• When observing the student, watch for behavior that may show a LIKE or DISLIKE of the object, action, or activity introduced to him:
- Change in breathing
- Slight body movements
- Muscle tension changes
- More or louder vocalizations
- Mouth opening or closing
- Can he move his head, lips, a finger or a toe?
- If the student constantly whines or frowns to show displeasure or discomfort, does that stop when presented with something novel, for example, a warm neck wrap? a resonant drum?
- Start a list. Keep data on how often you’ve presented the activity, action, or item, and the student’s responses to each. Watch for very subtle responses (such as those listed in FAQ #1).
• Use a Hand Under Hand approach (your hands under his) to introduce new things.
• What about temperature? Does he prefer warmth? If so, try warming a washcloth, neck pack, or other object in the microwave and see if that makes it less aversive.
• Ask the person who has the most positive interactions with this student how they help the student accept objects or actions. With permission, videotape these positive interactions and observe carefully.
• Set up a schedule and follow it consistently so that the student can anticipate what will happen next.
• Know the student’s temperament. Some people are easy going and “go with the flow.” Some are “feisty” and protest often. Others may be less outwardly expressive, yet actually are enjoying an activity, action or object.
• A combination of strategies can allow a student to move from passive to active, from protesting to tolerating, and eventually to active participation. This process may take weeks, months or years, so keep data on each small success.
• Allow time for him to use the toothbrush when it is appropriate – for example, after lunch for toothbrushing.