May 30th 2019

REFLECTIVE PRACTICE JOURNAL

Practice of research on triggers and behaviours along with strategies to use when working with individuals with Autism as an Educational Support student at Sheridan for future placement.

Background:

I work at a luxury athletic club as an Account Manager. At times I am required to wear different hats, becoming the member’s “go to” for all their needs and requirements. Just recently I signed up a family of 5 that came in wanting to change their lifestyle for the better. One of the members of the family “Collin” wanted to be a part of this community and learn all about healthy living and becoming stronger. Collin is a 21-year-old man, who is under the Autism Spectrum.

We started Collin off on a 3 day a week regimen where he would meet with myself and a personal trainer to assess his athletic ability and address his goals. During the first meet and greet with his trainer “Bianca” we went over simple objectives and tried out some beginner exercises together. He did great! We also discovered that Collin loves musicals! As he was telling us about his dream to be a Broadway producer, he seemed to pause and become elevated, and what happened next took Bianca and myself by surprise. Another trainer came over to our section, introduced himself to Collin, and joked with him sarcastically. Well that didn’t bode well with Collin, as he took the trainers sarcasm as a threat. I immediately froze as a scene began to erupt. I had no idea how to handle it. Collin began screaming, and hitting himself on the head, and eventually stormed off towards the change rooms. That was the end of that session.

At that moment, I knew we had our work cut out for us, and we had to understand further how to help Collin with his goals in a nonthreatening environment for him to move forward. We just hoped that we would be able to get him back in the club for a second (hopefully smoother) session. I left that day very confused and wondered what we could have done differently.

Reflection One: Questions/Goals

• What is Autism and how do I better understand it?
• Are there other Autism Spectrum Disorders I should be aware of? What are they?
• Are there calming strategies in place for Autism I can refer to and try? What behaviours will indicate to me that Collin is beginning to elevate, and how do I de-escalate situations that occur?
• What is the proper way to ensure everyone’s safety when there is a behavioural incident such as this? Will Collin and other members and staff be safe?
• What can I do to earn Collin’s trust? Or the trust of anyone with Autism?

FOCUS: This Practice RPJ will focus on exploring triggers and calming strategies on how to de-escalate and help Collin calm down should he be put in a position like this again.

Reflection Two: Action/Answers

I started my research by reviewing the Educational Support classes I’ve taken so far at Sheridan and referred to my text book Special Education in Ontario Schools (Bennett, Dworet, Weber 2013). During my exploration, I found that Autism Spectrum Disorder (ASD) does not have a specific manual or precise category, rather it falls under an umbrella of diagnostic disorders and characteristics. This meaning that every case is unique. There are many strategies that work for one that may not work for others. What I did find however were certain methods that I felt stood out that could help me with Collin and his transition back into the club. One approach I would like to implement is providing Collin a “safe person” and a “safe place”. (Bennet, Dworet, Weber, 2013, p.188) I believe this will be important for him, as based on my observation he may feel more comfortable knowing there are options to walk away or have a trusting partner he can rely on should he begin to feel heightened.

Another technique I read about was to understand Collin’s special interests and capitalize on them. (Bennet, Dworet, Weber, 2013, p.188) I recall from our first meeting that he was an expert on musicals. Perhaps I myself could learn more about the theatre and find a way to relate with him. I am certain we can manage to apply his love of musicals to his routine with us. I am currently enrolled in EDUC14998, “Technology in Education” with Professor Jennifer Tate. In module two we were discussing technology being an imperative part of learning. I believe I could translate this into something positive for Collin and provide him with an iPad to watch YouTube videos, or play his favorite musical playlist while he’s on the treadmill to keep him focused and tranquil.

I thought it would be best to also consult with Collin’s family to get further insight on what strategies work for them. His parents let me know that he doesn’t do well with men as leaders and doesn’t quite understand sarcasm as he takes it literally. They disclosed that he becomes angry and upset, and in turn self harms by hitting himself over and over. I learned that he does have calming strategies in place, however Collin does not always follow through and requires prompting and reminders. One coping strategy they told me worked well was offering him to use his stimming tools in a private area to help him calm down and refocus. They also suggested that I educate other staff members in the club to not take things personally, and to give Collin space for now until he was more familiar with his surroundings. That was great advice. I referred to my notes from FLPL14310, “Orientation to Field” with Professor Suzanna Elmazisu. In the week 2 homework assignment we learned about working with different people in the industry. I was able to pull some tactics on who and how to collaborate with (in this case other personal trainers) to ensure we are all working together on making this a smooth transition with plenty of support for Collin.

I’ve decided that my research doesn’t end here, so before our next session, I will take a few minutes to ask Collin what he needs from Bianca and I as well. Perhaps it’s a quiet setting to work out in, or alternatively he would like to take a brisk walk around the track listening to the Mamma Mia soundtrack!

Directions & Implications of Practice

Through my research and conversation with Collin’s parents I feel as though I’m on the right track to build a strong relationship and trust with Collin moving forward. I think it will be crucial to establish this trust and have the rest of the staff at the club welcome him and encourage him appropriately in due time.

This experience will assist me in my future EA role as it has helped me to address a few regulatory strategies for individuals with Autism. Although these are strategies specific to Collin, I am certain that I can add techniques to my portfolio that can relate to others as well. In addition, this experience has helped me in my learnings to become a paraprofessional, as I may be faced with working together in a team environment, not only with other EAs, but with Teachers, Principals, volunteer staff, and even parents. This has guided me on how to collaborate and will be of great value to me as an EA moving forward.

I feel much more confident that I will be able to address Collin’s concerns, and any other individual with an exceptionality such as his moving forward now that I have the tactics and resources through my studies and experience to help me excel. In addition to working in a team environment, I was able to utilize my own skills and learnings from my EdTech program and will be able to put my discovery and technology to use. As the EA role is concentrated around adaptability, and working with different means and resources, this experience has given me great knowledge that will help succeed in this position.

References:

Bennet, S., Dworet,D., Weber,K. (2013). Students with Autism Spectrum Disorders. Retrieved from: Special Education in Ontario Schools (p. 188). St. Davis, Ontario: Highland Press

Tate, J. (2018). Module 2: The Basics: Technology in Education [Power Point]. Retrieved from: (https://slate.sheridancollege.ca/d2l/le/content/601088/viewContent/7880396/View)

Elmazisu, S. (n.d.). Week 2: People_Student [Power Point]. Retrieved from: https://slate.sheridancollege.ca/d2l/le/content/601064/viewContent/8019220/View