“No Running”

Lined-up in the hallway Miss Leaky’s primary school class of children with autism await their release to morning recess.  Praising their cooperation, Mr. Compos says, “Okay, let’s go play.” The students are full of energy and begin jogging down the hall.  Mr. Compos calls out, “No running.”   With joyful expressions, their momentum boils up to a bounding stride.  Mr. Compos repeats, “No running,” but they break into a sprint bursting out onto the blacktop.

At the play structure Mr. Compos gathers the students together, explains that there is no running in the halls and imposes a one-minute break from playing as a consequence.  The students complain about the unfairness of Mr. Compos, but are soon off to play.

Later, before heading to P.E. Miss Leaky reminds the schoolmates, “We walk in the hallway.”  She then instructs the line leader to guide the way to P.E. class reminding, “Walking.”  The gang begin walking steadily then quicken their steps.  Miss Leaky announces, “Walking,” and the friends slow again cooperatively heading to their destination.

Returning from outside, the pupils are hungry for lunch and anxious to get their meal items.   Mr. Compos reiterates, “No running in the hallway.” The group walks excitedly then quickly expands into a trot.  Mr. Compos broadcasts, “No running.”  Their pace quickens.  Mr. Compos states again more firmly, “No running!” but increasing in speed, the set narrowly miss a collision with another group.  In the schoolroom, feeling frustrated, Mr. Compos recounts the rules and consequences for running down the hall.  Ignoring their grievances, Mr. Compos assigns the class 3 minutes quiet-time before being discharged to lunch.

Finally gathered for the transition to the cafeteria, Miss Leaky stands facing the line and provides a reminder to the children, “Walking in the hall.”  She leads the group but the anxious students begin to speed past her.  Mr. Compos warns, “No running,” with no effect.

Miss Leaky then states, “Walking,” and the students reduce the swiftness of their gait until coolly ambling to the tables.

Departing the lunchroom, the children make their way down the hall to the field for afternoon recess.  Reminders of expectations and consequences are delivered.  The youngsters start out obligingly.  As their excitement bubbles up, they once again hasten their steps.  Mr. Compos cautions, “No running,” yet the speed remains accelerated.

Miss Leaky states “Walking,” and the children slow their pace somewhat.

Miss Leaky reminds, “Nice walking.”

The group’s excitement quells and remains contained through the final length of the corridor.  As soon as their feet meet the grass, Miss Leaky’s release, “Okay, running,” is answered by wild bursts of motion as students dart across the field.

Prior to leaving recess, the class lines-up once again, and Miss Leaky reemphasizes, “Walking.”  The students begin traveling moderately, but quickly cultivate hurriedness.  Mr. Compos’ warning, “No running,” proves ineffective. Once again Miss Leaky exclaims “Walking,” and the students instantly reduce their momentum.

Miss Leaky compliments the students, “Good walking,” which inspires a relaxed stroll approaching the classroom.  Miss Leaky gives everyone a High-Five as they enter the room.

 

Reflection

Scenes like this one occur multiple times daily in schools all across the USA and throughout the world.  Children with autism are responding to instruction better from one person and worse from another.  What are the determining factors that lead to this discrepancy in cooperation?  Is it just that the students like one person over another?  Is this a matter of control-over or discipline-of the students? Is it the magic of the social hierarchy of teacher over aide authority?  Is it an unfathomable mystery or are there subtle lessons that can be learned by all who desire to improve communication, increase positivity and enhance relationships with children with autism?

Reflect upon the following questions, read over the story again, and see if you can discover some clues to the possible reasons for differences in the children’s responses.

• What is the difference in how Mr. Compos and Miss Leaky express their instructions?
• Imagine that you are Mr. Compos – How do you feel about the behaviors of the children and your effectiveness with them?
• Imagine yourself as Miss Leaky – How do you feel about the behaviors of the children and your effectiveness with them?
• Is the behavior of the students different because of the student’s individual personalities?
• Are the student’s perspectives of the instructions effecting their resulting behaviors and cooperation with the educators?
• Are there any factors related the student’s autism that impact the students response to one educator over another?

For more ideas, you can find some answers to these questions in a similar story from chapter 2 of the Understanding the Challenge of “NO” for Children with Autism; Improving Communication, Increasing Positivity, Enhancing Relationships.  Read the entire short book for more stories and suggestions to get you on your desired path of enhanced relationships with a child with autism.

 

©  8/17/2019,  Shared Perspectives Support