Special Topic Paper

 Serving Patrons with Autism/Spectrum Disorders

As someone with a nephew who is autistic, this paper takes on a personal level of importance to me.  My nephew loves the library, loves books and is a very advanced reader, but sometimes the library can be overstimulating for him, or there are not necessarily programs that are very inclusive for him.  As a future librarian, I want to make sure that he, as well as all patrons, feel comfortable in visiting their library.  I want to insure that there are services and programs available for him, and all others like him.

As librarians, one of the most important things we can do is to make sure that all patrons feel welcome and comfortable in the library.  Serving patrons with disabilities or special needs can be challenging, but there are many ways that we can provide for them so that they feel just as satisfied as any other patron with the library services they receive.  Because equity, diversity and inclusion are the fundamental values of the American Library Association, their Office for Diversity, Literacy and Outreach Services offers a wealth of information on library programming, services for patrons, and training for employees.  With a growing population of individuals with disabilities, we need to make certain that library employees are well trained and prepared to deal with a variety of different situations.

It is estimated that between 1 and 1.5 million individuals in this country are autistic or lie somewhere along the autism spectrum.  It is currently the fastest growing developmental disability, with an increase of over 10% every year.  As such, libraries can expect to see increasing numbers of autistic patrons and will need to consider this in their collection development and programming.  In order to properly serve these patrons, it is recommended that library staff become familiar with some of the signs displayed by autistic patrons.  While the manifestations of autism are unique in each individual, the most common are as follows:

·         Hand flapping

·         Rocking

·         Covering of the ears

·         Screeching, screaming, making loud noises

·         Repetitive behaviors

According to a presentation by the Montana Office of Public Instruction entitled “Serving Library Patrons with Autism Spectrum Disorders”, library staff should keep these key ideas in mind when providing service:

·         Avoid touching (most autistic individuals do not like to be touched or have their personal space encroached upon)

·         Talk to the patron, not just the caregiver

·         Allow the person an opportunity to respond, even if it takes time

·         Don’t just tell the patron how to do something, show them.  Autistic patrons most often learn better by example.

·         Keep things simple and at all times explain what you are doing.

·         Use visual aids as often as possible.

There are numerous websites, PowerPoint presentations and webinars available to assist in the training of library staff on identifying the signs of autism and how to provide the best service to these special needs patrons.  However, one of the best things to remember in dealing with autistic/spectrum patrons is that their brains work differently. There are numerous reasons for this, but the primary is that they process information in a different part of the brain than a typical child.  Therefore, we need to present the information differently in order for them to be engaged.

Most, but not all, of the autistic patrons that library staff will encounter are preschool and elementary age children.  So how can these young patrons be best served?  One great way to provide services is through story time, which can be easily modified to be inclusive for all children. According to the article “Storytimes for Autistic Children” by Kiera Parrott, things should be kept simple, using the same routine for each program, and do not worry if children appear to be zoning out.  It is not unusual for an autistic child to lose focus but then regain interest at a later time.

The San Jose Public Library provided training for their staff members on diversity and inclusion specifically focused on story time.  Their suggestions for providing the most successful programming possible include the following ideas:

·         Use short,  clear sentences , and slow down when reading and singing

·         Provide many different forms of visuals during activities such as puppets, props, stuffed animals, pictures/flannel board stories, sign language, adapted books

·         Provide a variety of options for children to sit and to define space such as carpet squares, story time carpets, beanbag chairs

·         Use a visual schedule for all activities

·         Provide a variety of options for children to pay attention such as a variety of fidget toys available

·         Allow children to stand, move or go for a walk and return to the group at their leisure

Story time and preschool activities can be easily tailored to be inclusive for all children.  But what about teenagers?  At an already awkward stage, it can be even more challenging with a child on the spectrum.  Research has shown, however, that the way to handle programming for teens really isn’t much different than younger children.  It’s the same concept, just different content.  Instead of children’s books, puppets and stuffed animals, the content will need to be geared to the age appropriate level.  Typical teens are more involved in graphic novels, beauty and fashion, perhaps even teen romance and science fiction.  All of these can still be presented in teen groups just as they would be in a story time session for young children.  The key concepts are the same: short and clear sentences, appropriate props and visuals, a comfortable place to sit, and the option to come and go from the group as needed.  One particular difference in this age group, however, would be to include more socialization among teens.  Since most of these children have been dealing with their diagnosis for a longer period of time, they have learned their own unique way of dealing with others.  Some may be quite talkative and some may be completely non-verbal, but regardless of their level of socialization, ways of encouraging social interaction should be explored.

One of the best ways to deal with special needs patrons is to ask them or their caregivers what they need or want.  You don’t have to be limited just to story time.  Some libraries open a little early or close a little later in order to have a special time designated for patrons on the spectrum.  Ultimately, what works best for your patrons is what will provide them with services they need, as long as the ideas are financially feasible.

In speaking with friends and family members, and doing research for this paper, I found a lot of information on multisensory environments. These are rooms or spaces in the library that are dedicated to promoting intellectual activity while encouraging relaxation and quiet.  These rooms aim to control sensory stimulation by reducing loud noises, talk and promoting a calmer, softer lit environment.  Of course these areas can be geared to whatever activity is going on in the room.  If there is a special program that needs to be more active or have more interaction, that can certainly take place too.  Of the individuals I spoke with regarding their autistic children, they indicated that a quiet space with interactive or touchscreen games and books would be very useful.  Every person I surveyed responded that there was a huge need for beanbag type chairs.  Apparently these chairs provide a cocoon type environment which makes the children feel safe and secure in their own personal space.

With a little training, it should be fairly easy for library staff to create an inclusive environment for autistic patrons.  Knowing the signs of autism, remembering to allow these patrons their personal space, and providing them with encouragement and a sense of security and acceptance will benefit the whole library community.  Asking questions of autistic families/caregivers about how to help them and what they need will provide the best possible environment for these very special patrons.

Works Cited:

Cottrell, M. (2016, March 1). Storytime for the Spectrum. American Libraries.

Libguides.uky.edu/autismresources (n.d.).  Retrieved March 2, 2018 from http://www.uky.edu

Librariesandautism.org/strategies.htm. (n.d.). Retrieved March 2, 2018, from

http://www.librariesandautism.org

Montana Office of Public Instruction. (n.d.). Serving Library Patrons with Autism Spectrum

Disorders. Retrieved March 2, 2018, from https://www.slideserve.com/samson/serving-

library-patrons-with-autism-spectrum-disorders-and-their-families

Parrott, K. (2008, August 23). Storytimes for Autistic Children. Retrieved March 2, 2018, from

http://www.alsc.ala.org/blog/2008/08/storytime-for-autistic-children

San Jose Public Library. (n.d.). Inclusive Training for Staff. Retrieved March 2, 2018, from

www.sjpl.org