Hi All:

I wanted to report to everyone on this blog about another really great session I went to this morning which related to another previous session I attended, but this one went into depth on the subject of autism and how librarians can help families with children with autism.  I was very impressed with the speaker.  She was Ricki Robinson, MD, M.P.H.    Some of the take home messages Dr. Ricki spoke about in today’s sessions is that librarians can become a valued community resource for individuals with autism across their life span.  “HELP brings HOPE for their future” — awesome message.  For those of you who do not understand or not know exactly what autism is, it is a neurological disorder that relates to brain under-connectivity resulting in symptoms we wee, autism affects speech, sensory and cognitive abilities.

Librarians can help parents of children with autism by being open to what the child’s needs are.  This can include special items, such as koosh balls or extra copies of the books being read for story time.  Often children with autism need something to hold in their hands.   It is from anxiety they feel and also from sensory input.  Children with autism are often calmed by having extra sensory input through touch and feel.  Individuals with autism do not see the same way we see things and it helps to give them hand-held toys they can grasp onto.  Also, another second recommendation by Dr. Ricki was to share the library curricula with parents beforehand.  This allows the parents to prepare their child in advanced for the books to be read.  Children with autism are not good with transition and unexpected surprises, so providing a way for parents and caregivers to show the child what they will expect when they come to the library will help greatly.  Always share the library schedule.  If your story time consists of a schedule such as playing with the stuffed toys that will be used in the story and then reading the book, followed by a coloring activity or snack time, let the parents know so they can draw up that schedule for parents of children with autism.  Another recommendation and this is very important is to use visual schedules.  Children with autism often need a picture to go along with the word.  This technique is called PECS (Picture Exchange Communication System) and it is useful for children to be given a small booklet with laminated photos and matching words so they can understand bette4r what to expect.  Dr. Ricki recommended also producing a video of what happens at library time for parents to share with their children.

The one thing to always keep in mind is that it is all about the interaction.  Whole language books can be helpful for children on the autism spectrum disorder (ASD) or sometimes referred to PDD (Pervasive Developmental Disorder).  Think about comprehension, because children with ASD often decode (hyperlexia) but may not comprehend.  Consider developing lists of books for children with ASD with suggested questions for parents to ask at home that emphasize comprehension.   Also, parents and librarians should keep open the lines of communication regarding their children with autism.  Create a sensory-acceptable environment for story time.  This is good for all children, but especially great for children with autism.  Children with autism often have a particular interest, an obsession for some.  Often children with ASD are extremely knowledgeable in a specific topic, such as cars, trains, maps, etc.  Be sure to give the parent ample books on that subject to keep the child interested in reading and coming tot he library.  Keep favorites but always provide new books on the same subject.  Always remember that anxiety may cloud the picture for the child and can be unrelated to what you are doing.  And be prepared to go with the flow – things may not happen as you expect.

Another great idea for librarians to encourage autism families to visit the library is to create a survey for parents to fill out about their child.  Use the information provided on the survey.  Parents know their children better than anyone and can be the greatest resource for librarians to customize their programs to accommodate and welcome those children with autism.   Always maintain open lines of communication with the parents.

If the child has had a bad day at school — their aid may have been absent or their favorite seat was taken by another student and other unexpected changes and circumstances at school caused the child with autism to have a melt down at school.  Knowing this kind of information can be very useful.  Ask the parent to send you an email or telephone you ahead of time so you as the librarian can be ready and be prepared to provide extra attention or understanding when interacting with the child on that particular day.   Having that prior knowledge can help you be better prepared.  Maybe you have a new book about that special topic they love so much that you have been reserving for such an occasion — you can have that new book ready for the child brightening his day.

A couple closing thoughts that Dr. Ricki spoke about in this session is that the library can become a most valued community resource for individuals with ASD.  This can provide comfort, safety, relationships and learning throughout their lifetime.  Librarians can provide a critical role in providing a joyful interactive learning experience for children with ASD that will support their wanting to return again and again.

Thank you to Dr. Ricki and the members of the Association for Library Services for Children for putting on a great session.  This was one of my favorite sessions of this year’s conference.

Stephanie Hill

Librarian