DEALING WITH PREOCCUPATIONS

by Barry K. Morris B.ScWk

Children with Autism Spectrum Disorders often develop intense, very narrow fields of interest, such as learning obsessively about computers, TV programs, movie schedules, lining objects in straight rows, lighthouses or collecting sticks. Preoccupations can also be sensory in nature, such as the feel of water or a certain fabric.

The child may gather information and talk non-stop to others about this interest or may repeatedly ask questions about it. This can be very tiring and frustrating for parents and teachers. On the other hand, these preoccupations can often be shaped into very positive experiences for children. For example, parents may help their child broaden their interests so that this passion for knowledge develops a child's learning and research skills.

Does the preoccupation need to be dealt with?

Children with Autism Spectrum Disorders usually dislike changes to their routines, so if parents want to deal with their child's preoccupation, they'll need to carefully weigh up how much the preoccupation is affecting the family, how much energy they have, and how strongly their child will resist change.

"John's preoccupations have varied over the past five years, from spiders, house keys and running water to rubbing the hair on daddy's arm. Trying to change any of these involved so much struggle that we just looked for ways to minimize any danger or inconvenience... he was never allowed to touch spiders of course, and we gave him his own keys to play with". - JKB

underlying issues of the preoccupation

It helps to understand the underlying reasons before attempting to change any behavior. There may be a sensory issue involved, whether it is the sight, sound, smell or feel of an object or activity. Where the preoccupation is potentially dangerous or inappropriate, understanding the sensory issue may make it easier to substitute a better activity or object in place.

Children with autism will often not realise that other people don't share their intense interest due to mind-blindness, an inability to know how other people think differently. The child may simply not realise that most people have no interest in hair clips or collecting dead leaves. A practical strategy here is to set clear rules and limits on the preoccupation. For example, a child may be limited to five minutes of talking about their interest at a time. There can be a rule that when meeting someone, they must first say hello and ask three general questions before telling a visitor about their interest.

Children on the autism spectrum often experience a lot of anxiety, and a preoccupation can be very calming due to its familiarity and sense of routine. This is why preoccupations can be extremely intense when the child is anxious. Instead of tackling the preoccupation head on, parents may find it much more useful to deal with the cause of the anxiety in each case.

tips for parents

Decide if the preoccupation needs attention, or can be tolerated. Usually change is only needed if it could affect the child's development negatively, the preoccupation is socially offensive or inappropriate, or it is causing the family too much stress.

Look for ways to 'shape' the preoccupation into something constructive i.e. a fascination with butterflies can lead to discussions about biology and other insects. Children with autism often don't see the 'big picture', so it always helps to try to broaden the narrow interest into a wider one! Many adults on the autism spectrum wind up working in an area that was influenced by their childhood preoccupations.

Set plenty of rules, children on the autism spectrum tend to love clear logical rules. These rules can be who the child can talk with about their interest and for how long, and how much of the day can be spent on the preoccupation. It can help to even write these down in a contract.

Above all, it's worth remembering that both children and adults on the autism spectrum are individuals, and not all will exhibit the same behaviours or will respond the same way to these techniques, and making a genuine attempt to understand the autistic child as a person is more helpful than responding to a set of symptoms.

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