Providing Processing Time to Keep Kids with ASD Regulated and Engaged

Hello, and Welcome Back! This post will be about our second guideline: Provide Processing Time. Recall that, in the process of organizing our strategies we discovered that there are three strategies that are more pervasive than the others. We use these three strategies all the time, by themselves and in conjunction with more specific strategies, every time we interact with a child. We call these three strategies our “guidelines”. The three guidelines are: 1) Use Simple Language, 2) Provide Processing Time, and 3) Employ Visuals. Also, remember that our goal is always emotional regulation and availability for learning and engagement!

GUIDELINE #2: PROVIDE PROCESSING TIME

As adults, when a child is not responding to a request, direction or communication, our tendency is to want to “help”. We often assume that because the child does not respond right away, he does not know what to do. We quickly jump in and answer for him, give additional prompts, and/or tell him what to do. Although our intentions are good - we want to help - the outcome is not a positive one for the child. The child becomes accustomed to this behavior and learns to wait for the extra cues and instructions. He becomes prompt-dependent.

This is especially true for children on the autism spectrum. It is well documented in the literature that children with ASD typically need more processing time than their peers. Giving the child time to process what you’ve said decreases frustration levels (thus increasing regulation!) and ensures that the child has the chance to do the thinking for himself

(Rydell, 2012). For the sake of the child’s regulation, learning, and independence, we need to learn to wait. We need to wait longer than is comfortable for us. Mo and I are consistently amazed by the results that this simple act - waiting - yields. We have been pleasantly surprised countless times by what a child with autism can process and follow through on given time. It is extremely important that, as therapists and educators, we learn to wait so that the child can develop these skills and stay regulated.

To help put this in perspective, think of your own reaction to being rushed. When you are trying to process something that is challenging for you, it increases your anxiety when you are not given the time to do so. Furthermore, consider how it feels when another person then jumps in and answers for you or completes the task just as you are about to do it. This can all be very dysregulating. As a neurotypical adult, you may be able to handle that frustration in a way that is acceptable in the social situation. A child with autism will likely not be able to do that, and a meltdown is likely to occur.

So, next time you speak to a child with autism and he does not respond, or begins to melt down or refuse, remember to Provide Processing Time. For example, you have asked the child to write his name. You know this skill is well within his capabilities, but he is not doing it. He may be refusing or beginning to whine. You are tempted to say it again. Instead, wait 10 more seconds and look expectant. If he still doesn’t do it, tap the paper while holding out a crayon, and wait another 10 seconds. If he is still not responding, use simple language, “name”, paired with another point to the paper and WAIT again. As you move the child through the process, you may need to provide additional supports and strategies. However, giving adequate processing time may be enough to do the trick!

Let us know how it goes!

Leslie & Mo