Following the Rules

Our Autistic Expression

Rules are meant to be broken, but to break them intentionally as the quote suggests, I have to know what they are.

My ignorance is no defense, but just know by the stunned look on my face, the reddening of my cheeks, and the sudden lack of eye contact- if I broke some unspoken, unlisted, inexcusable rule, it was unintentional. I can always sense when I’ve erred. I don’t always sense how.

Mostly, when unspoken rules are broken, no reasoned explanation is given. To me, that’s the hardest part. That’s my neurodivergent itch to understand, to apply reasoned thought to everything.

This is one frame with which I view life. There are rules that we must follow, on which we can agree.

For most of my life, I lived for knowing (not always following) the rules. Every choice has consequences, so breaking a rule is a matter of weighing those consequences. The expectations in various situations vary, and there are usually a whole host of things not mentioned in the rulebooks on which I’m also being judged.

I can’t know for sure if neurotypicals consider this when they hold people to the unwritten expectations in any given scenario. I used to think they must. Now I’m fairly convinced its a rare trait in humanity in general. Like extreme empathy. Or virtuosic musicianship.

There are rules everywhere. For everything. At all times.

Even friendships have rules (we call them boundaries) and they’re harder to distinguish. Friendships with the nondivergent are hard to cultivate for this reason. Sometimes they don’t even know what their own rules are, or they change, or they act a certain way because its raining, or some such. I can manage a few friendship like this at a time, but I require much post-hang-out processing to fully understand what I’ve experienced, out-processing interactions, the side eyes and nuances I saw in the moment but couldn’t process while also maintaining my focus on the conversation in the setting. When I said this, they said this, but then they slightly stretched their eye lids, and then immediately ordered another drink, before looking at me and smiling awkwardly. Was this my trespass? Or their internal measure? Are they even aware they did that? And so on.

At least with the neurodivergent, there’s a tendency toward self-awareness or self-pronouncement or clear-cut lines between okay and not okay. There’s an acceptance of variable needs.

There’s also the moral code. Our duty to one another to do our best and do what’s right. I have mine enumerated, but in sum it is “Do unto others” plus “Strive for wellness.”

As I’ve aged, I’ve had an easier time recognizing rules and boundaries. It’s a lifetime pursuit, an academic course of study, understanding what is and isn’t acceptable based on what has or has not transpired in between two people, within a given culture, for my lifespan and the lives of those whose counsel I trust. In many ways, the rules have changed a lot since I was a child, but that’s just a dynamic society acting and reacting, breathing changes.

When people act immorally, illogically, unreasonably, basically like people sometimes do, I’m flummoxed. What’s the motivation? Whyyyyy, I ask the ceiling of many rooms I’m in.

I thrive on rules and I always have. I set them easily for myself and pivot when I need to. It’s about health and wellness, feeling good at the end of the day, or as good as can be expected. It’s about minimizing discomfort, physical, mental, social, and otherwise.

Problem explicitly identified? New rule implemented. Change accepted. Situation improved. Wheel turns.

Change is easy, easier than maintaining the norm. I get itchy sitting still, itchier still remaining the same. I’m fortunate to be engaged to a neurodivergent man of a similar nature — the Scientist and I will be changing together forever.

Here are my main personal rules (personal as in for me, as in I only expect me to live this way and pass no judgment on anyone else for behaving otherwise):

I never drink more than 6 alcoholic drinks in 4 hours, almost never drink 2 days in a row, and never drink before 4pm unless it’s a holiday where that’s typical. Alcohol creates a depressing self-interested spiralized hole in my mind that need continuous, verbal processing to refill. I put this rule first because it has an intense effect.

As a rule, I prefer a structured workplace with an ever-changing and expansive workload, and I seek these environments and situations out. I’ve been tasked with writing operations and training manuals at many of my jobs, and I’ve had many jobs because before I knew myself as autistic, I externalized internal events. At this point, I’m working from home, for a growing company, doing all sorts of tasks in the comfort of nonfluorescent lighting.

To that end, I prefer yellowish light to bluish, warm colors to cool, quiet situations to loud ones, though I love loud concerts when I’m expecting them. I keep my blue light filters on, I track my hours on a daily basis so I know I’m using my time productively, and I thoughtfully manage working my job, starting my own creativity-centered company, writing a blog, taking long hikes, playing pool, spending quality time with my cats, landscaping, and a host of other things. After I hit a personal low, prior to understanding I was autistic, I started climbing, filling my days, and set a rule to never let myself waste time. I sleep comfortably 6–7 hours a night.

I’m learning how to rest.

I have rules about what I’ll eat and won’t, what I’ll drink and won’t, and when and from where. I don’t often feel hungry or thirsty so I use the clock to prompt me at the same times each day. My food rules are based primarily on my experiences with an undiagnosed stomach disorder I had for the first 20 years of my life, a disorder which immediately got better when I stopped eating pork, meat, chicken, most fried foods, foods with heavy fat and oil content, almonds, raw leafy greens, Splenda, juice on an empty stomach, and full-fat dairy. I don’t expect anyone to keep track of these rules. I manage them just fine and I learned to cook so as not to rely on anyone else to do it for me.

If I’m a guest at dinner, I’m vegetarian. As long as there is a single non-meat dish, I’ll work around everything else based on my internal signaling. I’ll bring my own meal if they cook exclusively with lard. I never settle for an upset stomach, but I never offend a host who is sharing their table with me.

For that matter, if prompted, I will describe in polite or graphic detail the agony of bacon, the indigestion of orange juice, the nights I spent literally on the floor screaming… best not to ask at the dinner table, because I will indulge them for their edification. No, bacon does not go with everything. No, I don’t miss the feeling that a small gnome with a giant pick-axe is trying to cut his way out of my intestines. (The imagery helped me cope when I was a kid. Now it makes people chuckle.)

I prefer when friends can speak the truth, about me, about themselves or otherwise. The truth does set me free. I can accept self-denial from friends, but insist on an open-book, self-aware model from me outward. So what if I’m blunt, awkward, and keep myself to impossible standards? I’m also kind, generous, and supportive. I’ve crossed a lot of bridges, and I’ll help anyone cross theirs too.

Do I drive over the speed limit? Sure. The speed signs in my area were posted in the 1940s and 50s, when anti-lock breaks and power steering were nonexistent, when cars were giant metal boxes with no safety equipment, boats on wheels, so to speak. So I may drive 5-10 over the posted limit, but … what are those drive 30-40mph over the limit thinking? It’s dangerous for us all. Everyone. It’s not an oppressive rule, it’s a matter of civic duty and safety. Survival.

We all have rules in society and we all know them to some extent or another.

There are rules about when to water the lawn. If it’s 2pm on a hot day and the sprinklers are on, not only are they breaking a rule in my neighborhood, but they’re actually boiling their grass from the inside.

Rules about right-of-way on the road.

Rules about hygiene.

Rules about equity, and equanimity.

Rules about greetings and parties and phone calls and comments and the pandemic has made all of these rules entirely unique for everyone, which is just a field day for my mental filing system. If they tell me what they expect from me, I’ll file that away too. Make a mental preference note.

When I learn a new rule, I ask why, what for, unless the reason is obvious.

Do the nondivergent NEED to know WHY it’s a rule? I’d say most don’t acknowledge how many rules they follow, let alone why. People in the herd for one thing or another. Others exist in a world of their own making, with no structure, and nothing but this moment to guide the next. I’m guessing, of course. I have no idea how they think. I just know that its nothing like me.

I’m all for mindfulness, but also learning from experience, mine and others, always learning, and planning for a healthier, safer tomorrow. Growth mindset. Keep growing.

About the Series

I am neurodivergent. Neurodivergent is more appropriate terminology than autistic, a term which derives from the Greek word autos meaning self, a term intended to imply isolation from social interaction. While the definition of autism has expanded over time, I feel it is more flawed and divisive than not (as labels typically are). While I do still refer to myself as autistic on occasion, I’m much more likely to label my notable traits as autistic, as in “this skill or tendency sets me apart”, and to describe myself generally as divergent.

My partner, also neurodivergent, feels similarly. We were both diagnosed later in life, in our mid-late 20s, after running the gauntlet of other health and human service concerns and crossing the eventual “must be autism if it isn’t these other things” finish line. I wouldn’t wish either of our journeys toward diagnosis for anyone, years rife with stress, mislabeling, depression, psychosis, serious medical ailments, and general social othering. The medical and psychiatric communities have already begun to recognize neurodivergence earlier, and with more sincere gender blindness, to provide individuals with the tools, resources, and assistance they require. To “make it” in our society as a person who fall many standard deviations outside the expected average on related scales relies on an individualized approach to education and healthcare. (A much larger conversation for another day.)

Sincerely,

Sunshine

Of Www.sunshineandthescientist.com

Creator of Kid Lit Motivates: a fledgling business on Long Island providing customized educational resources from a unique perspective of education

Author of Maddie Steiner, Fashion Designer

For Them to Listen, You Need to Be Listening

A Plea for Child Carers, Rearers, and Engagers

Scenario 1

I’m on the self-check-out line at the grocery store, waiting for a free machine. It’s busier than usual and a few of us wait our turn. A woman looks up from scanning a cartful of items and sees the line of customers backing up — she seems stressed, a bit frazzled, perhaps even a bit guilty for having so many items on a self-serve line. I maintain a placid look and browse the cookie display to my left.

I’m empathetic and I have no desire to rush her. She’s checking herself out, requiring her to scan and bag everything alone, all while keeping tabs on an imaginative 4-yr-old who is holding the cart with one hand and playing with a toy dinosaur with the other. He’s keeping himself occupied while she has a lot going on. No one else on the line behind me seems concerned either — there are two other machines that could free up at any moment. The other customers seems patient and unconcerned.

The dinosaur gallops across the register, across the scanner, and falls onto the weighted bagging surface. A robotic voice sounds: Please remove the unscanned item. And then the woman, with an actual finger pointed several inches from the kid’s face, grunts, “You’re not being a good listener!” He recoils in fear, eyes wide, silent, then snatches the dinosaur back and slides himself to the other side of the cart without ever losing contact.

I’m taken aback. In this scenario, what is a Good Listener? I’m an adult, and I have no idea what she’s talking about. Should he?

Scenario 2

I’m at the shoe store, hoping to return a pair of $80 sandals I’d bought thinking they’d only cost $25. Ahead of me, next on line for the register, is a grandmother and a young boy, maybe five or six. The boy is asking questions about the sock display — Why do they have cats and no dogs? Nana, where are the kid socks? What are these for (pointing at the barely-there nylon toe covers)?

All good questions. I’m wondering how I’d answer them as if he’d asked me. Maybe cats are more popular sellers, or dog socks have all sold out. Kid socks are probably over by kid shoes, or near the socks section — the register is just a sampling of the sock stock. And I have no idea what those stretchy nylon toe traps are for — they’ve never done anything for me except been annoying the for 10 minutes they were on my feet before I threw them across the room.

Nana is not answering any of his questions. She’s patently ignoring him, despite him being polite, deferential, and attentive. When she gets called to the register, she steps up, turns, and barks, “Get over here” and then not two seconds later, lunging and grabbing his wrist, “You’re not listening, come here, don’t move.”

When was he supposed to move those three feet from the line to the register? How was he supposed to know he should be listening for her commands while she was ignoring his questions? How quickly was he supposed to “get” before being branded “not listening”?

Mind-boggled, I continue to watch as his affect falls from chipper and curious to dejected and sad. His arms have fallen lifelessly to his sides. His chin is on his chest. Still, a woman with a stack of shoe boxes brushes by him and he attentively steps backward to move out of the way. Nana, not seeing the woman, looks down, “That’s it, I said don’t move. You’re not listening, so no ice cream now.” His face wells up and he hurries to wipe away the tears, holding his breath and turning red. “Oh grow up,” says Nana, as she grabs his wrist to guide him out of the store.

I fear for his potentially stunted emotional development and the tattered shards of a relationship he has with Nana. I hope there are other adults in his life who will answer questions, acknowledge his attentiveness, and support him.

Real Stories, Not Exaggerations

In my experience, those of us who are professionally trained and experienced working with kids are one of two ways:

Overly empathetic, attuned to all kids around us at all times, struggling not to butt in to parent-child interactions unless the most dire circumstances call for it, quick to make goofy eye contact or wave at toddlers, and quick to compliment a kid’s hat or shoes to put a smile on their face. It takes every ounce of strength for us in these scenarios to keep our mouths shut and mind our own business, only interjecting if something is clearly putting a child in harm’s way.
Exhausted, overworked, and short-tempered, incapable of dealing with one more kid for one more minute especially when we’re off-the-clock, running scripts on autopilot and expecting more of our own kids than they could possibly perform. From a glance, the women from these scenarios seem to exist here.

The grocery store and shoe store stories are true — happening just as I’ve described them.

Both of those women were also educators — one wearing a shirt from a local school indicating such, the other brandishing a school ID for a discounted rate. This means they’ve been trained, presumably, to be on the lookout for these types of missteps. I find this the most appalling part of their stories — that they’ve entirely lost perspective, with their own children, and possibly with all children.

They’re Doing Their Best

The women I’ve described may be the most patient, loving, attentive women most of the time — maybe just having off days. Maybe they were stressed, overworked, underpaid, receiving awful news, and having difficulty coping with the world we all inhabit. Maybe, after a long, dark, tense day full of harsh realities, they were really doing their best. Maybe they went home, apologized, and openly explained to their children that being an adult is challenging and that emotions, while a personal responsibility to control, are sometimes difficult to understand, even for adults who love their kids very much.

Maybe I’m being too generous. But maybe they really were doing their best.

To them, and others like them, I plead, the most important thing to remember, the kids were doing their best too. Neither kid was being malevolent, harmful, or intentionally troublesome. (Most kids aren’t.) They both seemed timid, not testing, after explosive commands. They both were minding themselves, attending, listening when they were chastised.

Even on the worst day, it is the adult’s responsibility to retain, or regain, control — of themselves — first. If a child is not responding in the ‘proper’ way, the adult needs to reconsider exactly how appropriate ‘proper’ is, and how intentional ‘proper’ has been communicated.

If something an adult is doing makes a child cry, shrink in terror, or freeze up, it is the adult’s responsibility to change the narrative. If they don’t, they’re the ones not listening.

Listen, We’re Not Listening

As a culture, we need to get back to basics.

First off, what outward physical sign are we expecting to see when we tell a kid to Listen? Listening is an active event, but it’s mostly unobservable.

To know for certain if a kid is listening, we see them follow directions or change their facial expression. Can a kid be listening without reacting? Listening without responding? Listening without changing their expression or action? Listening while playing, moving, looking away? Yes, absolutely, yes.

“Listen!” They are. They’re listening more than we know. Unless we tell them exactly what we want them to do, they can’t possibly show us they’re listening. They hear is all of the things that go unsaid. And they’re learning how to interact with people when they grow up, how to cope, how to communicate, and how to be an adult — from all the things we say and don’t say, and all the ways we say and don’t say them.

LISTEN! We’re building little humans here, one interaction at a time.

Reaction Time and Space

In both scenarios, there was less than 2-seconds allotted for the child’s reaction, even when a direct command was given. “Behave, you’re not behaving, you’re punished for not behaving,” is a common trope among short-tempered caretakers.

Under the age of 10–12, children are still learning to process language. This means, even if we speak slowly, kindly, and directly, it may take a literal minute for them to be able to fully understand that we’re asking them to react and what that reaction should be.

If we’re speaking quickly, angrily, with complexity or with nuance, it takes even more time to process and react. Contrary to the beliefs of some, aggressively yelled commands are LESS LIKELY to be followed.

What does ‘behave’ mean to a child? What does ‘listen’ mean? What do we mean, ‘stand quietly next to me, don’t touch anything and when we get back to the car you can play with your toy?’ That’s a lot to process. What are they supposed to do immediately? What are we actually asking and why? Even if the child can follow, is there even a reason to command?

The first child NEVER took his hand off the shopping cart. That child was clearly following instructions that had been given earlier in the day or trained on previous shopping trips. He listened. If he had been instructed to keep his hands at his sides, touch nothing, be still, be invisible, he’d likely try his best at that too. He’s listening, but nothing is actually being asked.

The second child NEVER had a chance to act. He wasn’t listening for the cashier to call them forward, but why should he be? He wasn’t misbehaving by adult standards. He was standing still and not moving as directed. The assumption that he should grow up, or that he’s done something wrong — it’s damaging. He’s listening, and he had no way to succeed in this scenario.

The more aggressively we respond to children, the more reserved they become in their reactions. It isn’t their responsibility to change the cycle.

Emotions Speak Louder than Words

While empathy is cognitively developing, for most kids, absorbing emotional affect is automatic. (For neurodiverse kids, this skill may develop later if at all.)

So for most kids, no matter what WORDS they’re hearing, the accompanying EMOTION is translating more quickly. This is why reacting to a baby’s fall can bring tears or laughter — they respond to our affect in real time, before their own pain or pressure signals. Our reaction shows them how to interpret their internal signaling.

Until kids develop a clear sense of self in their preteen to teen years, they pick up and emote whatever the strongest influence in their current sphere is emoting — stress or elation, negativity or positivity. The assumption is often that once a kid can talk about how he feels, he’s capable of operating and interpreting his feelings independently all the time. Kids with verbal skills haven’t lost the tendency that babies have, to pair internal signals with an adults’ affect, but adults forget how powerful their affect can be.

If we are angry, upset, stressed, or otherwise not in a good way, kids are predisposed to mirroring that emotion. If we ignore them, kids are more likely to ignore us. If we approach with kindness and attentiveness, however, kids quickly turn it around. They’re natural mirrors. They can be expected to be as engaged or disengaged as the people who have the strongest influence over them.

What are we actually asking?

Stand here. Don’t touch anything. Walk this line. Don’t speak. Answer questions when I ask them. Move when I move. Keep your eyes forward. Stop asking questions. Stop your childlike sense of wonder and curiosity. Stop your imagination. Don’t play. Be a human doll until I ask you to respond, and then do as you’re trained, like a pet.

This is what I hear when I hear adults say “You’re not listening.”

Because “not listening” seems to entail a boatload of directions that kids are meant to intuit, deduce from the environment, or otherwise KNOW.

For a kid to respond the way we’re hoping, we need to be clear, concise, calm, and compassionate. They haven’t learned the rules yet, but they are mostly hoping we’ll teach them. They WANT to do well. They just can’t intuit what you mean when you tell them they’re failing.

Realistic Expectations

We also need to get back to basics on what we expect from children at various ages and stages.

Can this kid ever stand totally still? Is that developmentally appropriate for a kid his age?

Do we really want this kid to stop asking us questions? For how long?

Is this kid, for the most part, being self-guided and following the expected rules?

What do we really need this kid to do, right now? If they continue to play with their toy without causing too much of a stir, is that enough?

Are we accounting for how loud, how bright, how distracting, how bustling, how much is going on at this store? Do we remember how fun or how stressful it was to be in a new place when we spent most of your time inside the same 3 places? Is it fair to request more of a kid who is striving to understand, interpret, interact, behave, and take it all in?

We need to choose our battles and maintain realistic expectations based on past behavior, developmental ability, and the environment we’re in.

Path to Success

The best that we can do for kids is to set them up to succeed more often than we chastise them for failing. A confident, happy kid is more attentive and capable than a sad, self-conscious one. If setting them up for success is not viable, distracting them is better than getting upset. Here are some examples of things that could have been said in the given scenarios:

“Please play with your toy on the shopping cart. The scanner needs to be left alone.”

“I need your help counting all of the items that I put into this bag.

“You’ve kept your hands on the cart the whole time — that’s great! Can you keep your dinosaur on the cart too?”

“I’m having a stressful day. Please keep listening for my directions. Thank you for helping me shop.”

“Please stay by my side and hold onto my shirt. You’ve been pretty close to me, but it would be better if you would stay closer.”

“I love when you ask me questions, but I have a headache and can’t answer your questions now. If you remember, ask me later on.”

“When we’re in a store like this one, we need to pay really close attention to each other. Please follow my directions and stay close enough to touch me. I know I can depend on you to follow my directions. You are a great listener.”

“Can you count how many pieces of candy you can see? How many shoes? How many bottles of water?

“Can you say the ABCs for me while I finish this transaction?”

“When we leave the store, I’m going to ask you to name three of your favorite movies. Think about them now, and when I ask later, you can tell me about them.”

Photo by Andrea Piacquadio on Pexels.com

Every Interaction Guides Them

Kids learn and adapt quickly. The exceedingly neuroplastic nature of their brains makes rapid development possible, and also makes them sponges for change.

If we find ourselves setting a poor tone, we are only an interaction or two away from fixing it, especially with very young ones. They look to us for guidance. We show them how to be. Should they communicate their needs or bark commands? Should they ask for help or demand it? Should they expect the impossible of those around them? They’ll only know how to do as we do.

If we’re able to objectively view ourselves and alter our own behavior, we help them develop in the ways we intend. We create a brighter world full of more empathetic, communicative, attentive individuals with self-awareness and emotional range. Isn’t that what we’re all striving for?

What about Maddie?

The author explains it all.

MADDIE STEINER, FASHION DESIGNER is the first picture book for Kid Lit Motivates, but hopefully not the last. After a weekend of networking with young readers and parents, I realized there were things I wanted to explain that won’t be obvious in the first read and also some background about the work itself.

Since publishing the book, my best friend/partner/love has joined me in the KLM mission -(Sunshine and the Scientist) – and while I tend to refer to the book as mine, it is now ours, and we consider “I” and “we” interchangeable here.

The Plot

Maddie is a can-do girl on a mission to make a new outfit for an Art-Show-Style-Party (whatever that is), and she’s never done that before. She RSVP’s to the party, but makes a few mistakes in the response. Then she dreams up a gown she’d love to wear, researches how to design, then gets to work shopping, sketching, sewing, and adding embellishments. The story ends with her arrival at her friend’s house, wearing her crafty, new dress and excited to get partying.

“It’s the book I would have loved when I was a kid!”

I hear this often. Thank you, same here. I wanted books I could read over and over again, with complicated illustrations, pictures in pictures, jokes within jokes.

Spoiler alert: It is not ABOUT fashion design.

First, to dispel the notion: this book will not teach your child how to sew. There are no patterns included in the back of the book and no direct instructions for budding fashion designers.. (We are currently creating these as an extension workbook, due to the popular demand and the curiosity the notion seems to instill. It likely won’t be available before the end of the year, and was not part of the original idea.) MADDIE STEINER, FASHION DESIGNER was never intended to be a sewing manual for kids – but this is the primary criticism I receive., so it’s worth noting.

Inspired by Real Life

The book was inspired by a particular client I worked with when I was doing in-home work with autistic children. At 10-years-old, L had been diagnosed with a learning disability and was struggling academically and socially. She had difficulty initiating choices, and at the gates of puberty, was starting to recede into her cell phone, her dark bedroom, and stormy, unpredictable moods. She loved fashion – wanting to look put together all the time – and it became clear early that she was a perfectionist, and one that struggled to accept average, but imperfect grades. Test stress suffocated her. As I got to know L., I realized she was becoming obsessive about boys and friends, and she had difficulty maintaining a conversation that wasn’t centered around her. L might have a learning disability, but it seemed clear to me that she was autistic.

(‘Female’ presentation of autism is generally much different than the more male-type presentations, which is not to say that boys won’t have the more ‘female’ traits or vice versa. There are generalizations, but every child should be treated with the respect of individuality. I can talk about autism and our culture for hours, so I won’t dive further in to that here.)

Necessity, as always, is the Mother of Invention

In any case, it was clear that my responsibility to L was not primarily academic support, as initially suspected. I had the opportunity to impart the social and emotional knowledge she was understandably lacking, the things that they don’t usually teach in school. Self-awareness and self-acceptance were primary goals. We found a lot of success after about 6 months in emotion identification, coping, and social awareness. We even made progress away from isolation and obsession. The hardest thing to work through was the desire to be perfect.

Perhaps it was so hard to approach perfectionism, in part, because it was something I struggled with until recently myself.

I spent hours in various children’s libraries around my county, searching for a picture book that might help me show, rather than tell, this particular lesson. Yes, L., was 12, and capable of reading middle grade chapter books – but the picture book format was a lot more accessible in an hour-long session, and the images could be more impactful than the words for a more youtube-centric generation. I believed, even before Kid Lit Motivates was born, that a picture book could open the door to any conversation. Despite endless searching, I was disappointed at the selection.

We should encourage ALL girls, all kids, to think, whether or not they love STEM.

L.’s interests were narrow – and within those interests I could find nothing available that addressed her needs or represented her struggle. The thinking/planning books were all math- and science-based. There were books geared to much younger kids about making friends, but no picture books with the awkward struggle of the pre-teen. There were books where children finished projects, even books about overcoming perfectionism, but none that showed HOW to do it, only how to FEEL as you do it. And the only books available regarding fashion were vapid and useless – can’t a girl love clothes and still learn to think?

I shudder when I remember one Barbie book that was recommended to me by a librarian- Ken comes over to fetch Barbie for a date, and Barbie keeps him waiting on the porch while she quite literally gets lost in the wide expansive wonderland of her own closet. She returns much, much later, after an entire fashion show of dress and shoe options, to find him asleep on the porch. Not to worry, Ken says something degrading about how that’s the best he can expect from her, and off they go on a giggling, happy date. Book over. Jaw on the floor. To me, disgraceful. Is this really the best we can do for girls and boys?

I write rhythmic, rhyming bits to cope.

MADDIE, quite literally, began as a poem I wrote to cope with the absolute despair I felt in the search. Rooms full of craft supplies and I could not find the way to explain, model, or demonstrate to L how to get a project started without worrying about the way it came out. We tried a lot of craft projects together, any hobby she expressed the slightest interest in, but she couldn’t take pride in any of them or do anything twice, because she couldn’t accept the reality of a learning curve. Perfection or bust.

The poem stayed with me, reworking itself in my mind, line by line, at odd moments in time. It did nothing to help L. and eventually our time together ended. It was a year or so after our sessions terminated that I hired an illustrator to make my vision a reality. I had a poem that had a tight rhyming lilt, that felt like a folk song but for a modern audience. In my mind, I saw it unfolding like a mix between Looney Tunes-style animation, referential meta humor, and details that felt like real life.

Self-Publishing Amateur Style

I confess I was very directive with the illustrator, who was phenomenally skilled, patient and kind. He added the stuffed bear in homage to a beloved teacher (the bear appears on nearly every page). and he understood the pop culture nods and winks I hoped to add. He is solely responsible for every one of Maddie’s fun tees, for the Indiana Jones and Bob Ross reference images (and others), and for the humor inside the humor.

On the first edition of the cover, he didn’t put his name on the work, and I felt quite badly about it. I still do. It hadn’t occurred to me that I should tell him to add his name, demand it, implore him to take credit – I thought artists signed their work when they wanted to stand by it, and since I’d described each page in great detail, perhaps he just didn’t want to be associated with my project. When he reworked the cover for me (to add the giant picture of Maddie, as I realized was standard for picture books), I insisted he take credit. (If you ever read this, Aaron, thank you so much for everything. My desire to see my vision through was so intense that it wasn’t the collaboration it could have been. I was new to the industry, I’m very grateful for the character you added to her character, and I sincerely apologize.)

The interaction we had was only the first step of my lacking confidence in Maddie, there would be many other stumbles along the way.

Criticism is Understandable

MADDIE STEINER, FASHION DESIGNER is not like other picture books. This was – sort of – the intention.

The text is too advanced for the picture book industry. Despite being an acceptable number of words and pages, the content and vocabulary level far outpaces the typical picture book audience.

Since the book was meant to be aimed at a preteen audience, it’s an honest, if unfounded, criticism. It wasn’t meant to be read by or to early readers. It was meant as an anchor activity to begin any number of difficult or tricky conversations, while modeling what it is to have a dream, set a goal, learn a skill, and accept the outcome.

Where are the Teens?

Teens and preteens are practically nonexistent in picture books. Mostly, the books involve human or animal characters ranging in age from baby to age 10 or so, and full-grown adults. Occasionally a teen sibling character appears as an aside.

Teachers know that picture books are excellent ways of jumping in to topics – so why can’t we use them with a slightly older crowd?

Maddie isn’t clearly identified as a teenager, but there are indications she is one. She eats takeout from containers and goes shopping for supplies alone. She’s got a full-sized desk in her bedroom and a lab coat in her closet. (She likes science after all. Science AND clothing.) At one point in the story she works so much that she falls asleep in a mess of scraps, paint, and glue. It’s real. She’s a young teen.

Why don’t we have representations of teenagers in picture books? Moreso, why don’t we show characters who have “unskilled”, “stepping-stone” jobs, while going to school – you know, like the ones real teens have? Cashiers, servers, retail store workers, babysitters, facepainters, the list is endless.

Where are the picture book characters who show what being a teen is like, emotionally, socially, psychologically? We model adulthood for children without even blinking- careers, parenthood, etc. But the teenage years are like a silent, shameful era we’d rather kids not be exposed to. Despite the fact that they will one day be teenagers with changing bodies, growing hearts, and questioning minds, we only show them children, adults, and the occasional teenage savant.

If we ever hope to ease the teenage transition, and limit dangerous rebellion, isolation, and attitude, we should probably demonstrate to kids in positive ways what will be expected of them. And embrace teens for what they are, not deny they’re growing up until they’ve already grown.

It Isn’t Just One Book

Maddie was meant to be a relatable girl, a real girl, with hobbies, interests, skills and struggles, a range of emotion and experience. I hoped to use it as an anchor to talk about socializing, texting, learning a new hobby, setting a goal with a defined deadline, and working hard to the finish. The posters in Maddie’s room tell us to “Tri, Trryy, Try Again,” to take “Caution: Mind at Work”. She may say she’s okay but her face tells us otherwise. She may say it was easy, but we can see the challenge. Just like reality.

I hoped it was something that could be read again and again, where illustrative Easter eggs might catch the eye on the second or third read, where the rhythm of the text and the notebook illustration might inspire future repetitions.

It occurred to me much later that its a book that exists within an entire world of possibility – a world where reality is represented and celebrated for being perfectly imperfect, awkward and emotional, exhausting and energizing.

I have big dreams for this book, and several stories of a similar, yet different ilk, demanding illustration, waiting to come to life. I’ve been learning the art form myself, counting down my hours of illustration practice, slowly but surely, because I believe all things are possible, and because I wouldn’t want to force my ideas on another artist ever again.

Maddie shopping and shocked at the inventory.

So Who and What is it for?

It’s a book about a teenager, written for a preteen, hoping to be included in the canon of younger readers who are looking for the next, best thing. It exists at face value as a simple story about a girl and her quest to make a dress, and then as a model for actual, awkward, uncomfortable, amazing adolescence.

It’s a book that shows how to set a goal, and see it through, despite the odds and imperfections. It can also suit nicely as an anchor for many other conversations and subjects, many of which I have since created worksheets and activities for which are available for free and for sale on the Kid Lit Motivates TeachersPayTeachers Store site.

The Wrap-Up

It’s a book I’m intensely proud of, despite the odd reactions it evokes. I stand by it and I hope that my vision for it, for our future work, and for the Kid Lit Motivates mission, is clear.

To purchase MADDIE STEINER, FASHION DESIGNER and support Kid Lit Motivates – please click here.

To receive free downloadable resources to use with MADDIE or without, or to purchase workbook packs, please click here.

If you’re interested in connecting about this or anything Kid Lit Motivates has to offer, please contact us at kidlitmotivates@gmail.com, or head to our contact page and fill out the form.

Thank you for your interest in Kid Lit Motivates.

What the 4th is About, Really

The 4th of July was not a ceremonious date in our history. The actual signing of the Declaration of Independence wasn’t completed until mid-August. On July 2nd, the press reported that we had declared our independence, and on July 4th, the Continental Congress approved the text of the Declaration, after making nearly 100 changes to the flowery, thickly philosophical prose which Jefferson had been soaking up and regurgitating from great philosophers.

As we celebrate today with cook-outs and fireworks, spare a thought for those colonists, who felt both ignored and oppressed by their ruler, who elected a congress to debate the proper course of action for dealing with the monarchy’s trampling of their rights as a united front. They were forlorn, exhausted, angered and shaken and they did what would become the first American act: they came together to overcome. Without knowing they’d be declaring their independence they did what we have struggled to do since: they moved our colonies as one (hotly debated, often agitated) voice.

There are definitely things in our country that need changing. People are struggling, forlorn, angered, and confused, and many have lost any solace in the structural integrity of a system that was intended (however slapshod and flawed) to uphold the rights of a majority (the definition of which has changed greatly, and for good reason.)

To correct the egregious issues, we must come together. Agree to put aside the smallest differences and take responsible action for the good of all. Stand together in the room and Find What Unites Us. No matter how distasteful or aggravating or pointless the process may seem, no matter how disparate the vision.

That is really, truly, what July 4th, and what the United States is all about. As Lincoln said, nearly 100 years later, “I like to see a man proud of the place in which he lives. I like to see a man live so that his place will be proud of him.”

Enjoy your celebration of the day, and the relaxing and recovering tomorrow. Consider what your country could really do for you, and what you can do for your fellow countrymen. Find the common ground for the common good.

Self-Aware Indecision, Summer 2016

Flashback Post

From time to time, I come across handwritten journal entries that are poignant and worth sharing. In the summer of 2016, I was floundering in the depths of self-awareness. Prior to realizing my neurodivergent status, I struggled with who, what, and how on a daily basis. Others seemed to have it so much more easily, much simpler, much more directly.

Without further ado, if you find yourself where I was, may you find yourself in due time.

Begin transmission.

‘But what do you want to do?’

At 28 years old, with 8 years of advanced education, a teaching license, a therapist’s credential, experience as a party planner, a bartender…

I had not really considered the question openly, What do I want to do?

With staggering nothingness in front and anxious regrets behind, and over $100,000 in student debt on my shoulders, the question just never felt valid. What do I want? To start over. To make those 18-yr-old decisions at 28. To embrace myself for who I am and, somehow, make money doing it.

I write from the steps of the Metropolitan Museum of Art, a truly lifelong spot of inspiration. I walked here from Penn Station, some 50 blocks, in this sweltering city heat, on a Tuesday in July. I’m grateful for the hot cement under my kicks. I’m grateful for direction.

I ponder the question of what to do as the lives of millions continue on around me. There is no one answer, but a series of possible futures radiating outward from every conceivable direction. I contemplate the most well-meaning advice from those closest to me.

‘You love teaching! You’re so good at it!’

‘You went all the way to Kansas to study music therapy. Open a practice. Make your money.’

‘Get married already.’ – this one, notably, my brother.

But all I want to do is write. Not for one cause, but for hundreds. For parents and children, for teachers and therapists, for people who want to feel connected to someone genuinely open and welcoming. I may be good at helping others, but all I want to do is help myself be better.

End transmission.

To her, the me of that summer, and to you if you’re with her, I say, it gets easier.

Love yourself to find your partner.

Love your ideas to find your mission.

Love your body to find your confidence.

Love your today to find comfort tomorrow.

Keep your growth mindset alive, and keep asking questions.

Safe Travels, Christopher Robin

Featured

Hope is all that’s left when you’ve tried your best and nature takes its course.

It was early morning, mid-May, on an unseasonably gray day. Sheets of rain were clattering on my car as I drove to my client’s house. The drive to M’s house was always a thoughtful one, and I was anxious about what I was going to say when I got there.

I enjoyed the in-home therapeutic sessions I did with autistic kids, without exception. I thrived in an environment that was at times improvisatory and at times highly structured, and I spent my nights and weekends devising appropriate and meaningful interventions to help them reach their goals. We always made progress together. The families I worked with looked to me in different ways — as a counselor, a teacher, a confidant, a sitter — and, following all scientific evidence, all available resources, and my body of clinical experience, I attempted to impart lessons about building relationships, enhancing quality of life, and maintaining a growth mindset.

It wasn’t just about identifying patterns, sequencing stories, or saying please. It was always about teaching exceedingly complex and particular ideas that could open new pathways of communication and understanding for them and their family.

M’s case was a particularly difficult one, which is why I was chosen by the agency to work with him and his mom, G. My experience and multidisciplinary approach, along with my patience and compassion, would be needed. G’s primary concern was that her teenaged, autistic son was missing a lot of school, “throwing tantrums” (her words) right before he had to get on the bus. I’d been working with M for a few months on creating a consistent routine, using musical cues to prompt and reinforce him through donning his shoes and jacket, and eliciting conversation about things that might happen during the day. Our efforts were variably successful — we might build a streak of eight school days, but the “tantrums” would return.

In cases like these, it was important to look at the antecedent and reinforcing behaviors — what was leading up to and what was following — M’s seemingly sudden, strong refusal to go, which, when paired with both G and M becoming agitated, then led to a meltdown.

There are myriad factors that influence every decision, action and reaction for an autistic person. These are in addition to the physiological reactions they may experience at greater or lesser magnitudes than their neurotypical counterparts, and in addition to the potential difficulties identifying or communicating their needs, preferences, and anxieties. If, like M, they struggle to verbally identify their needs, environmental controls are put in place to narrow down what may be leading to the issue at hand, in conjunction with attempting new pathways of communication and creating or enhancing a sense of self (self-awareness.)

To my most objective observations, there was one clear and unfortunate obstacle to M building a consistent routine and finding regular comfort and success with the primary objective.

G was that obstacle, the only reason the case was so difficult for me, and the cause of my concern as I drove to session that day. A parent’s impact on their child is always complicated and difficult to view objectively, but I’d already seen and heard too many markers for concern.

For all of the time I spent explaining to G that her son was capable of learning, that he had shown signs of improvement, and that progress would at the very least require her to maintain emotional stability during the transitional time, G showed very little desire to learn or adapt. She would listen raptly through my explanations, then immediately launch into an unrelated story about how difficult M could be, how he’d made a mistake earlier in the week, or how she’d had to miss work again. M and I could be having a peaceful conversation at the breakfast table, when G would enter the room, complain loudly that M “better not pull something today”, and then lay out a complicated series of punishments and prizes he could expect depending on how he acted.

It was baffling and deplorable. I struggled to steady myself as I neared the house. Five miles to go. Deep breaths. More presence of mind. It would be a difficult conversation. As a therapist, it was my job to maintain objectivity, a professional demeanor, and an emotional distance, all while advocating for M. Focus on the particulars, not the ideals. Move one tree at a time, don’t attempt to demolish the entire forest in a sweeping overaction. Four miles to go.

In some ways, G was treating her teenaged son like a forever-baby and worse. She believed he would never learn, never cease “throwing tantrums”, and never be anything less than her burden to bear. She jumped in to speak for him when he hesitated, so he often remained silent when she was around. She spoke about him in the third person while he was in the room. She refused to teach or let him learn about his changing, teenaged body, and she allowed him to cuddle beside her in her bed on a regular basis.

In other ways, G seemed to think M should act like an adult.

“He’s doing this to challenge me,” she’d say at the top of her voice, while he jumped under her covers in her bedroom to escape the bus.

“I know you know what you’re doing to me,” she’d cajole, as he lay face-down on the carpet in the foyer.

“Lori (me) is very mad at you,” she’d growl, while I stared at her incredulously, shaking my head vigorously and making x’s with my arms.

“If you don’t go to school today, I won’t let you have your iPad on Saturday, which you earned yesterday for doing such a good job, and then Lisa (sitter) will be very upset with you and she won’t take you to play basketball like I promised yesterday,” she’d threaten and bribe simultaneously.

Then, when he inevitably missed the bus, G would wring her hands and wax happily nostalgic for a time when he was smaller, easier to carry around, easier to control, and not so challenging. G knew M was listening, hiding at the top of the stairs or in the next room, but could not see that her own attitude might be creating the problem at hand, or at the very least complicating it.

On this bleak and brisk day, I was going to insist that G remove herself entirely from the situation for the foreseeable future. M was capable of waking up, getting dressed, brushing his teeth, and eating breakfast independently. I’d be there to help with his shoes, jacket, and getting on the bus. I rehearsed the words in my head over and over again on the drive that day.

“At this point, and given everything we’ve seen, the treatment team has decided collectively on a path moving forward.” I planned to pause here, and take a breath. Then, “To understand M’s needs and challenges while transitioning to the bus, we need you to remove yourself from the environment. You can stay in your room with the door closed, or take a walk in the neighborhood, or sit in the backyard obliviously. But under no circumstance can you continue to be present in the kitchen, foyer, or living room while M and I are in session. Mothers have a very powerful effect on their children, and it would be good to know how your presence may be influencing him.” I expected she would be distraught about this and argue, but thought I might be able to get her to commit to being absent on a trial basis to gather data.

I knew M wouldn’t automatically cease having trouble boarding the bus, but I absolutely needed to control for the most caustic and unpredictable variable in the room. I was confident that if she would allow for this change, I could begin to understand the situation.

I was shaken from my rationalizing suddenly. The black SUV several car lengths ahead on this busy, suburban street hydroplaned and skidded to a stop. Into the SUV’s driver’s side door, an American Robin (AMRO) dove with spectacular force, turning to his side at the last minute. Even with my radio on and the sound of the pelting rain on my car’s roof, I heard the collision.

Flying in the rain is particularly dangerous for birds for two reasons. Smaller birds risk trapping water among the air pockets of their feathers and contracting hypothermia. Larger birds struggle to get enough aerodynamic lift in the dense air of low-pressure systems. I suspect that this robin was suffering the latter on this rainy, spring day.

My heart was breaking. I slowly drove past the robin as he lay in the center of the road. I didn’t know if he was alive or dead, but I knew that he could easily be crushed by someone swerving to avoid the poorly draining shoulders. One short block past, panicked, I pulled a tight U-turn. I’d never be able to forgive myself if I didn’t go back. He didn’t deserve to die in the street like that. I threw my hazards on and jumped out into the road.

Drenching in the downpour, I scooped up the robin in canvas I normally used for school supplies. The AMRO was alive, stunned but present. I wrapped him carefully, held him gingerly, and drove with one hand to the nearest side street. I snapped a quick pic and texted a friend who owned a few canaries (They did not respond in time to assist.) I’m not a veterinarian or bird expert by any means, but the Amro seemed to be alright. His feet and wings all seemed in tact and at the proper angles. Though he was stock still, his eye blinked occasionally and seemed to follow my face. With no time to take him to a hospital, I made the difficult decision to place him between a bush and a giant oak tree, nestled between the visible roots. I jumped back in my car, shaken, and dried off as I drove the last mile or so to M’s house.

I wish I could say that I successfully communicated the plan to G, but M was already beginning to make refusals when I arrived. I gathered myself, apologized for my lateness quickly, and succeeded in helping M calm from a screaming wail to a slow sob as the bus pulled away. He had chosen independently to go to his own room, rather than his mother’s bed, and I was optimistic that the sessions might be having a positive effect.

When I returned to the kitchen, G had some news. Due to M’s many absences, she’d been informed that he would have to repeat his current grade level. The school had recommended he continue attending for the remaining month or so, for stability. To minimize her stress, she whispered, she’d decided just today, just now, to remove him from school entirely and start fresh in the fall. She couldn’t do it anymore. She’d already been in the process of buying a new condo in another state. A new school, a new state, and new friends would do M good. Wouldn’t that be nice, to start over? She was musing, I was fuming.

For a teenager that had difficulty transitioning from his home to the bus, I wondered what made her confident that he would transition easily from his home to another, newer, far away home, a new school, and entirely new people. I managed to gently mention something to that effect, despite the bile that was rising within me. She pretended not to hear me and said she was looking forward to selling their current home. Then, she terminated our sessions.

Typically, I insisted on several sessions prior to termination, in order to help ease the transition. It could be very harmful to simply pull a kid from his therapist, then his school, his friends, and his home. He should be offered the opportunity to prepare himself for the change and to say goodbye properly. G announced it would be unnecessary. He would not be taking the bus any longer, so my services were no longer required. I did my best to say goodbye to M, who did not understand that it was the last time he’d ever see me. G lifted his wrist and shook it back and forth to approximate him waving, something he had done many times on his own.

The hottest, most enraging tears mingled with the bone chilling rain as I returned to my car, defeated.

After taking notes and informing the team of what I’d learned, I drove back to where I’d placed the AMRO. I’d only been at M’s house for 20 minutes. Perhaps I could bring the AMRO to the wildlife vet or check to ensure he was still breathing.

I approached the oak tree slowly, careful not to shock him. I crouched down over the root system to find… nothing. There was no trace of him. If he’d been eaten, there would have been feather fragments or tracks. In my heart, I knew he had survived. Perhaps he’d hopped into the bushes nearby or even found a crevice in the enormous oak in which to wait out the rain.

I’ll never know if G went through with her grand reinvention, or if M ever found ways to cope with the changes, or with his self-centered, deluded mother. I am hopeful that as he grows up some of what we did together will stay with him and help him along his path.

We may help save a life with our smallest acts of compassion, but we may never know the full effects of what our actions have wrought.

400 Words on Verbosity

The first of “Our Autistic Expression”, a series intended to inform interested parties about our observations and experiences. Rather than a sweepingly broad brush of neurodivergent averages (an oxymoronic idea), we wish to present very particular, brief, unique-to-us-yet-hopefully-relatable vignettes. We write to the curious, the empathetic, and the open-minded, regardless of where and if on the spectrum they identify.

Climb the aged ladder to the attic of our minds. Pull the chains attached to the singular, incandescent bulbs. Squint for a dim, noncomprehensive view of whatever thoughts are nearest the doorways.
Sunshine & the Scientist

400 Words on Verbosity

Sunshine’s View

I have always been labeled as highly verbal, aka talkative, chatty, too chatty, the arbiter of big words, the little professor from the earliest age, the know-it-all, the curious questioner. Even before I could talk, I mimicked basic sign language learned from children’s television to communicate with my parents. Then, I absorbed language with an unquenchable thirst, reading at a higher grade level than my peers by a factor of two. In my school years, teachers remarked simultaneously how proud they were of my talkative nature and my incredible vocabulary, and how disappointed they were of my inability to sit quietly or be challenged by the assignments and activities they presented.

For most people, a few minutes’ conversation is usually enough for even the least discerning individuals to notice that I’m…something. My partner has much the same effect. He often gets called a genius, brilliant, wonderous, which are all likely accurate. I, in comparison, am mistakenly labeled as conniving, manipulative, or domineering –all code for smart lady in a patriarchal society. In my view, the assumptions about my partner and I are not based on the content of our conversations, but rather our specificity of words, our lengthy speech patterning, and our penchant for being able to cite facts and figures, dates and names, with relative ease and accuracy. We also, unlike many we meet, will typically identify when we know we don’t know.

Because of the speed at which I process language, and the adoring deliberateness with which I communicate, I am full of puns, jokes, call-backs, accents, regional dialects, song lyrics, doubly- and triply-layered innuendo, and metacognitive observations. I may move too fast to be followed, making fewer connections aloud than I realize. My jokes fall flat for the uninitiated. My references seem scattered and my intentions mysterious. For other neurodivergent folk, I am a gem, if a bit overwhelming. For the non-divergent, I am a pariah, a handful, a witch, or an existential threat.

I am fortunate to have found my partner, who can follow and extend the conversation with unmatched precision. We can chat for hours and our attics are endlessly vaulted, a bit dusty, infrequently accessed, and jam-packed with interesting anecdotes and artifacts. We both developed with an intense passion for learning and for communicating, and it bonds us in the ways it sets us apart from others.

To the little professors, past and present, I see you.

About the Series

I am neurodivergent. Neurodivergent is more appropriate terminology than autistic, a term which derives from the Greek word autos meaning self, a term intended to imply isolation from social interaction. While the definition of autism has expanded over time, I feel it is more flawed and divisive than not (as labels typically are). While I do still refer to myself as autistic on occasion, I’m much more likely to label my notable traits as autistic, as in “this skill or tendency sets me apart”, and to describe myself generally as divergent. My partner, also neurodivergent, feels similarly.

We were both diagnosed later in life, in our mid-late 20s, after running the gauntlet of other health and human service concerns and crossing the eventual “must be autism if it isn’t these other things” finish line. I wouldn’t wish either of our journeys toward diagnosis for anyone, years rife with stress, mislabeling, depression, psychosis, serious medical ailments, and general social othering. The medical and psychiatric communities have already begun to recognize neurodivergence earlier, and with more sincere gender blindness, to provide individuals with the tools, resources, and assistance they require. To “make it” in our society as a person who fall many standard deviations outside the expected average on related scales relies on an individualized approach to education and healthcare. (A much larger conversation for another day.)

Sincerely,

Sunshine

of www.sunshineandthescientist.com

Creator of Kid Lit Motivates and educational and therapeutic resources, downloadable on TpT

Author of Maddie Steiner, Fashion Designer (and, with support, future picture books)

If you have questions regarding this entry or any part of Our Autistic Expression, we encourage you to reach out.

We prioritize community, growth mindset, and neurodivergent inclusion, and we truly enjoy the conversations that arise from our openness.

Why We Play Pool Every Week

My partner and I are busy working professionals, working nine to five while cultivating side hustles, keeping house, landscaping, staying fit, eating healthfully, and raising cats. We’re Busy. And yet, just about every week, we make time to head down to the local pool hall and play a few games. It keeps our relationship strong.

Basic Rules

[Skip to the next heading if you’re familiar with the basics. Or read on to read as I summarize a rule book in a couple of paragraphs. ]

If you’ve never played pool before, I’m going to give an amateur description of the game play and rules. One person racks, which means sets up the balls. The rack is a triangle formation of 10 balls, the 8 ball being the most important to keep in the center position. The other person will break using a cue stick, meaning attempt to hit the white cue ball into this formation, hard enough break up the balls, but not so hard the cue ball flies off the table. If the breaker gets one in, they’re entitled to aim the cue ball toward any other ball other than the 8 toward any pocket (that’s the cup or hole where the ball falls.) If the breaker doesn’t get one in on the break, or if they do and miss their second shot, the table is Open.

The racking person now has a chance to hit the cue ball into any (not the 8) ball they like. Once either person makes a shot in after the break, they will either be stripes or solids (or high ball/low ball based on the numbers on the ball), depending on which they got in. The players take turns, shooting until they miss, until all of their solids or stripes are in. Once the colored balls are in, the player can shoot on the 8.

If one accidently moves a ball, accidently sinks the cue ball, or does a number of other things, that’s a scratch. Other person can put the cue where ever they want behind the starting line to start their turn. If the 8 ball goes in out of order, as in before all of the solids or all of the stripes are in, game over, that player loses. My partner and I also call our shots, so if the ball goes into a pocket we made by mistake or didn’t announce ahead of time, lose a turn. And if the 8 ball goes into a pocket we didn’t call, game over, that’s losing. And if a player sinks the cue while missing the shot on the 8, that’s ball-in-hand, meaning the other person can set up the cue anywhere they like. If the first player scratches while sinking the 8, that’s game over, and how statistically I beat my partner most nights.

That’s probably good enough for background.

Partners & Competitors

It’s a game you can play alone, but it strengthens the partnership.

One thing we have consistently found is that we are excellent partners in life. We divide the chores. We plan with consideration. He help and trust each other without question. We are able to support one another through nearly every difficulty, and one of us is always able to take the lead in difficult moments to get us to where we need to be.

But we’re also incredibly competitive, and that’s not something that goes well with partnership typically. If we didn’t play pool, we would get overly supportive of one another, sappy, sweet, take each other too seriously, and generally miss out on the fun of competition. We love to compete, and pool gives us a way of doing it in a confined and specific way where no one is taking themselves too seriously.

In the past, we’ve also played in weekly leagues in doubles rounds. This is a different way of channeling both our partnership instinct and our need for competition. We’ve learned how to set each other up while defending against the other pair, how to support one another with the right praise at the right time, and we’re pretty unstoppable in most local doubles matches.

Trash Talk Motivates

On the off chance that either of us decides to trash talk the other in the fun spirit of competition, typically the receiver of the trashing rises to prove the other wrong. I’ve trashed my partner’s play many times with the idea of motivating him to shoot better- and I always regret it because of how quickly he proves me wrong.

Clearing the Mind

Meditation in Precision

No matter what has happened during the work day, we leave it at the door. (We’ve sat in the car outside the hall a number of times to vent before the play.) We have an unspoken agreement that we do not discuss work or other stressors during the game. First, it’s a game best played quietly and in a focused manner. The chatterer could throw either person off. Second, I have no desire to ruin my partner’s mood when I’ve had a bad workday and we’re in a relaxed setting. We need time to decompress away from the stressors, not around them.. Third, the simple act of lining up the cue, focusing the energy, creating a delicate force, and choosing the proper angles is meditative. During our most skilled games, we’re likely not talking much at all. The silence is sweet. We’re meditating in precise movements.

Geometry is Wild

It’s hard to deny how cool math and physics can be.

Those angles I mentioned? At first, as an amateur player, I saw the balls straight on. But I’ve never played a game with a clear straightaway shot on every turn. In the beginning, it was all defense. How can I hide this cue ball or make it more difficult at the very least? Then, as I developed skills, I started to see banks (hitting the ball against the side or rail of the table) and combinations (hitting one ball into another ball to knock it in.) My growing comfort and increasing finesse has led me to learning about how spin (English) on the cue can move the ball in otherwise seemingly impossible ways. My partner is working on Masse’ — curving the cue around something to his what he’s aiming at. The more we play, the more we see see the options, angles, and possibilities. We’re developing a kind of second sight. Geometry (seeing the angles) and physics (understanding force) are undeniably necessary and totally cool in this setting. And often, it is the lightest of touch that is needed- a lesson my partner and I both have absorbed over time.

Progress is Possible

The act of playing is practice enough to get comfortable.

Like with other things, the more we play, the better we get. And even if I’m having an off-night, not able to see straight or find the force I need, e.g., there is still the growing sensation that practice makes progress. Not every hobby has perceivable levels of difficulty on which to measure ability. In this game, the way we play, it’s not about winning and losing, it’s about shooting the shot.

Also Winning and Losing

We don’t keep an ongoing record, but it’s nice to win the night.

Despite what I said above, it’s also about winning and losing. Of course it is. My partner and I look at the game one shot at a time, and then a series of games at a time. We give praise freely for the great shots, but we don’t suffer the loss of the individual games. (My first game is always a practice game, unless I win, then it counts.) We play best of 5 or 7, and whoever loses buys dinner or drives home. The reward is irrelevant, but it adds a fun twist to our night. Then the next time we get to the table, usually the one who won will be sure to mention their greatest shot from the previous game. And it makes the one who lost all the more fired up to win this time around.

A Uniquely Individual Sport

How you play is how You play.

My bridge (how I balance the cue on my left hand to aim with my right) is strange. Most people balance their cue in between their thumb and forefinger, but me — I feel more comfortable shooting between my index and middle finger. I have long hands, and I feel I have more stability if I use my spidery fingers to this end. And at the pool hall, no one will ever give me any stress about not doing it “right”, whatever that means. Whether its how you stand, how you approach the table, your hand positions, your aim, the way you see the game, the kinds of shots you take or any other facet of the game — no one is ever going to stop you unless you’re breaking a specific rule. There’s no right or wrong way to play, at least not at this level, and there’s a freedom in developing style and technique in an expectation vacuum. It’s cathartic in a world that is typically full of people telling other people what to do and not to do. (Professionals have thoroughly developed techniques and thoughtfully considered approaches, but we’re just a couple of weeknight players.)

Help is Fine Too

If the game isn’t that serious, ask the question.

How many times have I asked my partner — not as a competitor but as a friend — what do you think I should do here? I respect the way he plays and his eye for the game, and sometimes, if I’m in a pickle between two options, I’ll ask him to step outside the game and look with me, as a teammate. Sometimes he’ll tell me that I don’t have a clear shot, because of how he left the table. Sometimes, he’ll weigh in specifically based on what he sees. And I don’t always take his advice. Sometimes, after he weighs in, I realize (like calling the coin flip in the air) that I’ve already made my decision. And since we play different games, different styles, different techniques — the respect is mutual. I don’t have to take his advice, but I’m free to ask it.

10 Lessons Learned

Always shoot your shot and aim to shoot well.
Respect your opponent as if they were yourself.
Silence is golden.
Meditation can be active.
Try and see all the angles.
A delicate hand beats a heavy hand most of the time.
Practice makes progress.
Mistakes are not setbacks.
Schedule play dates, especially as an adult and leave your troubles at the door.
Respect the rules and earn respect.

Find Your Table

It might not be pool.

The healthiest thing we’ve done as partners is add a competitive outlet to an otherwise supportive set-up. I can’t recommend enough that all partners do the same. Your thing might not be pool (we also love a few challenging board games for similar reasons) but whatever it is, your partnership outlet should be the following things:

A medium where you feel both competitive and supportive of one another
A forum that requires concentration, focus, or the honing of a skill
An activity that can connect to other enjoyable aspects of life
A hobby with delineated progress and achievement levels
A fun, playful, enjoyable, not-too-serious time
An equal balance of procedure and free choice
A place either person can ask for or provide assistance
Something you can laugh about together
Something that can sweep you up in the moment
Something that feels right for you both

How do you and your partner destress as a team and strengthen your skills?

How does game play enhance your life

Friendly Feathered Competition

[This is the 3rd part in the Modern Retellings series. Want to check out Part 1 The Fox and the Briefcase or Part 2 The Snapchat Gnat?]

Adapted from Aesop’s The Peacock and the Crane, may this retelling, in 2 minutes or less, enable a conversation about value and competition. After the story, see the moral of Aesop’s fable as I interpret it, read on to learn more about the intention of the Modern Retelling series, and share with me your thoughts or fable ideas.

Friendly, Feathered Competition

(in 2-min or less)

J & R had a friendly competition over everything — who could hit the most homeruns, who would get higher grades, who had the better phone . They both wanted to learn how to drive and to have a sporty, fast car, and boasted about who would be driving first. They passed their driving tests on the same day. When J got home with the new license, there was a brand new Crisio Peacock waiting in the driveway! J texted a picture to R right away — victory! No car could beat this! R had also received a car when arriving home from the test — a 2010 Clumper Crane, which would need some work. At school the next day, J bragged to R that the Peacock was so much nicer than the Crane. “It’s brand new, fast and sporty, not like yours!” R replied easily, “A fancy new car is great and all, but your insurance premiums must be super high and you’ll need to pay for high-octane gas. The Peacock also has the worst safety and crash test ratings on the market. My Crane will survive any accident, last me for years, the insurance will cost me almost nothing, and with the money I’m saving, I can customize it, paint it, and really make it my own.” A few weeks later, J drove into the lot with a crumpled bumper and a bruised ego, and was shocked to find that R’s Crane was detailed and gleaming with the best speaker system he’d ever seen.

The Peacock’s feathers may be more brilliant and colorful, but the Crane knows that his dull gray feathers help him soar through the sky while the Peacock must remain on the ground, suffer the mud, and see those beautiful feathers grow dirty.

Photo by Vincent van Zalinge on Unsplash

Family Dialog

I suppose I am quite fortunate to have had parents who made dinner table conversation a priority. While a television played in the background, we’d discuss pieces of our days and catch up on topics of interest. I typically found myself in a way to criticize classmates or express exasperation at teachers- I was a bright, attentive kid, but difficult to challenge. How disappointing the world can be when you’re brilliant and bored — I was Sherlock without a case. I’d raise my hands at the table and expound, “Why do they have to do x like this? Wouldn’t it be better to do y instead?” There was no end to the frustration.

At this point, my father, utilizing the Socratic method, would begin asking me to think through decision trees and the potential motivations of others. While I could never be sure why someone had chosen a particular route, I could work out reasonings for deliberate choices that were made. (It wasn’t until much later I realized that not everyone makes deliberate choices. This was a facet of life that I learned from my mother — some of us swim with the current, some against, and some just allow the water to move us along.) This discussion method, Socratic questioning in particular, raised my empathetic awareness and has made me the person I am today.

I encourage you to open a dialog with loved ones. Use the fables as a starting place. Can you create another analogous, more modern adaptation of the Peacock and the Crane? Are there things that you covet that are not necessarily worth what they seem? Is there another fable or moral that stays with you, one that might be worth sharing with others?

What are your thoughts on Aesop’s The Peacock and the Crane?

Is there something you once coveted, but have since realized is not worth the price?

Is there any fable or story that made an impact on your empathy and the way you engage with the world?

Comment below and with your permission, I may incorporate your thoughts into the next installment of the Modern Retellings series.

Please, Stop Asking Kids this One Question

By asking, you may be inadvertently creating a situation for your child that the question is intended to avoid.

[This entry is informed by formal education and clinical experience. An earlier version of this entry appeared on the Kid Lit Motivates Resource Blog.]

[TLDR: For the Quick Summary, please scroll to the Summary heading.]

Read on for the explanation.

Every parent I’ve ever met wants the best for their kid and parenting is a nonstop job. Parents work long hours, have big hearts, and push their kids to have the very best quality of life they can imagine. While working in-home with autistic kids, I always integrated family members into our sessions — they’d provide support long after I’d gone home for the night. I used my experience and training to give families the building blocks to strengthen their family ties and grow together.

The adage is true; It takes a village.

So now, it is with the best of intentions and my sincerest appreciation for our shared responsibilities that I bring something to your attention:

There is one question we need to stop asking.

I hear The Question so frequently that I honestly wonder about its ubiquity. How did we, as a culture, land on this one question as a means to an end?

It’s a simple and well-intentioned question that steps on its own toes, so to speak. It gets in its own way. Bites its own tongue. Circular reasons itself out of meaningfulness. Causes exactly what it’s attempting to prevent.

In real time, I’m powerless to stop it from being asked. The Question, this one small, well-meant colloquial adult-asks-kid scenario is so annoyingly antithetical to its purpose that I’m dedicating an entire entry to it (one that has been cut down from near-6k words.) It has the opposite effect for which it is meant. It reinforces the behavior intended to be changed.

How is the question raised?

Setting the Scene — Scenario

Jo and I are sitting at their dining room table. Jo is 10 years old, loves to play soccer, use metallic ink pens, and is intensely passionate about narrow interests. They have been diagnosed with co-morbid learning and communication delays. I visit their house several times a week, for a few hours at a time as a “tutor” and I “teach” social skills.

To this end, I use mirroring and modeling techniques, based on the iso-principle, to artificially match their energy and affect for pairing in the relationship. (Over time, I’ll use the technique less.) For now, it helps create a friendly foundation on which to build a learning environment. It also lets me briefly assess and evaluate the appropriate direction for today’s session in particular. There are many potential activities for us, but it’s Jo’s engagement that guides the choice. The session COULD be wacky and wildly energetic, replete with games, songs, and stories. Or, like today, it could be a quiet and reserved approach.

Opening Lines — The Lead Up

Jo is not making eye contact, their hands are down, and their shoulders are drooping. After knowing Jo a few months, I’ve come to expect the ebb and flow (aka dysregulation) of Jo’s emotions and I’ve consistently encouraged them to do what feels comfortable in any given moment.

Jo has unique social and communication needs. They‘re learning how to speak with people (not at them), how to empathize with others, and how to create friendships from incidental connections. They will practice with me, in routine and naturalistic ways, small skills that add up to big strides with me and then slowly generalized to others. My responsibility is to present the complexity of skills into easily manageable, repeatable, and quantifiable behaviors, then guide them to chain the skills together in useful, less mechanistic ways. I don’t expect Jo to learn all of these skills at once. For today, it’s okay if they can’t make eye contact. It’s okay if we sit quietly together for a few minutes without speaking, if they cannot return my greeting, or if they cannot respond to any question I ask. These are the most important skills I’m hoping to model, and we have all of our time together to practice them.

Even if Jo and I have achieved a richly engaging conversation in the past, I don’t anticipate or push for one. Jo is growing their understanding of back-and-forth social exchanges. In the meantime, I know through experience that there’s no sense in forcing them to interact. Over time, I’ll use reinforcement, repetition, role play, singing, game play, and other techniques, to teach this complex task which comes naturally to some, but not so to others.

Enter Mom and the Question of the Ages

Le had greeted me at the door and shown me into the room where Jo waits. She stands in the doorway as Jo and I take our places at the table, hovering expectantly as many moms do. After a beat, she begins shifting her weight uncomfortably as she recognizes what I’ve mentioned: Jo’s disengagement.

Le’s main goal for having me here is to enhance Jo’s communication abilities and the quality of their social interactions. She wants them to make friends more easily. She is very eager to see them communicate with others the way they only seem to communicate with her. Jo CAN talk, after all, but they sometimes struggle to speak genuinely with anyone other than Le. She’s concerned about their daily interactions, especially with adolescence on the horizon. I’ve done my best to educate Le to moderate her expectations. Her relationship with them will always be unique. They are actually very typical for a neurodivergent kid. These skills can take time, and it’s time we must all be ready for.

Let’s Begin — Jo and Me (and apparently, Le)

While I stack my notebooks and pull out my metallic pens, I can sense Le’s discomfort and anticipation. Jo may sense it too. It’s not helping Jo in the slightest.

I model for Le while also seeking Jo’s engagement. I prompt Jo, softly, patiently.

How was your day, Jo?

Good, Jo continues looking at their lap.

What would you like to talk about?

No response.

I did something fun today.

No response.

Can I tell you about my fun day?

They shrug.

In my head, I’m figuring out the path for this session. I’m using questions to provide opportunities. I’m evaluating the day’s objectives, informed by the overall communication goal and the presenting affect. Given their reserved responses, I’m planning to move to a medium with less conversation, like a worksheet, a music intervention, or a game. It will take the spotlight pressure off.

Jo turns to see Le hovering in the corner by the door. They look up at her, avoiding my gaze completely. (They are nonverbally seeking assistance.) Seeing their head turn, in the way of most well-meaning parents, Le rushes to Jo’s aid and inadvertently asks the most nonfunctional yet somehow pervasive question.

I try and signal Le not to speak, knowing the question is coming, but without rudely cutting her off, there’s nothing I can do. I silently observe Le as she, with the best intentions, reinforces Jo’s communication strife.

The Question that Answers Itself

“Did you tell Lori about … ?” Le prompts.

It’s a common phrasing. Meaningless in this situation, yet we use it regularly. It’s an error that sets my teeth on edge. It does nothing to help the child break out of their shell or learn appropriate interactions. It doesn’t enhance the therapeutic relationship. It doesn’t model natural conversation and it doesn’t encourage social exploration. But, as I’ve said, Le’s mistake is a mistake we all make from time to time with kids. Le already knows the answer, and Jo knows she knows.

You Already Know

Whatever follows the question doesn’t matter.

Did you tell Lori about the field trip you went on yesterday?

Did you tell Grandma what happened over the weekend?

Did you tell your friend where we went after football practice?

Did you tell your teacher about your new shoes?

Did you tell [person][event/thing/action]?

And so on.

Varying Responses with Only One Result

“Did you tell Lori about the field trip?“

Jo, like most kids, responds by sitting quietly without responding. Jo, in a difficult moment, has successfully passed the communication reins to Le, and will now have Le lead the conversation.

Jo looks self-conscious. The thing they didn’t mention is red ink on the page. Jo hasn’t said anything at all, their mom knows it, and yet, their mom has put them in a situation to either say “no” or not respond at all. The question does not open a line of dialog — it creates an end point.

To incorporate the framing of the question, I turn my body toward her saying something to the effect of, “Jo will tell me when they’re ready,” and then turn back to Jo and ask a direct, potentially related, question. Whatever I ask will be open-ended enough to allow Jo the agency of responding, as Le has already removed the agency of choosing a subject. I might ask something like:

Jo, where did you go on your field trip?

Who was on the field trip with you?

Did you take a bus with your class, or ride in a car?

Unfortunately for Jo, Le feels tired of Jo not responding, and wants to show them what to do. Before I can leave space and ask Jo a direct question, Le jumps in again:

You went to the museum, right? Tell Lori about the museum, and what your teacher said.”

In every case that I’ve seen using the “Did you tell…” framing followed by an additional piece of information, every kid, just like Jo, repeats back whatever was said and falls silent again. Jo:

We went to a museum.

This isn’t a natural conversation, and Jo doesn’t even have a starring role in it. I can ask whatever I want now, Jo will likely only shrug or look back to Le. Over time, Jo and Le have adapted this likely unconscious routine, where Jo has difficulty initiating, Le fills in the blanks, and Jo parrots back a response enough to appease me, or any adult Jo is expected to talk to.

An Easy Mistake with Lasting Consequences

In an effort to persuade Jo to begin talking, Le is fabricating a situation for them to rely on another person to start talking.

In this instance, Le is not teaching them to speak. She is speaking for Jo in a somewhat condescending way. Perhaps Jo doesn’t want to discuss the field trip with me, or perhaps there’s something else on their mind. Maybe they were waiting on a better time to bring it up, or maybe they just didn’t want to talk at all. Le has removed Jo’s agency, likely in response to their own discomfort with our mutual silence.

It’s completely well-intentioned. It’s also detrimental. Le may be the person who saves her friends from awkward conversations at cocktail parties, but her child is also relying heavily on her to do so every day.

If you’re not sure why “Did you tell [person] about [thing]?” is bad, here are 4 glaring issues I’ve seen in practice.

1. “You KNOW I didn’t”

“Did you tell…?” No, and you know it! Le knows Jo has not told me this story, she’s been standing there the whole time! In no way does this resemble a natural, conversational style. Issue 1: Modeling Unnatural Interaction

2. Insinuating “You should/could have mentioned…”

“Did you tell…?” In natural conversational style, the way most of us would respond to being asked this question would be to say “No I didn’t tell…” followed by actually telling or giving a reason why we haven’t told yet.

Jo doesn’t have a natural conversational style; it’s why they’re working with me. By asking this, Le is expecting Jo to have mastered this part of dialog we take for granted, insinuating they should have mentioned the thing, and holding Jo to a test they can likely at this stage only fail. Issue 2: Setting the Bar Too High While Simultaneously Acknowledging It’s Unreached

3. “Don’t put me on the spot!”

The self-awareness required to answer the question correctly is almost always accompanied by feelings of shyness, discomfort, or poor self-esteem. Le put Jo on the spot to discuss something they picked, and does so repeatedly on a regular basis. After this interaction with me, Jo typically lashes out in anger, at agreed upon boundaries or at themselves.

“Did you tell…?”

“Man, why didn’t I think of telling them about that?” or “I didn’t want to mention that — but now I guess we have to talk about it.”

Issue 3: Creating Feelings of Inadequacy or Poor Self-Esteem

4. “What do I do now?”

“Did you tell…?” is a prompt that reinforces the dependent relationship, and the more it’s used, the more deeply it’s entrenched in their interactions. Jo will wait to be prompted by Le to speak, and will rely on Le for the appropriate topic in any given moment. What will Jo do when Le is not around? Perhaps, lead the conversation alone, but in my experience, if this is a routine occurrence, Jo will clam up or wait to be directed when Le is not around. And who will Jo take prompts from? Potentially, anyone. Issue 4: Conditioning Unwanted Behavior

Show, Don’t Tell

Every adult who interacts with Jo has a responsibility to model natural conversation, so that Jo is able to begin to implement what they learn in our sessions. If Le feels like she must jump in, she can say to me, “Jo went on a field trip today. Maybe they’ll tell you about that when they’re ready.”

Jo’s responsibility is to communicate to the best of their ability, whatever that may be today. They do not need to make me feel comfortable, to act outside of their nature perform for me. They may or may not be aware that communication is even expected, which is completely and totally okay.

It’s my responsibility to show and not tell how I start conversations, what topics are good jumping-off points, and the mechanisms by which our language is figurative, inferential, casual, and anticipatory.

Recapping the Question Not to Ask

When asking “Did you tell [person] about [thing]?” you are inadvertently and with the best of intentions:

Modeling an Unnatural Communication Style
Setting an Unnecessary, yet Unintended, High Expectation
Putting a Spotlight on an Uncomfortable Moment
Conditioning Dependence in Social Settings

An Addendum for Minimally Verbal Children

“Minimally Verbal”, or occasionally “Nonverbal”, is the descriptive term therapists use for those who use functional language minimally (if at all).

The Question is Still Problematic

For the minimally verbal, “Did you tell [person] about [thing]?” is potentially even more detrimental. For functionally verbal children like Jo, the question is problematic for all the reasons listed above. For minimally verbal children with difficulties processing or understanding language, the question reinforces the wrong idea. In this instance, following

Did you tell Lori we went to the park?

will frequently be answered with either an incorrect answer or an echo.

Did you tell Lori we went to the park? “Yes.” No, you didn’t. Tell Lori we went to the park.

Did you tell Lori we went to the park? “the Park.”

The responses are not functional. The child doesn’t understand what is being asked. In most cases, parents then respond positively —

“The park.” “Yes! That’s right! We went to the park!”

Functionally, the child sees a happy parent and hears praise. The child will now be conditioned to respond the same way following each “Did you” question.

Did you eat lunch? “Yes. Eat lunch.”

Did you eat gorilla for lunch? “Yes.”

Did the lunch person help you with your lunchbox? “Lunchbox.”

Did you know you forgot your lunch? “Yes.” But did they know?

It is truly amazing to watch as minimally verbal children begin to process language with more specific intervention. For some, with exposure to more concise and deliberate language patterns, start they begin to parse through sentence structure and notice jokes, inference, etc. Did you eat gorilla for lunch? “Yes………Noooooo….” Their faces light up with an inkling of confidence and a dawning of understanding. Not everyone will get to this point of understanding, however.

If you believe a minimally verbal child is either repeating the last word or responding yes or no without truly understanding to a Did you question, remove the prompt from your vocabulary until the child has more of an understanding of Yes/No, Present/Past, and until “You did, You didn’t” is more readily understood.

Other Suggestions for Avoiding the “Did You” Question

Give the therapist or teacher a head’s up. Prior to the session, email/call/text, out of the child’s earshot, and give the details about the child’s day. A good therapist will hear that a child was excited to buy new shoes and will guide the conversation naturally in that direction to allow the child the opportunity for success — if they want to, are able to, and feel comfortable doing so.
Write it down with your child! For children with communication deficits, a small bullet journal of potential conversation topics can go a long way. Each night, have the child think back to what was notable about the day — trips, events, funny moments, fights, whatever they might want to talk about. Write a small reminder for each, or draw a small picture, and then get in the habit of having that book available during the session and beyond. The act of reflecting on a regular basis will help the child to understand what is expected when someone asks “What did you do today?” or “What do you want to talk about?”
If you feel you must prompt, then change up the question. Give a gentle verbal reminder that does not begin with “Did you tell…” There are a lot of ways to do this. Use names and speak plainly so it is clear who is talking to who and ask questions that lead in a specific, but open direction, rather than yes/no.

Lori, yesterday Jo and I went shopping.

Jo, Lori wants to hear about your new shoes.

Lori, you have GOT to hear about this. Jo, tell Lori about our trip to the mall.

Jo, it looks like Lori is wearing new sneakers — you and Lori have that in common. What can you ask her about her sneakers?

These prompts aren’t ideal because they still create boundaries to Jo developing their own natural conversational style, but these prompts are infinitely better than the defeating “did you” prompt.

4. Simply, let it go. That’s right. Just let it go. Let the therapist work. Let the child make progress. Let the moment proceed all on its own. Let everyone sit in what is perceived to be an uncomfortable silence. What made your child excited yesterday, may currently not have the same effect. It was a special moment for the two of you, but not necessarily something to talk about. Perhaps once the session is over, the child will point out that special thing, or wait for the therapist to notice.

If there’s no way to prompt the therapist privately or prompt your child in an open-ended manner, ask yourself — how necessary is my intervention in this moment? Can I let this go? Typically, yes, yes you can.

Summary

Prompting a child with the question “Did you tell [person] about [thing]?” is not a functional conversation starter.
It may actually be creating a major problem in the child’s developing communication skills.
By asking the question “Did you tell [person] about [thing]?” you may be:

Modeling an Unnatural Communication Style
Setting an Unnecessary, yet Unintended, High Expectation
Putting a Spotlight on an Uncomfortable Moment
Conditioning Dependence in Social Settings

4. Instead, replace “Did you tell [person] about [thing]?” try:

Contact the people the child is going to be talking to ahead of time, so they know what to ask about directly.
Help the child keep a bulleted or pictorial reflection journal as a conversational assistant.
Use a gentle, different verbal reminder, and be open to the child’s answer even if it isn’t on your intended topic.
Let the topic go.

No promises, but…

Jo is a special kid. They’re gifted in their own way. Sometimes they’re quiet, sometimes very engaging. You may not even know what they are capable of. If you let them develop without prodding, you’ll be amazed at the potential they have. Trust me when I tell you, it will be worth the wait when you hear him learn new skills, gain confidence, and begin to engage others with ease.

I would love to hear your comments, questions, additions, or anecdotes.

Leave a line below or share this post with someone who may benefit.