s my routine. My mother kept trying to interrupt me, but that never stopped me (Barron, 32). Students with autism have a low threshold for and difficulty in dealing with stress (Grandin, 1984). Many children become overly insistent on routines; if one is changed, even slightly, the child may become upset and have a tantrum. Some common examples are: lining up toys or objects, drinking and/or eating the same food items at every meal, wearing certain clothing or insisting that others wear the same clothes, insisting on the same patterned way of reading a book or other activities, and going to school using the same route. One possible reason for insistence on sameness may be the persons inability to understand and cope with new situations and a need to stay in their comfort zone. People with autism may have abnormal responses to sounds, odors, touch or other sensory stimulation. Sean Barron recounts his problem with specific foods as a child, I liked to eat things that were bland and uncomplicated. My favorites were cereal-dry with no milk-bread, pancakes, and potatoes. Because these were the foods I ate early in life, I found them to be soothing. I didnt want to try anything new. I was supersensitive to the texture of food, and I had to touch everything with my fingers to see how it felt before I could put it in my mouth. I hated it when food had things mixed with it, like noodles and vegetables or bread with fillings in it to make a sandwich. I could never put any of it in my mouth because I knew I would get violently sick (Barron, 96). Many students with autism respond to stress with stereotypic behaviors. They complete the action again and again. For example, they may rock rapidly in their chairs, spin an object repeatedly, or twirl themselves or their arms. Think of the components of autism- social phobia, compulsive behavior, trouble communicating- as the colors on a childs paint palette. Different mixes of red, b...
