But the "Essential for Living" curriculum is teaching him another path to getting what he wants
The author’s son doing chores.
By Irene Tanzman
People often ask me if my autistic son Isaac has some savant ability. Yes, he does! He is great at taking other people’s things. Too bad stealing isn’t a legitimate vocational skill.
You heard the expression, “Like stealing candy from a baby.” Nobody would steal candy from a baby. That is, except for Isaac.
Now, many of my friends, who are also parents of adult children with autism or other developmental disabilities, tell me that Isaac doesn’t really steal, at least not in any moral or legal sense. “He doesn’t understand possession,” they say. And they are right, but still, I need to address this: society won't make accommodations for people who swipe other’s things, even if done innocently.
But it’s not easy. To my amazement, Isaac can easily recognize if someone is blind or elderly or vulnerable. He may have trouble learning, but he picked that one up fast. And he’s fast. Sometimes I roll over in my sleep. Isaac can swipe my pillow just as I drop my head back on the pillowless mattress. “Stop, Isaac. That’s mine. You have a pillow,” I say. But it’s already too late. He’s already run back to his room with my pillow.
I learned about Dr. Emily, a behaviorist who has expertise with individuals with severe autism. So, I figured it was worth a visit to see if she could help us with his stealing. I warned her administrative assistant, “Isaac is coming to your office because his stealing is driving me crazy.” They should have locked away their lunches when I said that. But they didn’t. So, you know what happened. I don’t need to explain.
Emily introduced us to Patrick McGreevy’s Essential for Living Assessment and Curriculum (EFL) and McGreevy’s essential eight skills. Behaviorists have identified eight essential skills that people need to live a productive life. Not having these essential skills puts a person at risk for developing maladaptive behaviors. The essential skills are:
Making requests
Waiting
Accepting removals, making transitions, sharing, taking turns
Completing 10 consecutive brief previously acquired tasks
Accepting “no”
Following directions which pertain to health and safety
Completing daily living skills as they relate to health and safety
Tolerating health and safety situations
Emily’s explanation for Isaac’s stealing was simple. He steals because it is easier and more rewarding for him to steal than to ask for what he wants. Isaac communicates through gestures, unintelligible speech, pulling a person towards what he wants, and by maladaptive behaviors such as stomping and kicking. It’s difficult for Isaac to get across his point, especially with staff who are new to him. The easiest path is just taking it — and doing it as fast as possible before anyone can stop him.
The answer lies in developing better functional communication, learning to wait, and eventually learning to accept “no” with grace. Isaac needs to be understood by both familiar and unfamiliar people.
We purchased a Hip Talk communicator and put a GoTalk app on his iPad. Deficits in adaptive skills such as functional communication can lead to maladaptive behavior. This is not controversial, but it is difficult to get this help for adults who need to learn these skills.
Isaac comes home to visit us on the weekends, and we work on everything his private behaviorist recommended. He is a happier person. We’ve seen a sharp decrease in his stealing and other undesirable behaviors. We continue to advocate for this type of help in his group home and day habilitation program.
For more information on Patrick McGreevy’s Essential for Living Assessment and Curriculum, visit the ESL website at: https://essentialforliving.com
Irene Tanzman is the mother of two adults, one of whom is diagnosed with severe autism. Learn more at her website.
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