Clowning for Autistic Kids

[Pickles]

Do any of you have any experience clowning for autistic children? I have agreed to do a party in June for a 4-year-old autistic child and at least several of his autistic classmates. I would appreciate any input you have. Thanks!!

[pixcoco]

These days that lable is assigned to a lot of kids. I'm not saying they are not autistic, just that in some cases you may not can even tell. On the other hand I have done parties where the birthday child is VERY autistic and no one told me in advance. Yikes. You could find anything from a child you can not engage in conversation or interest him in anything, to one you do not notice a problem on the level you are dealing with him on.
I would say to be prepared to change what you were planning on a moments notice. Take a deep breath and go with your mind open. They are still just kids. If they seem uninterested in what you are doing just know it is not you but thier problems. Watch your things. A young autistic child can move very fast and get into your box. expect the unexpected. I wouldn't say that is the most fun show to do, but it is doable.
I also once had a Mom thank me after a party for being so nice to her two boys. They are autistic. Truth is I would have never know had she not told me. They were both very polite and had me face paint them, (a lot of contact for an autistic child) I thought they were charming children. So I guess your are still getting a big long "who knows".
Be sure and tell us how it goes.

[Miss Petunia]

I would suggest getting input from the parents as the the exact severity/triggers of the autistic children there. the more information, the better in this case (in my humble opinion).

By all means let us know how it goes!
Miss D.

[The_Princess_of_Bozonia]

Today just happens to be World Autism Awareness Day, so here's an article I saw:

"Ten Things Every Child with Autism Wishes You Knew"

Some days it seems the only predictable thing about it is the unpredictability. The only consistent attribute -- the inconsistency There is little argument on any level but that autism is baffling, even to those who spend their lives around it. The child who lives with autism may look "normal" but his behavior can be perplexing and downright difficult.

Autism was once thought an "incurable" disorder, but that notion is crumbling in the face knowledge and understanding that is increasing even as you read this. Every day, individuals with autism are showing us that they can overcome, compensate for and otherwise manage many of autism's most challenging characteristics. Equipping those around our children with simple understanding of autism's most basic elements has a tremendous impact on their ability to journey towards productive, independent adulthood.

Autism is an extremely complex disorder but for purposes of this one article, we can distill its myriad characteristics into four fundamental areas: sensory processing challenges, speech/language delays and impairments, the elusive social interaction skills and whole child/self-esteem issues. And though these four elements may be common to many children, keep front-of-mind the fact that autism is a spectrum disorder: no two (or ten or twenty) children with autism will be completely alike. Every child will be at a different point on the spectrum. And, just as importantly - every parent, teacher and caregiver will be at a different point on the spectrum. Child or adult, each will have a unique set of needs.

Here are ten things every child with autism wishes you knew:

1. I am first and foremost a child. I have autism. I am not primarily "autistic." My autism is only one aspect of my total character. It does not define me as a person. Are you a person with thoughts, feelings and many talents, or are you just fat (overweight), myopic (wear glasses) or klutzy (uncoordinated, not good at sports)? Those may be things that I see first when I meet you, but they are not necessarily what you are all about.

As an adult, you have some control over how you define yourself. If you want to single out a single characteristic, you can make that known. As a child, I am still unfolding. Neither you nor I yet know what I may be capable of. Defining me by one characteristic runs the danger of setting up an expectation that may be too low. And if I get a sense that you don't think I "can do it," my natural response will be: Why try?

2. My sensory perceptions are disordered. Sensory integration may be the most difficult aspect of autism to understand, but it is arguably the most critical. It his means that the ordinary sights, sounds, smells, tastes and touches of everyday that you may not even notice can be downright painful for me. The very environment in which I have to live often seems hostile. I may appear withdrawn or belligerent to you but I am really just trying to defend myself. Here is why a "simple" trip to the grocery store may be hell for me:

My hearing may be hyper-acute. Dozens of people are talking at once. The loudspeaker booms today's special. Musak whines from the sound system. Cash registers beep and cough, a coffee grinder is chugging. The meat cutter screeches, babies wail, carts creak, the fluorescent lighting hums. My brain can't filter all the input and I'm in overload!

My sense of smell may be highly sensitive. The fish at the meat counter isn't quite fresh, the guy standing next to us hasn't showered today, the deli is handing out sausage samples, the baby in line ahead of us has a poopy diaper, they're mopping up pickles on aisle 3 with ammonia?.I can't sort it all out. I am dangerously nauseated.

Because I am visually oriented (see more on this below), this may be my first sense to become overstimulated. The fluorescent light is not only too bright, it buzzes and hums. The room seems to pulsate and it hurts my eyes. The pulsating light bounces off everything and distorts what I am seeing -- the space seems to be constantly changing. There's glare from windows, too many items for me to be able to focus (I may compensate with "tunnel vision"), moving fans on the ceiling, so many bodies in constant motion. All this affects my vestibular and proprioceptive senses, and now I can't even tell where my body is in space.

3. Please remember to distinguish between won't (I choose not to) and can't (I am not able to).

Receptive and expressive language and vocabulary can be major challenges for me. It isn't that I don't listen to instructions. It's that I can't understand you. When you call to me from across the room, this is what I hear: "*&^@, Billy. #$&^*???" Instead, come speak directly to me in plain words: "Please put your book in your desk, Billy. It's time to go to lunch." This tells me what you want me to do and what is going to happen next. Now it is much easier for me to comply.

4. I am a concrete thinker. This means I interpret language very literally. It's very confusing for me when you say, "Hold your horses, cowboy!" when what you really mean is "Please stop running." Don't tell me something is a "piece of cake" when there is no dessert in sight and what you really mean is "this will be easy for you to do." When you say "It's pouring cats and dogs," I see pets coming out of a pitcher. Please just tell me "It's raining very hard."

Idioms, puns, nuances, double entendres, inference, metaphors, allusions and sarcasm are lost on me.

5. Please be patient with my limited vocabulary. It's hard for me to tell you what I need when I don't know the words to describe my feelings. I may be hungry, frustrated, frightened or confused but right now those words are beyond my ability to express. Be alert for body language, withdrawal, agitation or other signs that something is wrong.

Or, there's a flip side to this: I may sound like a "little professor" or movie star, rattling off words or whole scripts well beyond my developmental age. These are messages I have memorized from the world around me to compensate for my language deficits because I know I am expected to respond when spoken to. They may come from books, TV, the speech of other people. It is called "echolalia." I don't necessarily understand the context or the terminology I'm using. I just know that it gets me off the hook for coming up with a reply.

6. Because language is so difficult for me, I am very visually oriented. Please show me how to do something rather than just telling me. And please be prepared to show me many times. Lots of consistent repetition helps me learn.

A visual schedule is extremely helpful as I move through my day. Like your day-timer, it relieves me of the stress of having to remember what comes next, makes for smooth transition between activities, helps me manage my time and meet your expectations. Here's a great website for learning more about visual schedules: Autism Papers--Structured Teaching:Strategies for Supporting Students with Autism pg 2 .

I won't lose the need for a visual schedule as I get older, but my "level of representation" may change. Before I can read, I need a visual schedule with photographs or simple drawings. As I get older, a combination of words and pictures may work, and later still, just words.

7. Please focus and build on what I can do rather than what I can't do. Like any other human, I can't learn in an environment where I'm constantly made to feel that I'm not good enough and that I need "fixing." Trying anything new when I am almost sure to be met with criticism, however "constructive," becomes something to be avoided. Look for my strengths and you will find them. There is more than one "right" way to do most things.

8. Please help me with social interactions. It may look like I don't want to play with the other kids on the playground, but sometimes it's just that I simply do not know how to start a conversation or enter a play situation. If you can encourage other children to invite me to join them at kickball or shooting baskets, it may be that I'm delighted to be included.

I do best in structured play activities that have a clear beginning and end. I don't know how to "read" facial expressions, body language or the emotions of others, so I appreciate ongoing coaching in proper social responses. For example, if I laugh when Emily falls off the slide, it's not that I think it's funny. It's that I don't know the proper response. Teach me to say "Are you OK?"

9. Try to identify what triggers my meltdowns. Meltdowns, blow-ups, tantrums or whatever you want to call them are even more horrid for me than they are for you. They occur because one or more of my senses has gone into overload. If you can figure out why my meltdowns occur, they can be prevented. Keep a log noting times, settings, people, activities. A pattern may emerge.

Try to remember that all behavior is a form of communication. It tells you, when my words cannot, how I perceive something that is happening in my environment.

Parents, keep in mind as well: persistent behavior may have an underlying medical cause. Food allergies and sensitivities, sleep disorders and gastrointestinal problems can all have profound effects on behavior.

10. If you are a family member, please love me unconditionally. Banish thoughts like, "If he would just??" and "Why can't she?.." You did not fulfill every last expectation your parents had for you and you wouldn't like being constantly reminded of it. I did not choose to have autism. But remember that it is happening to me, not you. Without your support, my chances of successful, self-reliant adulthood are slim. With your support and guidance, the possibilities are broader than you might think. I promise you - I am worth it.

And finally, three words: Patience. Patience. Patience. Work to view my autism as a different ability rather than a disability. Look past what you may see as limitations and see the gifts autism has given me. It may be true that I'm not good at eye contact or conversation, but have you noticed that I don't lie, cheat at games, tattle on my classmates or pass judgment on other people? Also true that I probably won't be the next Michael Jordan. But with my attention to fine detail and capacity for extraordinary focus, I might be the next Einstein. Or Mozart. Or Van Gogh.

They had autism too.

By Ellen Notbohm

Ellen Notbohm has several books out,.. very good reading if you wish to learn more about autism.
Ten Things Every Child with Autism Wishes You Knew:
1001 Great Ideas for Teaching and Raising Children with Autism Spectrum Disorders
Ten Things Your Student with Autism Wishes You Knew
The Autism Trail Guide: Postcards from the Road Less Traveled:

[Nettie Belle]

Now THAT one will be printed. Every year I entertain autistic children at a camp. They are so sweet, but last year, there was one little boy who was about 10, who just kept screaming. Not because of me ... he was screaming when I got there and never quit. The kids are very affectionate, and love to touch my hair and my nose. One little girl told one of the volunteers last year she couldn't believe she actually TOUCHED A REAL CLOWN. I thought that was so cute.

Thank you, Princess, for posting this article.

[Pickles]

Thanks for your advice. I absolutely think I need to come with a variety of ideas and be ready to switch gears. And I am planning on talking to this child's mom before the event to get as much input as possible (I have a call into her now in fact.) My understanding is that this child is REALLY autistic -- doesn't communicate at all. I am a little nervous -- I just want everybody to have a good time.

[pixcoco]

My first experiance with a child with autisum was years ago when I was new at this. I was at a school for another function when I was asked to visit the special ed. class. Of course I went .
One little boy came up to me and investigated everything about me. Touching my costume and looking up the pants leg. touching my hair and nose softly. He would then pat me and say one sylable words. All this time the teachers just stood back and watched with an odd look on their faces. After the visit, out in the hall, a teacher came out and explained this child never speaks and does not ever interact with people. They had never seen him touch anyone or make any attemp to interact. That was really a magical day for me too as you might have guessed.
They took the time to tell me how special that visit was. I have come to understand any day could be just that special to someone and you may never know it. It has made me very aware of every thing I do. It makes every moment special.

[Waldo]

I concur with the previous comments that they can be a wide range of autism. The two boys that are in my church, both love the clown and interact with him as any child. The host of the party should be able to give you some clues, though I doubt they would have invited you if they thought there would be a problem.

[Fifi D. Clown]

I twisted balloons at a party last year for our local Disabled Organization's summer program. They asked me not to wear makeup because it might scare the autistic kids. That is the only change I made.

There were maybe 3 kids (of about 25) who wouldn't come near me, but most of them were right there in circle. We told jokes, danced, made the balloon animals do silly things. The only difference between the autistic kids and the other kids at the party was that their reaction to me was more intense interest instead of laughing. It was a very satisfying party.

[Pickles]

Wow, thanks for sharing. After reading about your experiences I'm more excited about this party than apprehensive. I'll let you know how it goes.