My Experiences With Special Education Resources And Behavioral Therapy
- Michael J. Westwood
- May 16
- 6 min read
As a neurodivergent individual on the autism spectrum, my journey has been marked by significant hurdles stemming from societal gaps in education, understanding, and the tailored skill development necessary to unlock my full potential. While autism presents lifelong challenges that can initially seem insurmountable, the unwavering support I've been fortunate to receive has been instrumental in reaching my present achievements.
Early Intervention
My early engagement with crucial resources began in my toddler years, during the mid-to-late 1990s. My mother recalls a developmental delay around the age of three, where learning to walk proved difficult. Recognizing this, my parents proactively sought assistance from Birth23 in Connecticut. The dedicated specialists at Birth23 provided the early intervention that enabled me to overcome this initial challenge, a foreshadowing of the unique developmental path ahead.
Upon our family's relocation to Rhode Island, my distinct skills and developmental patterns became increasingly apparent to my parents (before my autism diagnosis). Consequently, I was placed in the school system's Special Education classroom. However, my parents, discerning my potential, recognized that this setting was not conducive to my learning style and abilities. Driven by a commitment to my growth, we moved to another town in Rhode Island, where a more suitable Special Education program led to the eventual discovery of my autism.
I vividly recall the introduction of various Special Education resources following my diagnosis of autism spectrum disorder. At that time, in March 2003, the diagnosis was Asperger’s Disorder. My parents connected with the Groden Center in Rhode Island, and a doctor in psychology from their team conducted a home visit. Through careful observation, the doctor determined that my behaviors aligned with a diagnosis of Asperger’s.
To provide context, Asperger’s Syndrome was once classified as a specific subtype of autism, alongside three other subtypes. These ranged across a spectrum, encompassing individuals who could achieve independent functioning with support to those requiring lifelong specialized care. Over a decade ago, these distinct subtypes—Pervasive Developmental Disorder Not Otherwise Specified, Asperger’s Syndrome, Rett’s Syndrome, and Childhood Disintegrative Disorder—were consolidated under the umbrella term Autism Spectrum Disorder, reflecting a more unified understanding of the condition.
School Years
During my elementary school years, as my Asperger’s diagnosis became official and intervention strategies were implemented, my Special Education resources included vital occupational therapy (OT). This therapy focused on enhancing my motor skills, addressing a specific challenge within my autism known as undefined fine motor skills.
This means that everyday tasks requiring precise hand movements—such as tying a tie, buttoning a shirt, using kitchen utensils, or vacuuming—demand more time and effort due to less coordinated motor control. Even learning to tie my shoes presented a significant hurdle, one that occupational therapy, coupled with persistent effort, helped me overcome. Furthermore, my elementary education incorporated social skills courses as a crucial Special Education resource.
This social skills training, primarily delivered through Speech Therapy from 3rd to 12th grade, aimed to cultivate improved communication abilities, skills often neurologically impaired in individuals with autism. Within Speech Therapy, I diligently learned essential social conventions that typically develop intuitively in non-autistic individuals, such as engaging in reciprocal conversations (asking others about their day), maintaining appropriate eye contact, and interpreting non-verbal cues like facial expressions and body language. Acquiring and consistently applying these seemingly natural social skills demanded years of dedicated practice, constructive feedback, and, regrettably, instances of misunderstanding along the way.
These misunderstandings sometimes manifested as unkindness from peers, certain uninformed teachers, and school staff who, lacking proper understanding, inadvertently berated me. Given the autistic tendency to misinterpret nuanced social situations like sarcasm, humor, and irony, I frequently found myself the target of teasing rooted in these challenges. Thankfully, with time and experience, I've developed a greater capacity to recognize sarcasm, humor, and irony, and I've cultivated resilience in navigating such social interactions, depending on the context.
A particularly pivotal aspect of my Special Education journey was my enrollment in a specialized classroom setting from 9th to 12th grade. During this time, I had the privilege of working with an exceptional teacher who recognized my inherent neurodivergent strengths and skillfully guided me in channeling these abilities toward my future. One notable example of this mentorship involved addressing a behavior stemming from my anxiety: excessive reassurance-seeking. Driven by intense anxiety, particularly in high school, I had a persistent habit of repeatedly seeking reassurance about my capacity to answer questions independently.
This insightful teacher understood the underlying motivation behind my reassurance-seeking and proactively worked to help me modify this behavior. He ingeniously implemented a system within our Special Education setting, which included a classroom coffee shop where I earned money for my work shifts. If I approached him for excessive reassurance or clarification on the same question more than three times a day, a small fee would be deducted from my coffee shop earnings. This innovative strategy proved remarkably effective in fostering greater self-reliance and confidence in my own abilities.
I will forever remain grateful to this teacher for this impactful approach, as the valuable lesson of trusting my own judgment continues to guide me through challenging days.
Therapeutic Strategies
Beyond the school environment, I also benefited immensely from consistent therapy outside of school. From the age of 13 to the present day, I have collaborated with various clinicians who have equipped me with effective techniques to manage my anxiety and emotional overreactions. Some of these invaluable strategies include the "what if?" game, a cognitive exercise where I visualize the worst-case scenario associated with a stressful situation I need to navigate.
My high school clinician introduced this technique, encouraging me to confront these scenarios by asking, "What if?" This process, often related to catastrophizing in the context of anxiety, allows me to critically examine my overreactions and irrational thoughts surrounding the problem.
My clinician would gently prompt, "Mike, what if, what if that happens?" and then guide me by asking, "Answer the question, would that truly be a catastrophe?" This approach has profoundly shaped my progress since high school, and I continue to draw upon it. An example of the “What if” approach would be a thought process of, “What if I missed the ride I ordered to get to my doctor’s appointment? Will the doctor’s office be so irritated that they stop working with me?” The rational answer to that irrational, anxiety-induced question is, “No, the doctor would charge a fee for missing the appointment and reschedule.” With anxiety, catastrophizing is common, but with the “What if” approach, that practice can be improved.
Another crucial strategy involved learning to recognize my tendency toward black-and-white logic, also known as absolute or extreme thinking, a common cognitive pattern among autistic individuals. The world, however, operates in a spectrum of gray, a concept that can be challenging for autistic individuals to grasp until explicitly learned. Understanding this gray area—that situations are not always binary but can encompass multiple possibilities—has been transformative, even when these nuances don't immediately align with my preferences, which can still be a source of stress.
Furthermore, my behavioral therapy has focused on counteracting pessimism with optimism, actively seeking positive perspectives amidst challenges, and developing resilience by navigating difficult situations, learning from errors, and striving for greater success. A fundamental insight gained through years of therapy is the recognition that anxiety can distort perceptions, making situations appear far more dire than reality.
This understanding directly addresses the black-and-white logic, highlighting that situations can often be neutral rather than solely positive or negative. Through conscious effort and consistent practice, I've learned to avoid revisionist history, the tendency to revisit past challenges and cast myself as a victim. My primary area for continued growth lies in overcoming the inclination to perceive my life solely through the lens of adversity, recognizing that the "gray area" encompasses significant successes that counterbalance my challenges.
While I continue to navigate the complexities of my neurodivergent experiences, the diverse resources and therapeutic interventions I've been privileged to access have demonstrably improved my behaviors and responses. I take immense pride in my progress and firmly believe that others facing similar circumstances can find empowerment and success by applying the lessons I've learned. My life stands as a testament to the fact that, with perseverance and the willingness to engage with support, a path forward always exists.
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