Background to my interest in teaching children with autism


The tests presented the kind of picture commonly found in obsessives. Felicity got writer’s cramp trying to record the lengthy Rorschach. He got bored out of his skull waiting for Kevin to finish the Differential Diagnostic Technique (DDT) with his interminable caution and rigid efforts at control. Since both tests are scored for everything the person produces, the task of scoring them took Felicity the better part of a day, and left him blind and bleary-eyed at the end. So trying was the whole experience on one who was temperamentally opposed to work that Felicity nearly forgot why he had done the testing in the first place. The findings of the tests were not at issue. They seemed to Felicity to be a foregone conclusion. He had wanted the tests as a means by which to shape the direction and form of treatment – naturally, in a sneaky way.

He interpreted the tests to Kevin in a straight-forward and honest fashion, but perhaps intentionally with a lot of jargon. Unfortunately, Kevin was clever and verbally facile enough that he understood most of what Felicity said. However, that turned out well because it did allow Kevin to grasp the essence of the results. He was able to understand the series of treatments Felicity planned to use. In fact, his ability to follow (even to anticipate) where Felicity was going was such that the ensuing interactions were exciting in their detail and progressed at a speed which Felicity had no right to expect.

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