Tag: social skills

When others struggle to find words

Real Social Skills

A reader asked:

When other people forget the word they’re trying to say I often just say the word for them. Normally they seem happy to have gotten the word they couldn’t remember but I notice that I seem to be the only one I notice doing this (note: I’m autistic). I was just wondering, is this rude? Is it something I need to stop doing?

realsocialskills said:

Saying the word you think someone forgot is a form of interrupting. It’s usually rude, but not always. (That’s true of interrupting in general. The formal rule is “don’t interrupt people”, but there are a zillion exceptions, including many situations in which it’s rude not to interrupt.)

It’s basically rude to suggest words unless they wanted you to do it. People’s preferences on this vary a lot. For instance:

Some people need time and space to find words when they’re looking for words. Suggesting the word for them can actually make it harder for them to figure out what they wanted to say, especially if you get the word wrong.

Some people get stuck and like other people to help unstick them by suggesting words.

These are just two examples; there are a lot of other reasons people can prefer different approaches.

It’s not always obvious. The best way to find out about someone’s preferences is to ask, preferably when they’re not actively struggling for words, eg: “I’ve noticed that you sometimes have trouble finding words. Would you like me to suggest words when you get stuck, or would you rather wait for you to finish your sentence?“

It’s probably better to err on the side of not suggesting words, because people who are bothered by it are really bothered by it. But for people who find it helpful, it can be a good thing to do. If you can’t tell, it’s good to ask.

A further thing: pretty much nobody likes to be told what they are saying; if you’re suggesting a word, it should be a question, not an answer (you are not a mindreader and sometimes you’re going to get the word wrong).

Eg, if you say it like this, it will probably aggravate the person you’re trying to help:

  • Them: You know? The thing? The sit thing? With the surface?
  • You: You’re talking about a chair.

If you say it like this, it’s more likely to be helpful:

  • Them: You know? The thing? The sit thing? With the surface?
  • You: A chair?

Short version: Most people who are struggling to find words don’t like to be interrupted with a suggested word. Some people find it helpful. It’s usually best to err on the side of not suggesting words. When in doubt, ask.

‘but’ vs ‘and’

Real Social Skills

I’ve been taught this trick for giving feedback by a couple of people recently, and I’ve been finding it really helpful:

Using “and” instead of “but” can make it much easier to give useable feedback. It also sometimes works in conflict situations:

Eg:

  • “I really liked your message, but I thought it was too long to follow.“
  • “I really liked your message, and I thought it would have been easier to follow if it was shorter”.

or:

  • “I’m sorry that I yelled, but what I was saying was important. Your dog has to stay out of my yard. He’s been digging up my flowers.”
  • “I’m sorry that I yelled, and what I was saying was important. Your dog has to stay out of my yard. He’s been digging up my flowers”.

If you say but, it’s often heard as “I know I’m supposed to say something nice, but I don’t really want to.” If you say and, it’s more often heard as “I believe both of these things.“

It’s worth considering erring on the side of saying and rather than but when you sincerely believe both things. It often makes a big difference, both in how you think about what you’re saying, and in how it’s perceived by other people.

Look past the wheelchair and see the disability

Real Social Skills

Wheelchairs don’t have disabilities; people do. Unfortunately, many people intuitively think of disability as residing in wheelchairs and other adaptive equipment, and forget that it’s a basic fact about a person and that person’s body.

This can cause a lot of problems and misunderstandings.

For example: Jane uses a wheelchair most of the time, but sometimes walks when she needs to go somewhere inaccessible. That’s nastily exhausting, bad for her health, and comes with a significant risk of injury. Sometimes she does it anyway because it’s important for her to go to an event, or take a class, or do something else in an inaccessible place.

Jane’s sister Sarah is getting married, and has chosen an inaccessible location. Jane decides that it’s important enough to her to go to that wedding that she’s willing to go even though she won’t be able to bring her wheelchair.

All of Jane’s relatives assume that this means that she is ~getting better~, and doesn’t need mobility equipment anymore, even though her disability is not an illness and is not something that can be changed. What it actually means is that she’s having a very difficult and possibly dangerous day because her sister made an inconsiderate choice.

Jane’s wheelchair doesn’t have a disability; Jane does. And when Jane isn’t using her wheelchair, it doesn’t mean that she’s somehow less disabled; it means that her needs aren’t being met.

Or, another example: Bill has a chronic illness. He usually needs his wheelchair to get through the day, but sometimes he’s feeling particularly energetic and decides to walk somewhere. His friend Joe sees him and says “It’s so nice to see that you’re getting better!”. This bothers Bill, because he’s not getting better, and he’s not going to get better, he’s just having a day where taking a walk is an option. Bill would like people in his life who don’t understand his reality to stop making inappropriately intimate comments about his health.

There are many other examples, for just about every disability category. People make a lot of unwarranted and intrusive assumptions about someone’s disability and health based on what adaptive equipment they are or aren’t using on a particular day. Those assumptions can cause serious problems for people, and it’s important to stop making them.

Mobility equipment doesn’t have disabilities. People do.

Doing what you must and feeling like you’re faking

Real Social Skills

Content note: This post is about the broad (inaccurate) perception that people with disabilities are faking, and ways that forces some people with disabilities to partially misrepresent the exact nature of their disability. Proceed with caution. 

Some people without disabilities believe that there are massive numbers of people faking disability, and that they must be caught and stopped. People who believe this usually don’t know very much about what disability actually looks like. They tend to assume that anyone with a disability who has non-stereotypical abilities is faking their disability.

Real disability often doesn’t look like stereotypical disability. For instance, many wheelchair users can walk, and many people who have service dogs can read, and many people have different abilities on different days depending on their energy and pain levels. This doesn’t mean that they are faking. It just means that their combination of abilities and disabilities don’t look like media tropes, because they are real people.

People with non-stereotypical disabilities can be in a very difficult place when dealing with people who think this way. It’s a pervasive problem, and people with a misplaced dedication to rooting out fakers often have a lot of destructive power over people who need disability-related support.

Being thought of as faking can mean that you lose accommodations. It can mean that you lose services that you need in order to survive. It can mean you get harassed. It can mean people are violent.

Sometimes, people with disabilities have no realistic option other than to allow people to believe that they fit these stereotypes:

Eg:

  • On a college campus, every dorm except one is completely inaccessible.
  • The main entrance to the partially accessible dorm has stairs
  • There is an accessible entrance for employees and residents with disabilities, but it’s always locked
  • In order to get a key, you have to convince Fred the building manager that you need one
  • Fred is very suspicious of disability claims, and is constantly trying to catch people faking disability
  • Fred believes that anyone using a wheelchair who can walk, stand, or even move their legs, is a faker who needs to be called out and prevented from using accessibility resources (if you don’t know why he’s wrong, read this post)
  • Wheelchair users who need access to that building are careful to give Fred the impression that they are completely unable to walk or stand. They never stand in front of him, or in a place where he might turn up unexpected. They carefully avoid referencing their ability to stand to anyone who might repeat it to Fred.
  • They may even have to outright lie about this in order to prevent Fred from taking away their access to the only door they can use. (eg: If Fred asks them directly, or rants about fakers, or makes them fill out an intrusive form).

More generally:

  • Many, many people have strong attachments to stereotypical ideas about how disability works
  • They tend to think that people who don’t fit those stereotypes are faking disability
  • Most people with disabilities don’t fit disability stereotypes particularly well
  • It’s often dangerous for people with disabilities to be perceived as faking it
  • That’s a hard situation, because:
  • There may be times when you know that if you describe your abilities and access needs completely accurately, people are likely to think that you are faking
  • But if you somewhat misrepresent your abilities in a way that fits the stereotype, then they’ll believe you about your real access needs
  • Which can put you into the awkward position of having to choose between representing the nature of your disability fully accurately and being thought of as faking, or allowing people to inaccurately believe that you fit a stereotype and being believed
  • That’s degrading on a level it’s hard to understand if you haven’t experienced it
  • It’s also a common experience among people with disabilities, and if that’s what you’re dealing with, it’s not your fault.

Some additional examples:

  • Some people who can write a little bit by hand are careful not to write in front of most people, so they they will not be assumed to be capable of the kind of writing that is completely impossible for them
  • Some people who are not autistic but have similar support needs due to less well-known conditions end up with an inaccurate autism diagnosis in order to gain access to services that they absolutely need in order to access education or to survive
  • Some people with both physical and cognitive disabilities allow others to assume that they are more physically disabled than they really are as a way of getting their cognitive access needs met without having to face certain kinds of cognitive ableism
  • Some people who can speak only a few words are careful to avoid speaking in front of most people, lest someone decide to take away the communication system they need to communicate things that can’t be expressed in their few spoken words

If you have a disability and you are not free to describe it fully accurately lest you lose accommodations, lose services, or face frightening harassment, know that you are not alone. A lot of people with disabilities experience this at some point or other. It’s humiliating and corrosive to go through, and it may make you feel like you are faking or that your needs are imaginary. It helps to remember that this is not actually your fault.

You are not faking, and your needs matter. You are a real person with a real disability doing the best you can in a hostile world. You are not alone, and it helps to remember that. There are other people with disabilities who are there, or who have been there, who understand that struggle.

Short version: People with disabilities are often forced to pretend to meet stereotypes in order to get their very real needs met. This is humiliating and degrading. If you’re dealing with that, it’s not your fault and you’re not alone.

7 second rule

Real Social Skills

If you’re leading a group discussion or teaching a class, it’s important to pause for questions periodically. Part of pausing for questions is giving people time to react before moving on. People can’t respond instantaneously; they need time to react. If you don’t give them time to react, it can give you an inaccurate impression of their level of interest or engagement.

Eg:

  • Leader: Does anyone have any questions?
  • Group: …
  • Leader: Ok, moving on. 

When this happens, it’s not usually because no students had questions. It’s usually because the teacher didn’t give them enough time to process before moving on. It doesn’t actually take a huge amount of time, but there has to be some. A good amount of time to wait is seven seconds. If you wait seven seconds before moving on, someone will usually say something.

Seven seconds can feel like a really long time when you are teaching. It can feel like an awkward empty space that, as the teacher, you’re supposed to be filling. That can lead to interactions like this:

  • Leader: I just said a controversial thing. What do you think of the thing?
  • Group: …
  • Leader (immediately):… none of you have opinions about this?
  • Group: …
  • Leader: (immediately):… Really? No one?

When this happens, it’s usually not that no one had anything to say. It’s usually that the leader or teacher kept interrupting them while they were trying to get words together and respond. It’s easy to inadvertently do this, because it feels like you’re supposed to be doing something to get your students to respond. But, often, the best thing you can do to get them to respond is to wait and give them space to do it in.

It helps to remember that as the teacher or leader, you shouldn’t actually be taking up all of the space. You should also be offering your students some space and listening to them, and allowing them to ask you questions so they can understand. It’s ok if that space isn’t immediately filled; no one can react instantaneously. 

Short version: If you wait seven seconds every time you pause for questions/responses, it gives people time to process, and some people will become capable of participating who weren’t before.

Making excuses

Real Social Skills

A reader asked:

Can you explain the concept of excuses? People often get mad at me for “making excuses” when I mess up, but I’m just trying to explain the situation, and maybe diffuse their anger over my mistakes. I’m not trying to transfer the blame to someone else. I don’t understand the problem. Please help.

realsocialskills said:

Short version: You might get better results if you stop thinking of diffusing their anger as a goal.

Longer version:

Making excuses basically means doing something wrong, and attempting to prevent other people from taking it seriously. That can be in many forms:

  • Claiming that it wasn’t your fault the thing happened (even though it was)
  • Telling people that you’re not the kind of person who does that kind of thing (data they have is that you just did the thing. They get to decide what they think about that.)
  • Claiming that the thing wasn’t really a big deal (even though it was)
  • Stating or implying, through words or actions, that you expect there to be no consequences once you have explained (even consequences like people being annoyed with you)

eg:

  • Sue: Your dog just destroyed all of my mail. He ripped up my paycheck. This can’t happen again.
  • Brenda: Oh, I’m sorry, I’m really a responsible pet owner, I never do this kind of thing, it’s just my back was turned for a minute and my dog got out.

This is a bad response because:

  • Brenda’s dog just destroyed Sue’s mail.
  • Brenda is trying to make this a conversation about why Sue shouldn’t judge her
  • Sue has every right to be angry, and every right to have this affect her perception of Brenda

This would be a better approach:

  • Sue: Your dog just destroyed all of my mail. He ripped up my paycheck. This can’t happen again.
  • Brenda: I’m so sorry about that. I didn’t realize that the fence had termites, and my dog just ran right through it. We’re replacing the fence, and keeping the dog in while it’s being replaced. Is there a way I can help you fix things with the mail?

Sometimes you will be accused of making excuses when it’s not actually your fault. Eg:

  • Debra: Why is the logo a dinosaur? I wanted a potato.
  • Lucy: We discussed this, and you decided to go with the dinosaur. The contract says dinosaur logo.
  • Debra: You’re just making excuses. Make the logo right.

Or:

  • Jason: Why did you just call me a pistachio? Is that some sort of weird slur?
  • Fred: I was offering you a pistachio.
  • Jason: Don’t make excuses. It’s not ok to insult me like that.

I don’t know of any effective response in that situation. I wish I did.

If you’re talking to people who are basically reasonable, and you actually have made a mistake, this can be a good way to explain without sounding like you’re making excuses:

  • I’m sorry about this
  • This is how it happened
  • Here are the steps I’ll take to make it not happen again
  • Offering to fix what is fixable

eg:

  • I’m sorry that my dog ate your homework.
  • I didn’t know that dogs really did that, so I didn’t take precautions.
  • From now on, I will keep up the baby gate so he can’t get in to the room you do homework in.
  • I’m sorry about this – are you going to get in trouble at school? Can I help you recreate it, or would it help if I wrote a note?

An important component of taking responsibility for a mistake is accepting that people are going to have feelings about it, and that an apology isn’t always going to make them go away.

Let people feel the way they do about what you did. Taking responsibility doesn’t mean no one is allowed to still be upset with you, or that they are obligated to believe that you will do better in the future. It means that you’re acknowledging that you made a mistake and that the mistake is important and has consequences. Sometimes people are going to be upset about mistakes you make, and it’s important to learn how to handle that. If you try to use apologies as a cheat code to make them stop being upset, it’s likely to make them more upset.

Why I oppose ABA as a method of instruction

Real Social Skills

Content warning: This is a post about ABA.

The primary reason I think ABA is irredeemable: ABA uses behavior modification as a primary method of instruction. I think that is inherently demeaning, counterproductive and dangerous.

ABA therapy relies on continuous extrinsic motivation, which means conditioning the person it’s being done to to comply with a lot of things that they’re actively unwilling to do for several hours a week over and over. It means making them do things that make no sense to them, over and over for many hours a week. That’s dangerous. It’s especially dangerous for people with disabilities who have complex communication needs.

It’s dangerous to make a kid do things that make no sense to them over and over and over while relying on extrinsic reinforcement. That teaches them that people in positions of power can do whatever they want to them, and that they have no right to protest or understand or influence things. ABA leaves people subject to it very, very vulnerable to abuse. Extreme conditioned obedience is dangerous, and it’s the most persistently reinforced behavior in ABA therapy. It’s generalized to other environments, and does not go away once therapy ends.

There’s also a few secondary problems with ABA, which are deeply embedded in the culture of the BACB:

The goals of therapy are often bad in themselves. Eg:

  • Teaching a kid not to stim
  • getting them to say a few words by rote
  • insisting on eye contact
  • making a kid spend hours and hours on facial expression flash cards at the expense of age appropriate academics

(For some good discussion of the issue of bad goals, see “Would You Accept this Behavior Towards a Non-Autistic Child?“ by an SLP specializing in AAC.)

The reinforcers are often unethical even when the goals have merit.

  • ABA depends on extrinsic motivation in order to make people subject to it cooperate.
  • This used to routinely involve pain and food deprivation, and sometimes still does.
  • (Neither is actually prohibited by the ethical guidelines of the BACB, although they do mildly discourage it).

Aversives have fallen somewhat out of favor in recent years, partly due to public outcry over them. That does not solve the problem, and a lot of common reinforcers are not much of an improvement.

ABA therapists talk about using things like bubbles, tickles and praise – but those things are not, in the long term, reliably sufficient to get anyone to comply with many hours a week of boring therapy.

What does work is taking everything a child (or adult) cares about, and making their access to it contingent on compliance in therapy. That’s an awful thing to do to someone, and it can seriously impair their ability to care about anything or communicate about anything. If you know that showing interest in something means it will be taken away, it’s going to be hard to show interest.

I think that’s inherent to this kind of therapy – ultimately, you have to either get intrinsic motivation or use really invasive extrinsic motivation. But even if that problem was solvable, I’d still be opposed to ABA as an educational method, because of the primary problem that behavior motivation is not defensible as a primary educational approach. Educational approaches should be about teaching, not about behavior modification.

Making reading assignments clear to students who use electronic formats

Real Social Skills

When reading assignments are assigned in the form “Read pages 75-100 in the Book of Subject Relevance”, it creates a problem for students who use electronic formats such as Kindle or Bookshare. Those formats often do not include page numbers, and it can be difficult-to-impossible to know what to read just by seeing page numbers.

There’s a simple solution that allows students to do the assignment:

  • If you’re assigning a whole chapter, tell students which chapter you mean.
  • eg: “Read Chapter 3 in the Book of Subject Relevance (pages 75-100).
  • If you’re not assigning whole chapters, include the first and last sentence in the assignment.
  • This allows students to use the search function to find the place you’re talking about.
  • eg: “Read pages 75-100 in the Book of Subject Relevance. (From “I have a slightly plausible theory.” through “In conclusion, I have shown that I am definitely right.”)

It’s good to also include the page numbers, because that’s better for students who use the print edition, and it gives all students a sense of how much reading there is.

Short version: Giving reading assignments in page numbers causes a problem for students who aren’t reading the print edition. There’s a simple solution to this. Scroll up for details.

Conflicting access needs

Real Social Skills

A reader asked:

I communicate best by writing (email, text, etc) and have a hard time with methods of communication that are voice-heavy (Skype calls, phone calls) because I have auditory-processing problems. Several long distance friends do better with auditory communication and worse with writing. But they speak really fast/garbled/quietly, so I can’t understand them sometimes. I end up avoiding them because it’s too frustrating for me to ask them to repeat every sentence, but I don’t want to. Please help?

realsocialskills said:

A couple of options:

Ask them what they think

  • Is their need to use voice methods of communication on the same level as yours?
  • Would they be able to use text for you sometimes?

Use typing for repeating:

  • It might be less frustrating to use Skype than the phone if you make good use of the typing feature
  • Would it work to use text to ask them to repeat things, and have them repeat it in text rather than voice?
  • That might make communication easier for both of you

Use something higher quality

  • If sound quality is making them hard to understand, it might be a problem you can solve
  • Different video chat services do things differently
  • It might make sense to try several and see if some are more comprehensible than others
  • If you can upgrade your internet, it might be worth doing
  • Getting better headphones might also help
  • It also might help if they get a better microphone instead of relying on their computer’s internal speakers
  • If you have access to a landline, sometimes the audio quality is better than on a cell phone

Use an interpreter.

  • You might be able to use something like Sprint Ip Relay to make TTY calls over the internet.
  • There’s also a thing called ClearCaptions that’s a captioned phone service that live captions calls. You have to be willing to swear that you’re Deaf, hear of hearing, or otherwise phone disabled. (I think that having auditory processing problems that cause you to avoid using the phone ought to count, but I don’t know if they think that, and I don’t know how much they investigate.)
  • There are probably other options along these lines that I don’t know about. If anyone knows of good options, please comment or send an ask.

Use emailed videos

  • Maybe they could email you videos instead of emailing you emails?
  • Then you could watch them more slowly and repeat stuff
  • Like video email more than video chat
  • And then you could maybe respond in the way that’s easiest for you, which might be text

Short version: Keeping in touch with friends can be hard when you have competing access needs for forms of communication over long distances. There are some options. Scroll up for details.

Anyone else want to weigh in? What have you found works for long distance communication between people who find speaking easier and people who find speech difficult to understand?

Not everyone is mean

Real Social Skills

Mean people take up a lot of space.

Mean people often make their voices heard the loudest.

If you are around a loud mean person, it can be hard to remember that kind people exist.

It can feel like the world is all mean people, and that they’re all yelling at you.

But, not everyone is mean. A lot of people are kind and caring.

When you notice the kind people, and make an effort to listen to them, it’s much harder for the mean people to drown out their voices.