One of the things that makes Autism Solutions Group unique is our proprietary approach we call the MicroView Process.
When I first began working with clients one-on-one I had certain assumptions about autism that were based on what I had been taught. I thought I knew how to help my clients. Soon I began to see that some of the generally accepted knowledge was incomplete, if not downright incorrect.
A common misconception of individuals on the spectrum is that they are averse to people or having friendships. As I began to listen more openly I found that most, if not all, of my clients wanted to have friends. I had clients who had been dating and were deeply sad when a relationship ended. All of my clients expressed an interest in having a social life and most often a social life with a purpose. They wanted to be out with people who cared about the things they cared about whether that meant playing D&D in person or online, going to anime conventions or supporting social causes. They all wanted a friend group, just as neurotypicals do.
Additionally I found they deeply wanted to have a job or make a contribution to life in some way, paid or unpaid. Indeed, several wanted to “change the world” in creative and morally correct ways. They all had a strong sense of justice and most could not tolerate or understand why some pieces of government, or education, for example, worked the way they did. This strong sense of social responsibility runs throughout the clientele Autism Solutions Group now sees.
The challenge? I was seeing their frustration with communicating their needs or opinions in a manner that others could receive. The ultra-specific logic with which most autists operate was bypassing most neurotypical listeners, including parents, teachers, employers and other acquaintances. While the client could articulate his or her thoughts, it was not in a way that could be understood. Imagine a life where you are speaking but you cannot be heard? Sensing their frustration I began to document these difficulties and discovered a way to teach clients a process in minute detail, including explaining the logic of each step, so that clients could learn effective communication. By effective communication we mean, that what the speaker intends is heard and understood by the listeners, such that true understanding takes place.
MicroView Process – Over the years this has been developed into a unique approach whereby we look at a client’s interactions, their interpretations, and problems in general with a microscopic view. We look at each step in an interaction in minute detail, almost sentence by sentence, sometimes word by word, to determine where the breakdowns may be occurring, or where misunderstandings or misperceptions of the client are impeding progress. From this we determine where there are opportunities for growth.
Examples:
A technology example: A student who is intellectually capable of going to college and completing the academic work of college, but was failing assignments. The micro-analysis revealed the person was not looking on the right part of the screen in the teaching software in order to find out What was due, When it was due, and By What Method to submit the assignment On Time and In The Right Place. The teacher was exasperated and unwilling to continue to give the student extended time to turn in assignments. The student was failing, angry and frustrated and about to give up, blaming this on the school, the teacher and himself, because he was “too stupid” to go to college. This micro-analysis was used to illustrate the problem to the student who learned that by making small changes he was empowered to complete his coursework. He then returned to earning the As and Bs he was used to making in high school. Without the use of our MicroView approach this student was preparing to drop out. He was at the point of claiming he would be significantly traumatized enough to never return to school again.
A speaking and listening example: A student needed information from the college but didn’t know how or what to ask. The website was unclear so it was necessary for the client to call for help. We scripted each step of the call: I am X. I want to Y (enroll). I need Z information in order to continue the process. Then, the student was guided to wait and listen for the important pieces in the answer. The college representative may or may not give the required information in order or may ask a question that appears to the autist as disconnected to the process. The listening student then needs to put this question into a position in the process of gaining the information they needed. If the student doesn’t know where this information fits, often the process stalls. We sometimes script or diagram a conversation prior to a phone call to facilitate the variations in human conversation. Most adults on the spectrum cannot do this on their own.
A debit card example: In this common action of adulthood, Executive Function plays a large role. When a client becomes ready to initiate some action toward banking and independent shopping the devil is in the details. The steps must be outlined in detail: Before, How, When, and Who. Someone who it neurotypical might consider this to be astonishing detail, hence the MicroViewsm. However for the autist it is key to comprehension and effective use.
Before – Before using my debit card I have to have a bank account, a debit card and know my PIN. Now, Where do I carry my card? This might include why carry my card, and when to carry my card. Where do I put it when I’m finished, etc. Each client has differing needs for detail but all must answer these basic questions.
How – In what hand do I hold it? What way does it face? How close to the machine must I be? How fast do I swipe? How long do I hold it over the tap screen? Where is the tap screen? And sometimes there are even more questions to be answered.
When – When do I get the card out? When do I tap/swipe? What will I look for to tell me when the machine is ready? Where do I look? Will I hear a sound? When can I put it away? (Where do I put it away, is a whole other process!)
Who – Who does this for me now? Who will tell me when to use it? How will I decide to begin swiping my own cards. Who can I ask for help if I get it wrong? Who will fix it if I get it wrong? How do I talk to the sales person while waiting or during a difficulty?
Then, you see, the Before becomes the prior process for the next opportunity.
Our proven MicroView approach opens doors and teaches clients to eventually do for themselves what may have been overwhelming or incomprehensible before. It brings order and systematized processes that can be embraced to help guide adults on the spectrum in everyday living, working and realizing their fullest potential.