Libraries & Autism
Course
Dealing with Challenging Behaviors [6:45]
It's possible that individuals with ASD will have a stressful and anxious moment resulting in the occurrence of challenging behavior. Positive behavior supports are an effective prevention strategy. In every possible occurrence, take the time to give a child specific praise when you catch them doing something well.
Transitions between activities and time management skills are two areas that can be very difficult for individuals with autism, often provoking high anxiety or challenging behavior. Adequate preparation for changes in routine or schedule can be tremendously helpful. While not every visit to the library must be goal directed, individuals with autism often benefit when their leisure time is structured with predictable expectations.
Libraries can provide supports that increases student's independence in managing his or her time. Libraries often provide useful verbal reminders or announcements. With these announcements it's helpful to share any steps that a library visitor will need to complete.
For example: You can say, "Your class will be leaving in ten minutes, please take any materials you need to check out to the front desk." This will help all students and especially those with ASD prepare for the transition, understand what is about to occur and what actions they need to take. Placing clocks strategically throughout the library environment will help ASD students feel more in control of their surroundings.
If you have an iPad available, you might consider mounting it on the wall and downloading the Time Timer app which visually shows how much time is left until closing or until an event is over. You might also use the timer on a whiteboard.
Now that you are familiar with some of the characteristics of autism, it's also useful to recognize that sensory related behavior may also be a form of communication.
Stereotypical motor movements: Think of the way you stay alert during a long meeting. Some people may swing their legs or twirl a pain in their fingers. Some individuals with ASD regulate their sensory systems by calming themselves or increasing alertness by engaging in hand flapping, pacing, or rocking. In some instances, the appearance of these movements may also signal increased stress.
A person who is covering his or her ears even when it's not overly noisy may be reacting cautiously to the stress or novelty of a situation, versus the actual loudness level.
Tuning out: When a person doesn't respond to his or her name or you have a question, it may not always be that he or she did not hear or understand you; although this is also possible. Everyone briefly tunes out during an over stimulating time and an individual may be avoiding interaction, but does not have a way to just let the other person know that he or she needs a break. Offer a long pause to give the person wait time for language processing.
I've described the importance of having the opportunity to access a safe break space to relax or decompress. Having fidget toys available can help individuals with ASD calm themselves down in periods of anxiety. While many individuals will carry their own favorite objects it would not hurt to keep a basket of toys available at the front desk or during a class or other programs. These could be squeeze balls, stretchy bracelets, Silly Putty, Lego's. As examples of good fidget toys.
Understand that it can be hard for individuals with ASD to process high levels of information, as it is difficult for them to filter out which information is not essential. This verbal overload can lead to extreme
Understand that it can be hard for individuals with ASD to process high levels of information, as it is difficult for them to filter out which information is not essential. This verbal overload can lead to extreme anxiety. So be thoughtful about reducing information shared during these anxious periods.
As caring compassionate professionals, it's natural to want to explain a situation, comfort a person or distract them from their distress. Many people with ASD have average or above average intelligence and can process language adequately under typical calm conditions.
It might be difficult but sometimes it can be beneficial to turn slightly away from the person or give them additional personal space. Use as few words as possible and decrease your eye contact temporarily. Sometimes a visual mode of communication can work better in these instances. A small card with a picture of a stop sign that says, "I need a break," could be an easily available strategy.
A simple sentence strip that says, "I am feeling," "I need," might offer a child a way to fill in their own words. Or it can be filled in with pictures of faces feeling different emotions. Slowing your words down and bringing your voice down to a lower level is relaxing.
At the beginning of story time librarians often sing songs or use finger plays to focus their audience. Some of these simple relaxation exercises, such as deep breaths or a slow count down from ten can help everyone relax, even if they are simply observing others who are modeling the skill. Giving a person some quiet time alone to de-escalate with a favorite iPad application or a book might be all that they need to escape this fight or flight moment.
Challenging behavior often occurs because a person with ASD becomes overwhelmed by disordered sensory systems and cannot communicate his wants or needs. In a group setting, there are many ways to be sensitive to those needs of people with ASD. For example: Some individuals might be anxious about talking in a group setting, as they have to quickly come up with what to say and how to say it, while also paying attention to social cues.
One way to alleviate the situation in library classes is by introducing an object which can be passed around from person to person. Whoever is holding the object, knows that it is his or her turn to speak. You can also provide "turn" cards for answering questions for students who blurt out and you can also try to identify and engage more passive participants with this as well.
Stressful, anxious moments can lead to challenging behaviors in the library. This lesson provides signs the librarian should look for to identify stress in students with ASD and suggestions of how to alleviate stressful situations in the library.
Everhart provides many suggestions of ways you could calm a potentially stressful situation. Make a list of verbal cues and simple relaxation routines you could use in your library. If you do not already have a collection of fidget items, gather some together for your library.
MLA Citation
Collins, Karla. "Libraries & Autism: Be Prepared." School Library Connection, November 2024, schoollibraryconnection.com/Content/Course/2009342?learningModuleId=2009336&topicCenterId=2247903.
Entry ID: 2128759
Additional Resources
About the Author
MLA Citation
Everhart, Nancy. "Libraries & Autism. Dealing with Challenging Behaviors [6:45]." School Library Connection, ABC-CLIO, April 2016, schoollibraryconnection.com/Content/Course/2009342?learningModuleId=2009336&topicCenterId=2247903.
https://schoollibraryconnection.com/Content/Course/2009342?learningModuleId=2009336&topicCenterId=2247903
Entry ID: 2009342