On Becoming a SELF
I have a little theory. (I have many about autism, but I'm not autistic just a very close observer). Adam seems to be talking to his hands at times. Sometimes his fingers do a little dance that wiggle in sync with Mary Had A Little Lamb, and other times, his hands open and close like those puppets to various dialogue. The obvious insight is that Adam has taken the scene and adopted it himself..the first stages of pretend play. But the real a ha for me is the realization that his hand is an extension of himself, let me press, could at times EVEN BE HIMSELF as he sees himself. "Body awareness" is difficult, it is said, for people with autism. Tito Mukhopadhyay says it took him years before he realized he had a body. He discusses that he wondered if he lived just in his thoughts rather than in the physical world. Adam can see his hands. It is easier for him to imitate with an object, for instance, than it is with his body alone. I see Adam's hands and simultaneous dialogue a little deeper than sheer stereotypy. I see it as his pracitising dialogue and speaking through his hands. If he can't SEE himself talk, perhaps it is easier for him to WATCH himself through his hands. I consider that like an actor, who projects a character that is not himself, does in fact REFLECT his own true character. The PROJECTED OTHER and the SELF are entwined.
Projection/reflection through puppets is a technique often used with abused and traumatized children. It is easier for such a child, perhaps, to enact a scene without having to identify one's true nature, or character. Children often draw scenes to communicate because it is often to do so verbally, especially painful experiences.
Adam is projecting, practising, through his "characters," the duck and the frog. He is practising language. I am wondering that to talk to his hands, if he feels more grounded, more aware that HE IS HERE.
This is abstract stuff. I have a wonderful new supervisor who is BCBA but also has a Ph.D in sensory issues. I find her very sensitive to Adam and useful in the sense that Adam really wants to learn new skills now and she is doing a marvellous job with him - just one of those really good, intuitive teachers who has a little extra knowledge. Originally, the type of ABA, and later, VB we received was distasteful to me. All these so-called "experts" treated Adam as a pathology. No one seemed to understand that at 20 months of age, he needed to be happy, to play and understand the value of relationship. After I fired a bunch of "supervisors" Adam still learned skills all along the way because I believe that through his joy and learned ability to relate, he became able to express that he wanted to learn -- express his intrinsic motivation. Now, for things that are tougher and more demanding, I searched for a very skilled and sensitive person to join Laura (one of Adam's therapists) and the team to provide additional advice and training. Ms. Doc (I don't mean this is a deorgatory way -- she is a lovely person but I don't want to disclose her name for her sake), has said to me many times "stereotypy is Adam's enemy." I don't necessarily like to coin it this way myself. In a way, I can definitely see how Adam stops learning if he engages in too much self-stimulation (I'm talking during learning time here, not when a person needs to wind down). However, I still feel strongly, that "STIMS" can serve important functions, which is why I watch him carefully and question. Is this something that Adam needs to explore or this an obsession? The lines are never clear, nay, always shifting.
Last night, five of us were sitting at the dinner table. Adam was tired and we were all chatting away to each other until he said loudly and clearly "Quiet please!" in a firm but polite tone. Indeed we all quieted down and ate our dinner. (!!!!!!!!!!!)