Working with Low-Functioning Students: Believing Students are Capable

When you're a teacher or an assistant working with students who are on the lower-functioning end of the Autism spectrum, it's important not to get caught up in all the things the students can't do (a better way of putting this, really, is "currently can't do" because even the lowest-functioning students almost always make some progress over time). When you believe lower-functioning students are helpless, you can easily fall into a pattern of doing too much for them. This sets up a cycle of dependency that is hard to break. When students are given the time and space to use and develop their capabilities, they are much more likely to make progress (this is especially true of functional living skills, but holds true for everything else). Learning to observe and appreciate a student's abilities tends to have a profound effect on what you believe about a student and what he or she can do. Your understanding of your students' abilities has a profound impact on how you work with them, the choices you make as an instructor, and ultimately, the rate of progress that they will make during your time together.

As an instructor, you make a difference in the life of each student you work with. What you do in the classroom each day sets the student up for his or her future. Your choices will have a huge impact on the student's life far down the road, so it pays to make sure all of your interactions support the student in becoming more independent and capable. Knowing that the stakes are high, having a strong belief in your work, your students, and in yourself means that you will be in the best position to advocate for the goals, experiences, and opportunities that are in the best interest of your students.

Many people believe that lower-functioning students (or students with profound disabilities) are totally helpless, and are incapable of learning. This can be a self-fulfilling prophecy. If you show students through your actions and words that you believe they are incapable of doing things for themselves, you will do too much for them, and they will become more dependent on you. This sets up the cycle of dependence that is hard to break once established. If

In order to support your students, not only do you need to form a good working relationship, but also an understanding of what each is capable of now--with one eye always aimed towards the future. When you "pay attention" to students on a daily basis, you will often see little clues or signs that the student is ready to increase his or her independence. It's really important to slow down and be alert for these small windows of opportunity, because if missed, they may not come again for a long time. When given the opportunity to try a new skill at just the right moment, students will discover they are capable, and experience the motivation to use that skill again in the future. If the effort is overlooked or rebuffed, it increases the student's passivity and decrease his or her motivation to try again in the future. Students need opportunities to demonstrate that they can be successful and participate, so it's important to seize these moments when they arise.

Putting it into practice:

1. Talk to the student often about what is happening (forecasting) as you go through the routines of the day, especially during transitions. Use clear and consistent language that supports student's participation.

2. Give the student a chance to respond or participate in daily routines or instructional sequences--watch for signs of initiation. Praise any signs of effort you observe at these times.

3. Slow down--the key is to give students time and space to develop and use their abilities. Give lots of wait time to give students a chance to do things independently. Avoid the temptation to hurry the student along or do things for them until they've had ample opportunities to try the task or skill on their own first. If it's clear to you that the student needs help, still take the time to ask them if they need help before providing assistance.

4. Be mindful about opportunities where existing capabilities may potentially lead to new skills...or new settings where existing skills can be brought in and practiced (to increased generalization).

Helping lower-functioning students develop increasing independence is an enormously complex undertaking that requires years of effort. In most instances, the students come in and out of your life before you can see the payoff of your efforts, so much of the time, you are making an investment in an unknown future. While you can't control the future, you can do things today that will make a huge difference in the present and future lives of the students you work with. If your work with students is done with the mindset of increasing their independence and honoring their abilities, you will have a positive impact on their future.