Shadowing Nick: New Routines

I watch Nick as he learns to maneuver the campus.

Nick has started his second semester at the local community college.  He's taking classes on two different campuses.  He is somewhat nervous.  His schedule has changed, so he needs to establish new habits and routines.

We start with an introduction and rehearsal.  Nick has a print out of a map.  We visit each campus, pointing out landmarks.  We find his classrooms and write down what days and times he will be in that classroom.  We then find the closest bathrooms and drinking fountain.

A few days later, we visit the campus again, but he leads.  He finds the location.  I shadow him.  If he gets lost, I follow.  If he gets discouraged, he calls me.  I try to point out landmarks if necessary until he can find the classroom.

We may do this exercise a few times.  Once he is comfortable, I then drop him off and find a place to sit on campus.  He maneuvers his way independently.  I am still close if he needs me, but I am not following.

Eventually, he will be able to follow the new schedule on his own.  He learns it much quicker than he did in high school.  However, Nick still experiences anxiety and stress.  Ironically, no matter where his classes are, he learns where the local coffee joint is.  He can chill with coffee anytime!

Nick Transitions To College

Nick has completed six weeks of college.  He is enrolled in a reading class and a math class.  The reading is a "zero" level to help him adjust to collegiate level.  His math class is a 100 level.  Although his math placement test two years ago put him at a much lower level, this year he tested to place exactly where he wanted to be.

This is a huge step for Nick.  We prepared as we normally do whenever he goes somewhere new.  We found his classrooms and other important places on campuses.  His classes are on two different campuses.  We found his classrooms, bathrooms, tutoring, coffee shop, and places to hang out.  We did "dress rehearsals" to ensure that he could find his way from the parking lot to the classes.

While doing this, Nick met up with some old friends from high school.  That was a wonderful suprise, and very important to Nick.  He's doing things that his peers are.  Seeing and conversing with them on campus gave Nick a boost of confidence, making the transition to college easier.

Go Nick!

No Job? No College? Why?

Ryan assisting new student

School is back in session for my youngest three boys. The younger two are in high school, and Ryan is going to which college?  He isn't sure how to answer. Then they ask, "Well, where do you work?" Awkward silence follows.

In the typical world, a person graduates from high school, and then he attends college or gets a job. Friends and family are curious and wish to share in what's going on, and they ask, "What college...?" In the life of an adult with autism, that can be a frustrating conversation.

Why?  The set expectation does not apply to the autistic world.

I have listened to these conversations from a distance. Ryan usually does muster enough information to answer questions.  Nonetheless, the other person is still perplexed because Ryan isn't following the "expected" format. He's not going to college.  He's not working.  However, he's on the road to both.

We have developed a description of what Ryan's status is.  Ryan attends a private trade school.  He is learning skills to be an imaging artist.  Currently, he is interning to assist new students.  This can lead to a paid position as a PIT (photoshop imaging tech) crew member.

Life is hard enough when it doesn't fit into a preconceived idea.  It's even more difficult to try to explain the "what I'm doing" let alone the "why I'm doing" this.  Now add the lack of communication that is symptomatic of autism.  Double whammy!  Yet, Ryan perseveres!

Photo credit: RMG Imaging Artists

A Picture Is Worth A 1000 Words

Ryan's showing the different colors of Yoda!  Ryan is creating these images through his photo shop class--a class we hope will lead to a trade.

Ryan took three college computer classes last semester.  He did well, earning As.  However, he decided that college is not for him.  Listening to lectures, taking tests, and finishing homework tremendously burdens Ryan.  Mike and I responded, "Ok, but you need to be working towards a job."  We have stressed to Ryan that government support is not an option.  What the government can give, the government can take away.  He must develop his own means to support himself.  We hope that he'll find a talent or skill that he loves and build a career from it.

Ryan agreed because he wants to be independent, but he didn't really have a plan of what to pursue.  Ryan has been in vocational/rehabilitation for two years, and that, so far, has produced nothing.  In fact, it has been a very frustrating process, but that is another story.

In my research I found a company that wanted to hire young adults on the autism spectrum.  The company's name is RMG Imaging Artists.  http://www.rmgia.com/  What a blessing!  The training is in photo shop. At first Ryan was not so willing to participate, but he quietly attended.

Over the last few months he found that he enjoys this class. Ryan has liked taking art classes in the past.  These classes are no exception.  Whether Ryan realizes it or not, he is very creative, which is not thought to be very typical of autism.  These classes demand focus and perfection while being creative.  It's a perfect mix for Ryan.

I'll focus more on the company in my next blog entry.

Autism and Interviews: Award -Winning!

Ryan is a finalist!  I received word late this week that Ryan is a scholarship winner.  I don't know how much.  The amount will be announced on May 12.  Ryan tried to hide his smile when I told him.  Hence, no picture to show.  I think he was genuinely surprised!

Now we are focusing on what classes to take.  Ryan wants to take online classes, and only writing classes.  He also wants his own laptop, so he can write undisturbed.

We finally have a course of action!  Yea.

Photo credit:   http://www.flickr.com/photos/68751915@N05/with/6355220839/

Autism and Interviews: Mindful!

The application process was slow.  I picked up the application.  Ryan and I read through all the pages.  We found the requirements, and Ryan and I agreed what the required steps would be.  We agreed what he could do on his own, and what he might need help to accomplish.  We set deadlines.  The plan was set.

Until deadlines passed.

One of the first items we addressed was who to ask for letters of recommendation.  We needed three, and those three had to fulfill different requirements set in the application form.  We obtained the first one easily as that was a family friend.

The second was given to a teacher.  I put a post-it on it with our personal deadline--three days ahead of the application deadline.  Our lives were busy, and the initial day passed.  I asked Ryan if he received the letter of recommendation from his teacher.  Nope.  I reminded him to get it.  The next day he forgot.  I texted him the following day, and I emailed the teacher.  Ryan received it.  We had one day left.

Ryan had to write a page describing several aspects of himself.  Having autism, he wrote everything within four sentences.  Four hundred words were required.  Elaboration was needed.  Ryan knew what that meant.  His little brother sang a song when he was in second or third grade.  The words to that song:  elaboration means tell me more.  Ryan understood that.  How can he write more?  Why was it needed?  He has expressed himself concisely. He answered each question.

The first question he answered--he answered with:  I have autism.  That means I don't like to talk with people.

Blunt.  Honest.  I wondered how that would go over to his reading audience.  Most papers probably described each applicant's career plans and how each will conquer poverty and achieve world peace.  Not my son's.  He just says he doesn't want to talk with people.  Hmm.

Ryan wanted to be a writer, but he couldn't elaborate about himself.  Oh yeah.  Lots of steps.  We worked on this like an English assignment.  We wrote out the who, why, where, when, what, and how questions.  We added prepositional phrases.  Then we wrote out clauses, and we expanded the ideas.  Talk about stretching.  Physically and mentally, it was a workout.

But we had it done, and we turned it in about two hours before the deadline.  Whew.

A few weeks later, we received a call, saying that he was a finalist.  He needed to schedule an interview.  YEA.  That brings us to his interview last Sunday.  And we await the results.

Ryan is hopeful.  So am I!

Autism and Interviews: Mindboggling!

Ryan with new shades--after the interview

Ryan had an interview today for a college scholarship.  He dressed up and arrived well before his appointed time.  Since the person scheduled before him didn’t show up, Ryan went early.  I think that was a blessing.  Less time to get nervous.

I prayed Ryan would talk.  Nothing like being in an interview when the applicant won’t talk!  My imagination cringed.  What was happening in there?  I worried about stupid questions that weren’t questions, like, “Tell us about yourself.”  Ryan can answer questions with no problem, but talk about generalities or relay a bunch of information?  Not so much.

Since I drove Ryan to the interview, I waited on a bench not too far away.  I tried to distract myself by reading.  I read a page.  Then reread it.  On the third go-round, Ryan plopped next to me.  Maybe ten minutes had passed.

I asked if it was done.  He replied casually, “Yep.”  I didn’t want to make too big a deal of this, but I was so curious.  Keeping in mind that this was probably mentally exhausting for Ryan, I asked one more question, “Did you talk?”  His response, “Yep.”

Now we wait for the results.