The Autism Society Event and Education Recordings Archive

Requiring arbitrary compliance with social norm often interferes with successful comprehension and skill development for individuals with autism spectrum disorder (ASD) transitioning to adulthood. Recognition of when comprehension is sacrificed for compliance, how it disrupts social competence and staff development strategies that improve comprehension center engagement will be discussed.

When engaging with children and often with adults with Autism Spectrum Disorders (ASD), parents or staff can rely on compliance or following rules and directions in an attempt to manage the demands of the day. Successful compliance is typically driven by socially accepted norms and assumes a certain level of comprehension. Take for example the child with ASD who is forced to use “her words” to explain difficult emotions and behaviors when she is escalated and as a result often experiences “meltdowns” before she can comply with that demand. Over time her experiences become destructive and she develops a fear of engaging adults or authority figures when she is escalated or may need their support the most. If she were allowed to signal her escalation through a break card, use of type to talk programs for IPads or computers or other self-regulation strategies she would learn to comprehend her situation and implement successful solutions that increase her ability to engage in community activities of her choosing as an adult.  

This session will focus on the relationship between comprehension and compliance and how comprehension centered engagements can help young adults with ASD increase their ability to comply with social norms that can make or break social competence.  In this presentation, Moyer and Rothschild will put an emphasis on the importance of teaching an individual with ASD skills, and making sure the individuals comprehend the skills, rather than just basic compliance of the skills.

 Comprehension is critical to compliance and requires time and effort to develop in the name of achieving personal goals as we become adults. For individuals with ASD, abstract thinking, context blindness, problem-solving and self-regulation challenges can complicate this process so comprehension must be the responsibility of parents and staff as well as the individual. To help illustrate the impact of compliance and comprehension, Chloe, a young adult with autism will share many of her personal experiences during transition years. In a group discussion, Chloe will; introduce the situation; participants will identify whether or not people intervened with compliance or provided opportunities for comprehension and then with the help of the speakers, generate strategies staff strategies for increasing comprehension centered engagements.

Principles of Applied Behavior Analysis will be incorporated to show how insistence on compliance to the exclusion of comprehension reinforces disruptive and unproductive behaviors that interfere with the development of replacement behaviors and social competence. Case scenarios will give participants a step-wise plan for improving staff buy-in and expertise that leads to better participant outcomes. Take a fresh look at how individuals, families, and staff can find more success when goals are achieved through the use of comprehension centered engagements, building skills that increase competence and quality of life as adults.

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