct control over in the situation - they let him know that he does have power to change things for the better.

4. Get help for what is out of your control:

Even with the above solutions, this is a difficult on-going situation for Owen to manage (noise is a huge irritant that disrupts his thinking). Owen and I have known each other a long time, and he has confidence that I will act as his advocate and "go-between", explaining his distress to the other adults. He also has great confidence in the teachers at his school - they have helped him solve difficult situations many times over the years, and he is 100% certain that they "have his back".

True solutions to challenging school situations require on-going collaboration between the student, teachers, parents and any other professionals involved. Keeping good lines of communication going helps everyone to stay calm and have confidence that solutions can be found (no matter how difficult the events of the day may have been)