Where in the World is Dr. Stephen Shore?...Well Dr. Stephen Shore is apt to be anywhere in the world, but almost always performing the same service:

“Improving life for people on the autism spectrum....

one trip at a time!”

This week Dr. Shore is teaching an Introduction to Autism course in Manhattan for Adelphi University.

Kathleen:  Hello Stephen. Before we talk about the course you’re teaching at Adelphi University in Manhattan this week, tell us a little about the three presentations you made at the autism conference last week in Dallas.....how they went, and what some of the interesting moments from them were.

Stephen:  Oh sure... be glad to.  One of the presentations focused on training police, EMS, fire rescue and other first responders on how to safely handle encounters with people on the autism spectrum.  This workshop was a team effort led by Dennis Debbaudt - a private investigator, Jim Donahue - a policeman, Bill Cannata – a fire captain, and Kim Taylor - a retired judge.  More about us and the work we do can be found on www.autismriskmanagement.com.

Some areas focused on included how sensory issues play a role on behavior in a first responder situation, especially with loud sirens, bright flashing lights, and noisy “squak” boxes.  For example, how would a policeman respond if a person suddenly started reaching for his or badge?  Or what about the handcuffs, radio, or weapon hanging from their belt?  If the offer has a sense that the person has autism the response may be very different.

Processing issues play a role as well in that it may take longer to obtain an answer during interrogation and there may be little to no eye contact – which is often interpreted as guilt.

When presenting to police officers and other first responders, Dennis introduces me as a “Dr. of Special Tactics”.

So these are some of the things covered in this workshop.

Kathleen: Is there a movement afoot, Stephen, for mandatory officer training regarding spectrum individuals and sensory issues such as these?

Stephen:  Yes there is.  There is increasing awareness that people with autism have to be understood.

Kathleen:  Where are we in the process do you think? Is this getting the traction it needs quickly enough?

Stephen:  It’s slow but we are gaining momentum.

Kathleen: This sounds like an excellent project and one that really needs as much recognition as possible.

Stephen: The second presentation focused on music and was divided into three major topics.  First, I described SWAT (Special Ways And Techniques) for including people with autism in the music curriculum using socially-based academic accommodations focusing on what students on the autism spectrum can do rather than focusing on deficits.   An example might be to engage a student who needs to relentlessly pace by walking around the auditorium with a flag of a country being sung in a musical performance.

Kathleen: Oh I love that. He becomes part of the whole performance rather than a distraction. Perfect.

Stephen:  Secondly, I present a technique for teaching children with autism how to play a music instrument such as the piano or recorder – again using the characteristics and strengths of the person on the autism spectrum rather than focusing on weaknesses.  For example, many people on the autism spectrum have a strong need for completion.  One way to use that to an advantage is to have a student place yellow stickies with note names written on them on the keys of a piano.  Once I get a student started they have to complete the process and label all of the keys.

The third part of the presentation presented idea for teaching groups of children on the autism spectrum in a sort of general music-experiential class.  Accommodations and adaptations are made to increase awareness of the environment, as well as enhancing communication and social interaction.

Kathleen: What might some of these adaptations look like and how might accommodations be made?

Stephen:  For example, the music session open with an greeting song recognizing all of the students.  Students who are absent are also recognized – but the song ends with the phrase “he’s not here...”.  Doing so helps those with autism who tend to live in the here and now (out of sight out of mind) recognize that even though a particular classmate is not present, they still do exist.

Kathleen: Oh nice.

Stephen: Another important concept to keep in mind is that the students must be engaged all the time.  No waiting around because that leads to boredom and challenging behaviors.  Therefor a student who is “out” from a competitive game remains engaged because they are asked to help maintain the tempo using classroom percussion instruments

Kathleen: And in that context, “out”,  simply means “doing another function” rather than “not performing WELL enough.”

Stephen:  Exactly!  Whereas in a typical class, the student who is “out”, perhaps because they were the last to stop moving when the music stopped, often just sits in a chair awaiting the next activity, the individual now is engaged to perform another function.

Kathleen:  How wonderful that this approach utilizes all the positive aspects of learning, particularly regarding music which, in my opinion, is one of the greatest joys in life.

Stephen:  The third presentation focused on using particular strengths coming from being on the autism spectrum to engage in fulfilling and successful employment.  For example, a special interest in a regional public transportation system and computers could be parlayed into developing and maintaining a web-based map for a commuter rail.  A person fascinated with bicycles and having good mechanical ability could become a bicycle mechanic.

Many people with autism specialize in particular topics and become experts in their field.  For those with strengths in teaching, a professorship at a college or university may be a good choice.  In fact, there are more undiagnosed people with Asperger Syndrome at institutions of higher education than almost anywhere else save for prehaps NASA or engineering firms.  In many ways colleges and universities are a sort of sheltered workshop for people on the autism spectrum.

Kathleen:  That is an amazing piece of information, however, not really surprising. My belief is that the difference between Asperger syndrome and genius is......very little. I have several civil and environmental engineers in my immediate family...and many of the endearing qualities of those on the spectrum are definitely present....but because of their professions, I believe the ‘quirks’ tend to be over looked.

Stephen:  I think there’s a lot to be said for that.  For example, professors are thought to be a little bit strange anyways.

Kathleen:  Exactly.

Now getting back to your work this week in Manhattan, the Introduction to the Autism course you’re teaching this week is extremely ‘in depth.’  As I read through the syllabus for this class I was just taken aback at how much information is to be presented as well as what an active part the students are required to have in their  learning process.

The course description outlined in just a few words what an extensive scope this “Intro” class has:

“This course provides an introduction to autism spectrum disorders. The wide range of cognitive, behavioral, social and academic issues of individuals with autism, Asperger Syndrome, and other Pervasive Developmental Disorders will be focused on. Topics in the course will also include: current theories of cause and development, the diagnostic process, education and therapeutic interventions, psycho-social adjustment, IDEA and IEP development, multi-disciplinary teams, and working with the family. Field observation is a requirement.”

That is a tremendous amount of area to cover! Simply defining and acquiring a working knowledge of what a multi-disciplinary team is (and it’s value and function) could be a course in and of itself.

What I found fascinating is that you have built in an extremely dynamic model for your student requirements....such as:

• • Net searches for daily topics
  • oral and creative presentations
  • requiring the uploading to Moodle for shared findings

It seems you have made the entire process of holding class....a collaborative, adaptive and dynamic experience. Which, from what I understand, is largely what you are teaching in this introduction to autism.....basically how to engage and facilitate the learning process for a very diverse and dynamic population, people on the autism spectrum. This, of course,  in addition to some theories of causation, the history and social dynamics of working with people on the spectrum and their families.

Stephen:  Indeed you are correct.  It takes a team of people working actively in collaboration to effectively teach students on the autism spectrum.  In fact, it’s necessary for teaching in general.

 

Kathleen:  That is certainly something I picked up from the way you present teaching methods. Your concepts and practices are applicable to any population. Certainly students on the autism spectrum benefit greatly, but the concepts are universal.

Stephen:  I agree.  As I often mention in class – accommodations made for students with autism and other special needs are really just extensions of good teaching practice.

Kathleen:  Now that is an important statement!

There are so many facets to this week’s course that we cannot cover all of them, but I am extremely interested in the various aspects of Inclusion. One of your student performance outcomes states:

“Inclusive Community. Students will develop a basic understanding of the approaches used to accommodate students with special needs in general education classrooms and outside of school.”

Can you share with us just a little of what this understanding looks like when you have finished with the intro class. What will your students come to understand in a different way....regarding the concept of “inclusion?”

Stephen: Students will understand that true inclusion occurs when being together is meaningful for both the students with autism and other difference and the regular education class.  Merely being in the same classroom does not necessarily equate to inclusion.

Kathleen:  It sounds as though you are describing a cognitive ‘symbiotic relationship’ of sorts.

Stephen:  That is one good way to look at it.  For example, when I discuss different peer tutoring models I emphasize the importance of finding ways students with autism and other conditions can help regular education students.

Kathleen:  Can you offer a few first hand examples of that?

Stephen:  Sure.  Suppose a student on the spectrum has a passion for earthquakes and the school is in California, Japan, or other earthquake prone area.  Wouldn’t be great to have that student present on earthquakes and ways to remain safe should one strike?  Perhaps another student with autism excels in math, history, computers, or science.  Is there a way that person can help their classmates?  In this way inclusion becomes meaningful for everyone and positive social interaction is promoted.

Kathleen:  Through the process of maximizing each one’s strength, the potential for everyone is realized. Basically the definition of synergy.

Stephen: So much more can be done by working with strengths.  Any goal of mine is to turn the tide of deficit model thinking for diagnosis and treatment towards a characteristics based approach.  This removes the focus from judging characteristics as good or bad and moves the conversation towards maximizing strengths.

Kathleen:  I can think of no better place to end this conversation than with that thought. Stephen as always, this has been such a pleasure.

But actually you are not done for this week! You not only are teaching this class...but you are preparing to leave for a month long trip to China. How exciting for you!

Stephen:  That is correct.  on Monday I depart for Beijing, XIian, and Shanghai where I will find out more about how they educate children with autism by observing and presenting to educators, administrators, and parents.

Kathleen:  Approximately how long will you be in each city?

Stephen: 5 days in Beijing, 3 in Xi’an, 2 weeks in Shanghai, and last few days in Japan.  My wife and I plan to do plenty of touring.  My first book Beyond the wall: Personal experiences with autism and Asperger Syndrome  has been translated into Chinese and from what I hear, a number of people in these schools have read it.

Kathleen:  Oh that’s so exciting. I would not be surprised if it were required reading in special education classes.

Stephen:  I know the book is required reading in a number of courses in the United States.  On a related note, my Understanding autism for dummies may be required for all trainees in the company that makes Medicalert bracelets.

Kathleen:  Congratulations. That is absolutely wonderful Stephen. I’m so glad that your work has the recognition it deserves.

Stephen:  Thanks.  This is very rewarding work. I am honored to have the fortune of being able to help improve the lives of people with autism and others having special needs.

Kathleen:  And it is always an honor and a pleasure to have you share some of your time with me and particularly during this extremely busy week of teaching and travel preparations.

Stephen:   It was a pleasure sharing with you.

I’ll be updating as Stephen makes the rounds at various autism spectrum conferences, presentations and related functions. To catch our conversations, watch for the next:

Where in the World is Dr. Stephen Shore?

It is my privilege and pleasure to follow along with Stephen while he is:

"Improving life for people on the autism spectrum....one trip at a time!"

www.autismasperger.net

Enjoy following video of Dr. Stephen Shore in which he gives a brief description of his life advocating for people on the autism spectrum

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