Letting Go of Control and Rethinking Support for Autistic Individuals | Amy Laurent | TEDxURI

Summary

In this reflective talk, the speaker, an occupational therapist, shares their journey working with children diagnosed with autism, highlighting the evolution of their understanding from early behavior management approaches to a more empathetic view centered on emotional regulation. The speaker critiques outdated practices that aim to 'fix' autistic behaviors, emphasizing the importance of listening to autistic voices and recognizing their unique neurological makeup. The talk calls for a shift in educational practice, moving away from behavior modification toward supporting autistic individuals in managing their emotions and navigating the world in a way that empowers them to lead fulfilling lives.

Takeaways

• 😀 Autistic individuals are often misunderstood and seen as needing to be 'fixed' through behavior management.
• 😀 The focus of traditional autism treatment, like behavior management, often ignores the functional nature of certain behaviors, such as stimming.
• 😀 The idea of autism as a deficiency or something to be corrected is increasingly challenged by the voices of autistic adults.
• 😀 Research shows that behaviors like stimming are not just disruptive but are adaptive responses to sensory overload, social challenges, or emotional stress.
• 😀 Behavior management programs that focus on extinguishing behaviors can lead to harm, including increased anxiety and trauma in autistic individuals.
• 😀 Emotional dysregulation in autism can be triggered by sensory sensitivities, social environments, and executive functioning challenges.
• 😀 Autism should be viewed as a different way of being, not as something to be normalized or hidden beneath a 'neurotypical' exterior.
• 😀 The shift in autism education should focus on emotional regulation rather than behavior modification, teaching individuals coping strategies and skills.
• 😀 Acknowledging and accommodating the sensory and social needs of autistic individuals is key to supporting them effectively.
• 😀 The goal should be to empower autistic individuals to navigate their experiences, rather than trying to make them fit into societal expectations of 'normal'.
• 😀 A partnership between autistic individuals and their supporters should focus on respect, understanding, and skill development, rather than control or compliance.

Q & A

What were the initial concerns of the speaker when starting to work with children with autism?

The speaker was concerned about the prevailing view of autism, which described children as 'empty fortresses' requiring rebuilding. This idea suggested that children with autism lacked emotional responses and needed to have behaviors extinguished to be 'fixed.' The speaker questioned their qualifications and the appropriateness of these approaches.

What was the primary focus of the behavioral management plans the speaker encountered?

The behavioral management plans focused on eliminating certain behaviors, such as jumping, spinning, or hand-flapping, which were categorized as 'autistic behaviors' or 'stims.' These behaviors were seen as disruptive and non-functional, and the goal was to suppress them through token economies and other techniques.

Why did the speaker feel uncomfortable with these behavior management plans?

The speaker felt uncomfortable because they noticed that behaviors like jumping or flapping, while labeled as 'disruptive,' seemed functional and expressive of excitement or joy. The speaker believed that trying to eliminate these behaviors conflicted with understanding the needs and experiences of children with autism.

How did the speaker begin to reframe their understanding of autism over time?

Over time, the speaker shifted from viewing autism as a deficiency to understanding it as a different neurological experience. They began to appreciate that behaviors like stimming had functional purposes, such as managing stress, and recognized the need to focus on emotional regulation rather than suppressing behaviors.

What are some risk factors for dysregulation in individuals with autism?

Risk factors for dysregulation in individuals with autism include sensory sensitivities (e.g., noisy environments or bright lighting), challenging social situations, lack of structure or predictability, and cognitive overload. These factors can result in heightened emotional reactions and behaviors like stimming or aggression.

How does sensory processing differ for individuals with autism, according to research mentioned in the transcript?

Research shows that individuals with autism often experience differences in sensory processing, such as being under or over-responsive to sensory stimuli. This can result in heightened states of arousal, stress, or discomfort, which contribute to emotional dysregulation and behavioral responses.

What is the suggested shift in educational practice discussed in the transcript?

The suggested shift is moving from behavior management, which focuses on controlling behaviors to make individuals 'fit in,' to emotional regulation, which emphasizes supporting individuals with autism in managing their emotions and developing coping skills. This approach respects neurodiversity and focuses on empowerment rather than suppression.

Why is emotional regulation considered more beneficial than behavior management?

Emotional regulation is seen as more beneficial because it focuses on helping individuals with autism develop tools and strategies to manage their emotions in a healthy way. Unlike behavior management, which tries to eliminate natural expressions of emotion, emotional regulation acknowledges the unique neurological experiences of individuals with autism and provides more effective, empowering support.

What role do autistic adults play in shaping this new perspective on autism education?

Autistic adults play a crucial role in shaping this new perspective by sharing their lived experiences and challenging the traditional views of autism. Their voices help us understand that autism is a different way of being, not a deficiency, and that behaviors often labeled as 'problems' are legitimate forms of communication.

What was the key lesson the speaker learned from their experiences working with children with autism?

The key lesson the speaker learned was that autism is a different way of being, not a problem to be fixed. They came to realize that behaviors like jumping or flapping can be expressions of joy or emotional release, and that understanding and supporting these expressions through emotional regulation is a more respectful and effective approach than attempting to suppress them.