Autism is characterized by persistent difficulties in “social communication and social interaction across multiple contexts” (Baron-Cohen, 2017; American Psychiatric Association, 2013, p.31), which includes difficulties in “social reciprocity [(i.e., reduced sharing of interests, emotions], nonverbal communicative behaviors used for social interaction [(i.e., eye contact, body language)], and skills in developing, maintaining, and understanding relationships [(i.e., adjusting behavior to suit various social contexts)]” (American Psychiatric Association, 2013, p.50). In addition to having different strategies regarding social communication, an individual with autism may present “restricted, repetitive patterns of behavior, interests, or activities [ranging from persistent motor movements, use of objects or speech, to hyper- or hypoactivity to sensory input.].” (American Psychiatric Association, 2013, p.50). Those self-stimulating behaviors, also called stimming, when non-disturbing, should not be forbidden, mocked, or criticized as they allow one to relieve tension. Easily overwhelmed by sensory information, individuals with autism need to regulate sensory input during the day to avoid exhaustion or meltdowns. Autism can result in struggles with executive functions related to planning, time management, and task initiation: individuals with autism need more rigid structure and routine, and thus experience increased difficulty in organization due to a lack of flexibility. Moreover, autism may alter one’s capacity to learn through social interactions or in settings with peers.

     For students, having autism means having the feeling of being wired differently: in addition to having different ways to process information or communicate, things that seem natural for others, especially implicit rules such as nonverbal communication and expectations of what is socially acceptable, can be very difficult. Note that many adults with autism “without an intellectual or language disability learn to suppress repetitive behavior in public” (American Psychiatric Association, 2013, p.57) and instead use “compensation strategies and coping mechanisms” (American Psychiatric Association, 2013, p.57). This, however, can increase one’s stress and fatigue due to the pressure and efforts required to present a “socially acceptable façade” (American Psychiatric Association, 2013, p.57).

Shutdowns & Meltdowns – How can you help? 

     When a student with autism is subjected to sensory overload, stress build-up, or a general excess of stimulants, they may experience a shutdown or a meltdown. The signs associated with those experiences are often misinterpreted as signs of disinterest, intentional defiance, or threat. This is particularly challenging as the student’s situation and reactions are misunderstood while they cannot express their needs and experience intense distress. Signs of shutdown can be subtle as the person stops responding to their environment but does not show stimming in an obvious manner. During a shutdown, a person with autism may stop masking (aka stop displaying a neurotypical façade, i.e., facial expressions, body language), stop responding to people and stimuli, start crying/shaking, sit completely still in a closed-off position, or be unable to speak. If the person gets “stuck” in a loop, the best is to contact someone they trust (i.e., checking the emergency contact on their phone from their phone’s locked screen, getting the people they are with).

     A meltdown can look like: screaming/crying, very noticeable stims (i.e., vocal stims, punching), or self-harm behavior (i.e., biting oneself). When recognizing those signs, one can help in different ways. Firstly by identifying the meltdown’s cause and removing it as one can feel unsafe because of something or someone in their environment. To determine the situation’s cause, one can be attentive to cues from the person’s behavior (i.e., covering their ears or nose or closing their eyes). When a meltdown is caused by emotional distress, there might not be an obvious trigger in the person’s environment. In general, it is best not to touch someone experiencing a meltdown. If necessary/applicable, ask the person before touching them.

     In some cases, it is helpful to provide a non-invasive stimulus that can help distract or calm the person, such as a sweater, blanket, glass of water, or an object. The person may have their own support tools such as noise-canceling headphones, a specific object, or an app on their phone and need help to access it. In addition, it is important to ask very little to nothing from the person. If applicable, one should give clear and specific instructions rather than asking open questions, which can be perceived as overwhelming. Statements such as “I am getting you to a calm and quiet space” and “You can take all the time you need to recover” are reassuring.

     Most importantly, in order not to worsen the crisis, others should not try to restrain the person from stimming, though its intensity can increase. If stimming becomes a serious danger to the person’s surroundings or themselves, one may calmly and safely resort to restraining them for security matters. However, it should be done with precautions, without yelling or other agitating behavior to not further overwhelm the person experiencing a meltdown.