Emotional and Behavioural Strategies for Clients with ASD (page 3)

Dealing with Perseverating

Let’s talk about perseverating on a topic – a characteristic common to High-Functioning Autism.  Children with ASD often have an area of interest that is all-consuming e.g. dinosaurs, sharks, horses, astrology, computers etc. and they are passionate about it.  These high-interest areas can remain constant or change (as is the case with our son). 

Individuals with ASD usually develop an in-depth knowledge of these high-interest topics, often amassing an astonishing amount of facts and data on their favorite topic.  This can make ASD children experts on their chosen topic and their expertise should be commended and respected, whilst directing them to appropriately make use of their knowledge in social situations.

Children with ASD will need very specific direction as to when and how they may appropriately talk about their high-interest topic in the classroom or in the community.  This should be part of an on-going Social Skills program involving both the child with ASD and peers so as to learn about turn-talking and following topic-shifts in conversation. 

As the ASD child matures, teachers, friends and family can use a predetermined ‘signal’ word to let them know if they are tending to run on too long about their topic.  Also, give them some specific cues to look for signs of boredom or disinterest in the listener, and encourage them to use these cues to stop talking about their favorite topic (e.g. listener breaks eye contact or turns their shoulders/body away).  However, keep in mind that while you may have heard it again and again, the new listener may find their knowledge interesting and engaging.  Everyone’s star deserves to shine brightly sometimes!

Astute educators will use this favorite subject or topic to actively engage ASD children in the classroom, keeping their interest and motivation levels at a premium across all curriculum areas (e.g. in a math lesson, addition may be a problem area, but to a child interested in dinosaurs, addition takes on meaning when contextualized as, “12 Diplodocus are in a field, and another six came along.  How many Diplodocus are there altogether?”).

To encourage children to focus on subjects other than the high-interest area, draw out similarities, or point out differences to their area of interest.  E.g. High-interest topic – Dinosaurs: “Unlike Dinosaurs, which were reptilian, sharks are cartilaginous fish.”  As the child matures, it will be possible to evaluate preferred learning styles or methods by examining the ASD child’s information-categorizing techniques.  This knowledge can then be used to help them become strategic learners.

Within the classroom, ASD children should be acknowledged as experts on their areas of interest, and their peers can be encouraged to refer to them for assistance in that area.