Alpinia zerumbet ‘Variegata’
“Why is she doing that – stop it! You’d better stop it right now or else!”
If I had a dollar for every time my mother had told me, “I don’t know why you’d want to do that,” I could buy a plane ticket to Helsinki. Mind you, she never asked why I wanted to do whatever the particular “that” was at the time. If it wasn’t important to her, then it wasn’t important at all. (This is so selfish and one-sided it slides into the realm of the pathological.)
All behaviour provides some kind of communicated message. The onus of burden on communication does not belong to either the autistic or to the people interacting with them. Rather, it belongs to both. Communication is a result. It takes two to tango, sender and receiver each way. Communication can happen in many ways. But unless both parties can find a way to share the message, and are willing to try, it won’t happen.
To make communication happen, we must be able to think outside of the usual verbal box. We have to really observe what is going on, and figure out why someone is doing what they are doing. A lot of people seem to have difficulty understanding the concept of cause and effect – they want to react to the effects, rather than figuring out the causes. It’s easier that way, I suppose; it doesn’t require any thinking.
Let me tell you a garden story as an analogy. In entomology we have a concept called the “pesticide treadmill,” where people find it easier to either spray pesticides on a calendar basis, rather than assessing the actual need for such and what is causing problems, or they wait until problems reach catastrophic levels and then spray. Both of these approaches are both a waste of time and money. Regularly scheduled “calendar spraying” increases pollution, and only pushes for greater pesticide resistance in the pest populations. Not surprisingly, waiting until the pest population blows out of proportion does not yield effective results either, either in terms of pest control or in benefit to the crop.
Sometimes people go around spraying insecticides on their plants, when what they really have is a fungus problem, or a nutrient problem, or an insufficiency of light. Amazingly, the insecticide doesn’t solve the problem! So, they keep on spraying … why? Because the first dose didn’t work. So they think they need more doses, and it should work if you keep giving enough doses. Hmn…
In much the same manner, some people want to do the equivalent thing with their clients or family members — treat symptoms with treatments, instead of figuring out what is causing the problem. Give them tranquilisers, or neuroleptics, or megadoses of vitamins, or chelation, whatever — some “treatments” are far worse than others, but it’s still trying to treat the symptoms rather than figuring out what is causing difficulty. (Amazingly, more doses don’t solve the problem!)
Or indeed, sometimes it’s easier to give “treatments” than to determine if there truly is a difficulty – not all different behaviours are problem behaviours.
“Help!” says a gardening class student, “my plant has yellow leaves! What’s wrong with it? Does it have bugs? Should I give it some Miracle Grower drops?”
“Um, ma’am, this is a variegated ginger. It has green and gold leaves. That’s the way it grows. It’s okay – it’s supposed to be like that.” Student looks dubious. “Your plant is just fine. Really. Enjoy it. There’s nothing wrong with it – it’s naturally variegated from its genes, and that’s what makes it different.”
Student still looks dubious, and says, “I don’t know … it looks sick to me. It’s just too weird – I want my plants to all look nice and green.”
“If you don’t like it, then take it to the office, or to church, or whatever. There are plenty of people who love special plants like this.”
But it takes extra time and effort to observe, monitor, and assess your plants for pest problems. A good IPM (Integrated Pest Management) program will save money in both reduced applications of pesticides, and increased value of your plants. But all this takes learning, observing, and thinking. Likewise, it takes learning, observing, and thinking to analyse the functional cause and effect of various behaviours.
Too often the child (or even adult) is perceived as being a problem, rather than as having a problem. Instead of figuring out what is causing the problem, the reaction is focused upon the effect that is the child’s behaviour. This has to be stopped right now; the child is being bad, children should not talk back, and children should not win arguments! (There’s a recipe for disaster; simply give orders without listening to others and taking their concerns seriously.)
Punishing the child for misbehaving should stop the behaviour, right? Possibly. Unless the child perceives that the punishment (such as an out-of-school suspension) is better than the problem that is distressing them (being bullied). Punishment can sometimes stop a behaviour (depending upon what’s going on), but it doesn’t often change the behaviour because it does not teach a person what to do instead. As long as the behaviour gains something for the person, it won’t go away. That “something” doesn’t always have to be an optimal result, merely a less-bad result. In other words, the behaviour serves some kind of function. When we’re untangling the problem, determining what that function is will be very important, because that’s the key to figuring out what is needed in the way of determining the true problem and a better solution.