Autistic Student Won't Engage in Therapy? What to Try

When an Autistic Student Won't Engage in Therapy: Understanding the Invitation Before Expectation Approach

==========================================================================================================

When an autistic student won't engage in therapy, that's data. Learn how to invite before you expect and stay child-led while still working on your goals.

You walk into the session with a plan. But your student turns their back, walks away, or simply says "no" the moment anything feels like an expectation. This can be frustrating. You want to honor their feelings, but you also have goals to achieve. As a therapist or teacher, you must balance these two realities.

Understanding the Barrier

When an autistic student won't engage in therapy, the issue often lies not in what you're asking but in how you're asking it. Start with an invitation instead of an expectation. Allow the student to watch first, join later, or regulate their emotions before diving into the activity. Treat their "no" as valuable information about what might be getting in the way.

Modeling, visual supports, and video modeling are effective strategies. These techniques appear on the 2020 list of 28 evidence-based practices for autistic learners from the National Clearinghouse on Autism Evidence and Practice.

The Power of Invitation

Susan Golubock, an autistic retired occupational therapist and the founder of Making Sense of Autism, emphasizes the importance of inviting students to engage. In our conversation, she shared how she invites a student to watch first. By asking, "I have some ideas of what I'd like to do today. Would it be okay if you watch?" she respects the student's autonomy. She only asks for something they can realistically do and seeks permission first.

If a student struggles to sit still, she acknowledges it without judgment: "You have a real need to move. Your body's telling you." Then, she checks if their body is ready to sit and watch.

The Benefits of Watching

Watching provides students with time to process information and a visual reference to plan from. Susan explains that she often struggles to understand what words are asking her to do. However, when someone demonstrates the activity, she can figure out how to achieve the same result, even if it differs from the original method.

This concept applies to various fields, including sports. Observing skilled players can enhance your own performance because you create a mental image of your goals.

In speech therapy, modeling a sentence or describing an object can be enhanced by adding visual elements. This could involve writing it out, incorporating pictures, or drawing lines to indicate the number of words. Visual supports aid auditory processing, helping the brain make sense of spoken language by illustrating what is being modeled.

Working on Goals Without Participation

So, how do you continue to work on goals if your student isn't participating? Treat their non-participation as data about what makes engagement difficult. The goal of the session isn't compliance; it's understanding the barriers. Once you address a student's needs, they are more likely to meet yours.

Watching and co-regulating still provide valuable insights. You can observe what the student understands when you offer choices and whether they advocate for themselves, either verbally or nonverbally. They may surprise you.

Adjusting Your Language

Be mindful of your wording. Even a phrase like "It's time to work" can feel like an expectation. Instead, try saying, "This is what I'm going to do, but here are other options if you decide." Remember, knowing something isn't the same as accessing it in the moment. Processing, sensory needs, regulation, attention, and working memory can all widen that gap.

If you're looking for a practical starting point, our free Invitation Before Expectation guide walks you through effective strategies.

Conclusion

Navigating therapy with autistic students requires patience and understanding. By inviting rather than expecting, you create a supportive environment that fosters engagement. This approach not only respects the student's autonomy but also allows you to work towards your goals effectively. Embrace the journey, and remember that every "no" is a step toward understanding.

Learn more here: Knowing Something Isn't The Same As Accessing It