Upon entering my freshmen year at Steiner, I could hardly believe that I had to complete twenty hours of community service per year from ninth to eleventh grade. I had no idea where to begin or what to do! But after a few months of research, I began my volunteer work at the Star Learning Center in the December of my freshmen year; the following summer, I landed a month-long internship at the Children’s Museum of Manhattan. Although I had completed my entire community service requirement before beginning sophomore year, I felt as if my work with children had only begun. So when Tracy, a family friend, asked me if I would like to intern at the Brent Woodall Foundation for Exceptional Children in Coppell, Texas, I immediately accepted the offer. Having worked exclusively with neuro-typical children, I was looking forward to teaching children with autism. During my one-week placement, I quickly realized that the method of teaching autistic children is not only a structured lesson: it is a true process that is meant to engage both the therapist and the child alike as he or she changes each day.

            On arriving at the center this past July with Ed, a fellow schoolmate, we were told that we would be observing one-on-one sessions and social groups for children, and even helping to instruct the kids. In both the social groups and the individual therapy sessions, the ABA method was applied. ABA (Applied Behavioral Analysis) is a way of teaching children language and concepts. Whenever the child either behaves or responds appropriately, the instructor gives him or her a sicker to place on his or her individual behavior modification chart.  Once the child earns enough tokens, they can either have free time or a prize. The essential purpose of ABA is to encourage positive behavior in children by rewarding and congratulating them on acting suitably.

            In social groups, there are various games and activities that give the children the opportunity to interact with their peers. In the foundation, there are six social groups, which divide children by their ages and abilities to communicate with others. In the two groups that I worked in, the children were between the ages of five and seven. During my first group session, the children had to draw a picture portraying a season or climate. After everyone was finished, they had to tell each other what their picture showed. This teaches children to interact with others, which is a common struggle for children with autism. Then, the children had to write down words that described weather, which helps them learn to focus and write. In another social group, the children played a game similar to “bingo.” This helps children to pay attention, but it also teaches them to have patience and share with others. High functioning children with autism can usually learn to work with others by age five or six, but children who are more delayed are often in need of individual therapy.

            By working one-on-one with a dozen children, I realized that autism does not affect every child in the same way. Some of the children have learning delays and behavioral difficulties a well as particular fixations on things such as television shows, letters, and counting. Unfortunately, not all of the children can apply their knowledge to their daily lives. Therefore, the therapists at the foundation ask the kids simple questions about themselves, and give them commands (i.e. clap, touch the wall, stand up, etc.). Even if some of the children learn the commands through rote memorization, it is better that not being capable of communicating with others at all.

            The foundation also caters to clients who are non-verbal. These children use a system called PECS (Picture Exchange Communication System), in which there are cards with pictures of various objects on them. Whenever children want a certain item, they point to a card with the object that they would like, and the instructor gives them the item. While some of the children will eventually be able to communicate, others will have to rely on PECS throughout their lifetime.

           From observing children while they learned how to communicate with each other, how to respond, appropriately to their therapist, and how to interact non-verbally, my perception on children with autism has forever changed. While interning at the Brent Woodall Foundation, I realized that working with autistic children does not only entail behavior modification. The experience also involves watching each child develop as they discover how to play with a toy appropriately, learn a new word or command,, and how to interact with people, even if it is only by looking into the eyes of others and smiling. As the Brent Woodall Foundation for Exceptional Children has made an impact on autistic children and their families, it has also made a difference for me.