What's this about?
Line Up The Books is a children's book review blog written primarily for parents and educators of children with autism. I am a mother of 4-year-old autistic twin boys.
What's your name?
I am using pseudonyms to preserve the future privacy of my children online. Call me Mama Bibliosoph.
What kind of expertise do you have regarding autism spectrum disorder?
What kind of expertise do you have about books?
Lots and lots. I work for a small literary press, and in the past I have interned at a major literary agency, edited an independent non-fiction magazine, interned for a magazine publishing fiction, and edited two books (one fiction; one non-fiction) that are both still in print. I am also a published short story and novella writer who mostly writes in the genres of science fiction, fantasy, and horror.
BUT I don't have professional experience in children’s literature genres. However, I am working on several picture books of my own. Stay tuned.
Are your children mildly or severely autistic?
When they were first diagnosed, the boys were both given a Level 2 (moderate) diagnosis, but that's changing. Harry is referred to as "mild-to-moderate" (so edging towards Level 1) these days, while Luke recently had an assessment of Level 3 (moderate-to-severe) autism. These categories are pretty slippery, especially at this age. Luke is more related, Harry is less behavioral. They both have echolalia and scripting issues. Harry is a sensory seeker, while Luke often avoids sensory input. You've heard that "if you've met one child with autism, you've met one child with autism." Here's another version of that fortune cookie wisdom for you: If you've met one child with autism, wait 10 minutes.
Are you being paid to feature particular books or companies?
I am not. This blog is a non-commercial project.
Do you have general tips for reading to kids with autism?
Definitely. Several themes have arisen since I've begun writing this blog. If reading to your kids is difficult, some of these ideas may help:
Don't assume that your child will respond to the same books as their typical peers or their siblings; the goal is to encourage reading, and reading is inherently a matter of personal preference. As parents of kids with ASD, we put our kids under microscopes and spend a lot of time worrying about whether their interests are normal or if what they aren't interested in is a sign of a major developmental deficit or a barrier to social integration. There is nothing dysfunctional about your child's book preferences as long as they are letting adults read to them or are reading themselves.
Buy books that: rhyme, have rhythm, singalong lyrics, word/phrase repetition
Buy sensory books with audio, visual, and tactile input opportunities to encourage your child's interest in books
Buy books that tie into your child's specific interests, and don't forget to consider TV and movie tie-in books (ie. Don't be a snob. Buy books that give your kids their best shot at fostering an interest in reading.)
Ask your child to participate. Have them turn the page, find something in a picture, say some words (intraverbals), put completed books on the shelf, etc.
Establish a familiar routine for reading at a relaxed time of day when you are not rushed. If you aren't already in a routine, this may involve some tears and frustration for awhile. Get past the hump of this adjustment and force it if necessary to begin with. Keep it consistent no matter what.
If your child can request or show preference, let them choose a book!
Have about 12 books in rotation and read the same books over and over again. When your child loses interest in a book, put it away for a few months and then bring it back into rotation.
Praise your child to reinforce their hard work, whatever that means for them (for sitting nicely, looking at the book, pointing at the bunny, answering a question, putting the book away, etc.).
Put on a Broadway show. Too many people read to kids in a monotone voice and sit totally still. Read like you have been cast in a play: Emote, emote, emote. Develop funny voices. Act out key words and phrases to help your child decipher meaning. Get up and move! Use your hands and eyes to express yourself. Tickle, bounce, or cuddle a child who needs that input to focus and especially when it fits in with the narrative. You might think moving around and physical play isn't functional during reading time. Stop thinking ten steps ahead. Step one: Develop a child's interest in reading. Step two: Shape their behavior.
Ask your child questions about what you read and to point to things in the book. If this is difficult, give your child choices to guide them: Did the Little Old Lady swallow a fly or a slug? (h/t to Harry's brilliant neuropsychologist!)
Try again tomorrow. There will be lots of bad days when nothing works. They will be followed by good ones. And yes, those will be followed by regression. Until: Mostly good days. Trust in that.