So there’s the aspie kid, frustrated about a sophomore English writing assignment, a persuasive essay. It wasn’t coming up with the topic or the supporting details, but rather, figuring out why there needed to be any explanation about how the evidence supported the assertion. It was perfectly obvious! Well, at least it was to the author, and complaints about the explanation being “redundant” resulted in my having to explain, “It’s obvious to you, but you have to explain it to someone else.”
I remember having these slight “mindblindness” issues myself. It’s an inability to construct an imaginary understanding of another’s comprehension based solely upon their reading of your written material, because in any writing, you always can assume that the reader does know some stuff. It’s what you can assume the reader doesn’t know that is the tricky part. To build up that “Theory of Mind” (which really everyone does have, including autistics) you have to be able to build a set of common patterns about what different people know and don’t know, based upon their ages, genders, backgrounds and such. To create that you need a trend, and to create a trend you need multiple sets of data, which arrive from much conversing with people. Spending your lunch periods doing math homework is efficient for reducing homework (and backpack) loads, but certainly reduces the opportunities to socialise. Then again, it also gives one necessary time to de-stress and recharge for the rest of the school day. Everything is choices!
In this situation with the essay, our student doesn’t understand the difference between the data and the analysis (which frankly, some graduate students don’t), or rather, between the analysis and the discussion. “Here’s the opinion,” I explain, “here’s what the evidence is, and here’s why it supports that opinion.”
Hmn … finally aspie kid is getting frustrated with maternal explanations; the fact that I tutor college students in composition isn’t impressive — in this sphere, I’m still just Mom.
So when faced with these kinds of frustrations, there’s that tried-and-true solace: the trampoline.
I’m tickled that for someone who has never been into organised sports, aspie kid has become progressively more coördinated and agile over the years, especially with the not-inconsiderable adolescent growth spurt. In fact, I’m more clumsy than the kid is. This improvement is very reassuring, because during toddlerhood this child accidentally broke a number of things, including a window. I was in fact, amazed that no bones ever got broken.
I think much of that is due to the trampoline. It certainly seems to have improved the vestibular & proprioceptive organisation, meaning the sense of balance, and understanding where the body is in space and the relationships of different body parts. We bought it for fun, but this play equipment has (in retrospect) proven to be rather therapeutic.
Our giant backyard trampoline has gotten plenty of use over the years. During more hyperactive days, this ADHD child was sent to go bounce out excess energy in order to have enough focus for doing homework. Or even for sitting through dinner.
Aspie kid is no longer hyperactive. But the trampoline still gets used just for the sheer joy of bouncing, and for working through assorted mental knots, like this business of the persuasive essay. After the workout, our student returned to finish up the persuasive essay with the required elaborations.
When compared to equally atypical peers, our child’s difficulties have been not nearly as noticeable, most likely due to having had an enabling sort of childhood environment. The trampoline helps with the hyperactivity and coördination. The closed-captioned television (for hard-of-hearing dad) helps with the auditory processing disorder. The household routines are set up to be as ADHD-friendly as possible, lest Mom totally fall apart organisation-wise. This means that various mental quirks aren’t seen as being extremely odd, but rather as things that one simply deals with in stride, because everyone has different needs.