"While psychologists say that everyone has right brain/left brain function, this actually doesn't apply to those with autism. Autism is a whole brain function."
These kids do not separate past, present and future they way right/left brain thinkers do. Instead, they function from a spherical space of awareness which includes past, present and future in simultaneity. With this whole brain function, those with autism are unable to shift through information in a linear way.
An autistic child sees the past present and future as now. This necessitates you to deal with them from a totally different perspective. What it requires is that you step out of a linear way of communicating (a then b then c) and into a willingness to communicate in pictures, without a timeline, telepathically, and much faster than you are accustomed to communicating.
Autistic children pick up every thought, feeling and emotion within a thousand miles. They are intuitively logical and logically intuitive. If you can alter your communication you will see that they are lightening fast and continuously responding to your thoughts.
If you do not recognize that they function in this whole brain way and are simply not capable of linear constructs, you will misidentify them as disabled.
Tool 1 - Giving the Whole Picture
An Access client came with her son who was autistic. What follows is an excerpt from what occurred.
The mother was trying to get the child to put his shoes on by asking him. I said, "That's not going to work. Give him the whole picture of leaving the door where he was standing, coming over, putting his shoes on, taking your hand, and going out." She said, "How do I do that?" I said, "Give him the whole picture, like the whole movie sequence in one frame of a movie." She did. Instantaneously, he went right over, put his shoes on, grabbed her hand and tried to leave. It was done within a minute, while she had been trying for 5 minutes previously to get him to do it. These kids function much faster; they move much faster and are far more present and aware than we give them credit for. We think they're not aware. That's a mistake.
Tool 2 - Give More Stimuli, Not Less
In general, those diagnosed autistic are overloaded with stimuli and don't have a reference point for what to do with it. What you have to do is start giving them a whole picture of what you're asking them to do and multiple stimuli at the same time. If you give them 4 TV channels to watch at the same time, all of that behavior will go away. (Or TV, the radio and doing homework at the same time) Suddenly there's enough to keep them out of being stimulated by all the stuff around them. They get bombarded by what's going on.
Tool 3 - That Is Not Yours
Autistic children cannot stop their perceptions. They have thousands of perceptions all the time. Many of these they will believe are their own because these perceptions seem to be in their own head. What you have to do is ask them, "What are you perceiving?" and tell them they are not having these things, they are perceiving them. If you can show them that these thought, feelings and emotions are not theirs then they do not have to react to them. You can do it with a mental picture and you can say it to them as well. "This is not yours!"
Tool 4 - Acknowledge They Are Psychic
Autistic children pick up what you say and they also pick up your thoughts. The difficulty about being around these kids is if you project at them that there is something wrong with them, they'll become worse.
This mother called an Access Learning Facilitator a few months after a session and said, "He's gotten so much worse. I've been reading up on the internet." What part of, "he's psychic and he picks up all your thoughts, feelings, and emotions do you not get? You're reading on the internet, he's picking up all the symptoms you're reading about and giving them to him." If you project on a psychic child that they have these problems, guess what they're going to get? Problems.
When children are labeled disabled, they start becoming disabled. When they are told this is OCD, obsessive compulsive disorder, they become more disorderly. It is not kind to put those labels on people. When you call them "special children," they know what you're talking about. Everyone thinks they're loony tunes. Listen to exactly what you put out there.
Tool 5 - Treat them like an adult. When in doubt- Faster & More Advanced.
These kids don't speak like kids. They go directly to adulthood. They have a totally adult concept of reality right off the bat. They have a total awareness of their past lives and they bring that into this life.
When someone tries to get them to spell "cat," they're going; "What are you talking about?" If they said; "spell anti-disestablishmentarianism" they'd probably do it! But "cat," forget about it, they're bored. You're trying to teach them at a first grade level and they're already at 12th. It's very important to recognize that these are not disabilities, they are abilities, and start to talk to them as though they are adults.
One 4 year old Gary worked with had a vocabulary of 41 words at the beginning of a session. While he was there for an hour, he gained one full word. These kids are fast!
Tool 6 - Recognize Their Abilities
Many of these kids have awareness of entities. They can see them and they can talk to them. The entities make more sense to them than the ridiculous people around them. Acknowledge that they may be aware of far more than you are, and ask questions before coming to conclusions.
In Access it's not about undoing any wrongness, it's about recognizing a greater possibility in the way these kids already function. Getting clarity on what is actually occurring and what you can know and do differently to have ease with all of it.
- About Access
- Access Bars
- Access Body
- Access BLOG
- Find a Class
- Find a Facilitator
- Shop - Australia
- Shop - USA/CAN
- Access Bars
- Gary Douglas
- Dain Heer
- Online Classes ☆
- Tele-Classes ☏
- Other Websites
- Voice America
- Become a Bars Facilitator
- Become a Bars Practitioner
- Become a Certified Facilitator
- Become a Body Process Facilitator