In this month of anti-bullying efforts, lets not overlook the flip side of reinforcing preferred activities or natural gifts that many with Autism Spectrum Disorders have.

A preferred interest (sometimes referred to as a restricted or focused interest) is usually an object, subject, or idea of great personal value and focus for a child with autism. Many young children like trains and, in particular, Thomas the Tank Engine, from the popular book and TV series. A child who seems unable to talk about anything else can sometimes burst with enthusiasm and share a series of details about Thomas, Percy, James, or any of the other characters on the imaginary Island of Sodor.

In using the preferred interest of a child with autism, teachers need to personalize the support of a child’s interest while finding innovative ways to include the needs and interests of each other student in the classroom. Incorporating a child’s preferred interest allows for the recognition of his or her potential strengths rather than highlights an apparent weakness.

Jordan, who loved to doodle. He, too, had a difficult time beginning conversations or interactions with his peers, except when he began doodling. His simple drawings were so good that his peers often asked him to sketch objects for them. Jordan’s history teacher, recognizing his strength in sketching, asked if he would be willing to “sketch out” a historical scene on the white board to help the teacher illustrate to the class what it may have looked like at that time in history. Jordan literally jumped at the chance!

It was important for Jordan to be included in the class lesson in meaningful and positive ways. Involving him in the lesson not only increased his self-esteem but helped benefited everyone else in the classroom, who got to learn new topics from different points of view.

Including a child’s preferred interest is both reinforcing and intrinsically motivating to the student with autism. Including preferred interests can help some children with autism keep their interest on a lesson and improve their performance while decreasing other possible disruptive behaviors.

When providing an opportunity for a child with autism to express or show off a preferred interest, they often have a heightened sense of self-esteem and at times may speak more confidently and fluidly.  Fluency in expressed language seems to be present more often when the child is conversing on a preferred interest. Furthermore, it often includes a wider range of vocabulary and improved conversational skills.

Taken as a whole, the child with autism often feels more included an is often more included and is less often then often a target of the bully.

Children with disabilities fortunately have champions like Pope
Francis, who has called us to “speak up for those who cannot speak for themselves, for the rights of all who are destitute” (Proverbs 31:8, NIV).

We are called to “speak up and judge fairly and to defend the
rights of the poor and needy” (31:9, NIV).

We need to not only recognize when injustices are being made to those with disabling conditions but also act to correct them and to help prevent similar acts from ever occurring again.

Are you a Champion? Can you be? There is such a need, please consider trying…

I am very new in using and creating this type of post.  I am very familiar with autism, living around it, assessing it, teaching those who may have he developmental disorder as well as teaching others about it.

In the past I have tried writing professional papers – they were wonderful, but it is a difficult and time consuming process which reaches only a select group of people.  I then became involved in public speaking traveling to many cities in the US as well as in 7 other countries delivering oral papers.  Again this was wonderful and a saw so much – learned so much, but this process too only reached a select group of people.

So I thought, how is a Catholic Deacon who is a clinical psychologist to reach more.  Joellyn Cicciarelli challenged me to Blog – to use this forum to share ideas, recent developments, trends and other information which may be of use to those who are or who may know of someone who has an autism spectrum disorder.

As a way of introduction, I have written two books with Loyola Press, How to Welcome, Include and Catechize Children with Autism and Other Special Needs: A Parish-Based Approach and Teaching Students with Autism in a Catholic Setting.  I was also a contributing author to the curriculum Adaptive Finding God the curriculum I use with my first book.  I also co-wrote the curriculum Healthy Relationships, a Guide To Adulthood with Wesley Spectrum Services – to help teens and young adults better understand and adjust and transitions as they prepare for or enter adulthood.

Finally, I work with and teach seminarians at a Major Seminary.  It was in this setting where I found that God’s call to religious life isn’t just made to neurotypical individuals; I’ve worked with and celebrated a number of men who have successfully been ordained as priests and deacons.  I also teach that the sacrament of marriage isn’t just for neurotypical individuals either and although at times some special preparation is required in preparation for marriage, it is something possible to many.

Please help me in this work by letting me know what you think.  I will try to both respond and to add my thoughts on the areas I’ve noted above as well as others.  God Bless!