Autism and the Non-Compliant Child

I was asked a few days ago what I would do if teachers or staff tried to force Casey and Rob to always be compliant. Okay, first of all – who is going to force me to always do what others think I should? 🙂 But, seriously, it is an issue that is running rampant in schools and care facilities. What to do about the person who won’t do what staff wants them to do? And then, what to do with the staff that try to force compliance on a person? (apparently, my first thought of smacking them in the head is NOT a good option! 🙂 ).

I do understand the need for a certain amount of compliance, especially for safety reasons. Children need to learn the dangers of running off from their group (and this is a tough thing to teach children and adults with no sense of danger!) or how to play on playground equipment correctly (again, a tough thing to teach sensory seekers!). But, I do not believe that any program should be a “one size fits all” program. Every child, special needs or typical, is different and those differences need to be considered when working with the child.

When Casey was in preschool, she refused to keep her hand on the rail as the group walked down the hall. I think she simply saw no need for it, so she didn’t do it. As long as she stayed with the group, her teachers and the aide didn’t care. Other teachers, though, force children to keep that hand on the rail. Why? As long as the child is walking with the group – who cares? Will it matter tomorrow?

And besides, you have no idea why that child/person may be avoiding something. How do you know that the rail isn’t painful to them? That it may hurt their arm to walk like that? Unless that child is verbal and can tell you, you don’t know. Forcing that child to walk like everyone else is just a power trip for that teacher. Again, I mean when the child is willingly walking and staying with the group – who cares where their hand is?

Maybe the child is avoiding doing an art project because the scissors hurt their hand? Or maybe they are embarrassed because they can’t use the scissors as easily as their classmates? Maybe the glue makes them gag. Maybe they simply do not understand what is being asked of them. And when the child refuses to do the art project, they may be labelled non-compliant and the teacher becomes frustrated.

I get it – you have laid out this wonderful, fun project (to you, anyway) about Valentine’s Day and that child refuses to cut out a heart. What is wrong with the child? Don’t they know that mom will love their project? Don’t they care about mom? Seriously, folks, I’ve heard teachers make these comments. I do understand the teacher’s excitement, but what about the child?

Every time you have a child that refuses to do something, stop and ask yourself “Why?” and really think outside the box. Maybe the person is hungry, tired or sad. Maybe they are thinking about the dance they get to go to later that day or maybe they are thinking about Legos or pizza or coloring books. Maybe they are wondering where the teacher got those cool socks. Teachers and staff tend to take non-compliance personally and usually, it has nothing at all to do with them.

I once taught a little guy who has autism and ODD (oppositional defiant disorder). He would sign that he wanted to go outside, but if you said, “Ok, let’s go” he would refuse every time and I ended up standing in the hall while he sat. He went against everything that was said to him – even if it was something he wanted to do. It was his disorder. I soon learned if he wanted to go outside, not to say a word, but to go get my coat and he would happily follow, because it was his idea. I spent a lot of time sitting in the hallway while he hung upside down as he tried to decide whether he wanted to do what I suggested or not. (I have to say – even with all of that, he is one of those little ones that gets into your heart and never leaves. He always has a smile for me when I see him now and it’s been years since I taught him).

Consider that the person may have sensory issues you are not aware of. Sensory issues ARE real, not just a way to get out of doing things. They are painful and distracting and stressful. If you don’t believe me, think about being put in a small room, music is playing, a candle with a strong odor is burning, the lights are flickering, the heat is turned up, the clock is ticking loudly and you are being forced to wear clothes that are itchy. And – you are told that for lunch, you are being fed something that absolutely turns your stomach. And, someone comes in and says, “Read this story. Answer the questions. And sit still, no wiggling.” Let’s see how long you last. Don’t fool yourself – you will be a grouchy mess.

And that’s what some of our kids live with every – single – day. Teachers and staff need to understand that. They also need to know that people with autism can “read” others. They know who respects and cares for them and who is only there for the money. And they will respond to those that respect them in a completely different way. If the kids know someone doesn’t like them, why in the world would they want to anything for that person? I have learned that if Casey or Rob avoids someone, there is a good reason and I should avoid that person, too.

As I said, some compliance is necessary. I believe Casey and Rob should help clean up messes they make. They need to take their medications. (although, if someone refuses to take theirs, think about their reasons. Maybe they feel worse after taking it? Maybe they don’t trust the person giving it to them? Always, always, think outside the box!) It can be very hard to discover the reasons behind many behaviors, but it has to be done.

Often, a new set of eyes can help. When you are too close to a problem, it can seem insurmountable, but someone new might see something you haven’t noticed. I’m always open to people giving me their ideas. I know sometimes I get stuck and can’t get past my irritation at the behavior or the fact that I’m just too tired. Ask for help before you do something you will regret. If your frustration is too great, walk away from the situation! One wrong action could have devastating affects on the person you are working with.

There are some people who are simply not cut out to work with people with autism. They don’t have the right temperment or passion. They may think it will be easy and when it isn’t, they get angry and do things without thinking. I get that – I’ve done that. But – our kids need to be surrounded by people who love them – not bullies who will force them to do what they are told. Yes, I do think some teachers/staff can be bullies. It becomes “You WILL do what I say, no matter what.” It becomes a battle of wills and trust me when I say this – no one is better at winning a battle of wills than a person with autism. You will not win. And if you do, it’s only because the child became bored and gave up. But, if it is truly something that child doesn’t want to do – they won’t give up.

And then you need to ask yourself “Is this the hill I want to die on?” That question was used in military strategy sessions in regards to whether holding a certain position is truly worth it. Think about it. If winning this battle meant losing your self-respect, is it worth it? Nope. It isn’t. So when things become intense and you are thinking about forcing someone with autism to do what you want, stop and think…

Is this the hill I want to die on?

Will this matter tomorrow?

If either answer is no, then walk away. The person with autism didn’t “win.” You both did.