Sunday, July 27, 2014


Of the various characteristics commonly associated with autism, difficulty with social interaction often tops the list. More specifically, people with autism are noted as being unaware of and/or disinterested in what is going on around them, and they are described as generally not sharing their observations or experiences with others. This lack of social interaction is frequently described as aloofness. Although this isolation from others could be a choice, I suspect that sensory overload, along with limited communication skills, may be why some people with autism withdraw from others. With Alex, we have seen that as his sensory issues have been addressed through sensory integration therapy and as his language skills have improved with therapy and time, he has become much more interactive, especially lately.

When Alex was little, he seemed to lack the ability to point to things, which is common in children with autism. He would sometimes place his entire hand on something to call attention to it, but most of the time, he would take us by the hand to show us what he wanted us to see. As he grew older, he developed the ability to point and direct our attention, but until recently he rarely did so. This summer, we have noticed that he points to things as he tells us something he has observed. Most often, as we’re driving in the car, he points to signs at gas stations and happily announces, “Gas prices are going down!” Sometimes this ability to point can be tricky, as he also now likes to point to elderly people and comment, “He’s an old man!” or “She’s an old lady!” Fortunately, he doesn’t talk loudly enough that anyone but us could hear him. Moreover, he actually intends his seemingly rude comment as a compliment because he finds older people interesting. While we’re pleased that he is observing and making conversation, we also have to teach him social skills: pointing at people and commenting on their age is not acceptable.

Along with teaching Alex not to comment on people’s age, we also need to work on having him be less abrupt when he notices mistakes. Because he is very aware of what is going on around him, he notices small details that others may overlook. If a sign is misspelled, he will see it immediately and comment. He is even more likely to note numerical errors, especially on clocks or calendars, which are very important to him. I suspect that he thinks he’s being helpful to comment so that the problem can be addressed. Recently, he was looking at my watch and indignantly told me that the date was wrong. Since I rarely pay attention to the calendar on my watch, I didn’t realize that it had been off since July started and didn’t really care. Alex seemed surprised by my indifference and immediately asked me when I was going to fix it. Of course, to ease his concerns, I fixed it right then, which satisfied him. Similarly, this week, when we took him to the doctor, he noticed that the date was wrong on the electronic blood pressure cuff. The nurse, who finds Alex amusing, laughed when he told her his observation, explained that she had just put new batteries in the gauge, and promised him she’d take care of it for him. Fortunately, she understands his need for accuracy and didn’t take personally his need to comment on the error he had observed.

Perhaps the greatest improvement we have seen this summer in Alex’s interactive skills is in his desire to share information, opinions, and his emotions. In the past, he often spent countless hours reading and researching online and rarely commented on what he had discovered. Occasionally, he would share trivia he’d learned if a particular topic arose. For example, if he heard something about the Pope, he might comment that the Pope lives in Vatican City, the smallest country in the world. Frequently, if he hears a particular date mentioned, he’ll enthusiastically tell us what gas prices were at that time or how the stock market was doing then. Lately, he’ll be reading a reference book or something online and come running to tell us what he’s just read, wanting to share what he’s learned. Similarly, if he sees something on television that catches his interest, he’ll point to it and make an appropriate comment. If we’re in another room, he’ll come galloping (literally) to tell us what he has just seen so that we can experience it with him. What has been most heartwarming to watch, however, has been the development of his ability to express his emotions freely. When he hears songs that he likes on the radio, CD player, or television, he excitedly informs us, “That’s my favorite song!” Interestingly, we’ve discovered that Alex has many favorite songs, but we still love seeing his face light up as he smiles and enthusiastically lets us know how much he likes the music, a familiar tune that makes him happy.

While sharing ideas and emotions may not always come easily for Alex, we are thankful that he is making progress in his ability to communicate what he is thinking and feeling. Not only is this development crucial for his social skills in general, but also we get a better sense of how his clever mind works. Moreover, seeing Alex freely express himself, especially when we can share that joy with him, is a blessing we treasure and a testimony to God’s work in helping him overcome the obstacles of autism.

“’It was not because of his sins or his parents’ sins,’ Jesus answered. ‘This happened so the power of God could be seen in him.’” John 9:3


Leslie Lim said...

Thank you for posting some kind of information. It was really helpful since I am doing some research now.

Pam Byrne said...

Dear Leslie,

Thank you for your comment; I'm glad the information was helpful to you!

Take care,