How does the autism mind-body disconnect interfere with piano lessons?
In this video, the student is in his 20th week of instruction. He is playing his assigned piece which he has practiced and knows well. Suddenly, his body fails to comply and he appears to “fail” at the task. In my work, teaching the students about the science of movement is key to help them organize their chaotic bodies and take control of sensory dysregulation, dyspraxia, dystonia, and other motor movement issues. It is critical to help the students learn self awareness. I strive to build their self esteem as they advance in their music education but their hands cannot prove that they know how to play the material placed on front of them. Remind them that you will keep teaching, if they will stick with the plan of “talking” to their bodies. Make a “deal” and watch them flourish.
Autistic kids preparing for their Bar-Mitzvah are at a distinct advantage. Their musical ear will make memorizing their Torah portion a breeze. Their love for languages will guarantee that the drash
will be read with expression and drama. Lastly, their extensive support team from childhood will be rooting for them, making their big day a very important rite of passage and into adulthood.
When purchasing a tallit, it is important that the B’nei Mitzvah’s sensory preferences are a
lready known. Does he prefer soft velvety fabrics or is he aversive to them? Does he prefer woven linens to chenille and velvet? He should be given as much time as he needs to test by wearing the actual styles and make sure he can tolerat
e the textures on his neck. After all, he will be wearing it for two hours on the big day, as well as for the rest of his life during prayers. Perhaps he prefers that you wash and dry it many times so it isn’t very crispy on the big day. Ask, and discuss.
Donning the tallit independently and with dignity is very important. Nobody wants to stand up there looking like a confident young man with a beautiful suit and tie, dressed to the nines, and suddenly have mama adjust the tallit on for him. Imagine the public embarrassment anyone would feel—“Ma, stop!”
Other than the grueling and frustrating rote memorization of gross and fine motor skill tasks, motor planning disorders (such as dyspraxia) require a neurological alternate route for successful execution of the task at hand. The following is a strategy that worked for my student:
Grandpa (or whoever) holds the tallit, with the words facing you, so you can read them.
Begin reading the blessing. You’ve got this. You’ve been practicing for so long!
Right Hand reaches for the word “Batzitzit”
Left Hand reaches for the word “Baruch”
With your “Batzitzit” hand (Right Hand), put “Batzitizit” over your head.
Gloat as it falls into place.
Wiggle the tallit to make sure it doesn’t hang like a toilet paper tail. Don’t look at it. Try to feel it.
IMPORTANT: Do not practice in front of a mirror. It confuses the motor system that tries to imitate a reversed image. Rather, practice by reading from this chart. If the tallit does not have words on it, imagine where the words would be and reach for it when grabbing the corners. If it is your family custom to kiss the tallit, ask your family where and when to do so and revise your chart accordingly.