New home teaching companion

[McLainDow]

Last night I was given a new home teaching companion. He is a perspective elder and is on the autism spectrum. My understanding from talking to his mother is he is pretty high functioning and is even planning to serve a mission in the future.I do not know a whole lot about autism and would like to know more. I would also like to get some advice on how to get him involved and "Catch the vision" of home teaching. Any websites or blogs or advice anyone could give would be fantastic. Feel free to private message me about this as well.

[Smudge]

Autism is one of those conditions that affects each differently - I would suggest getting the know the young man - what he does and doesn't like - and let him be your guide in how to get involved.

I have a couple of Brownies on the sectrum and involving them in our weekly meetings can be a challenge but it can be done.

Also pray about the sittuation and maybe speak to his former home teaching companion and see how they made things work and build on that!

[skippy740]

Here's what I did when I was a prospective elder: my companion asked me to set the appointments with each family. In addition, I was to add something to the home teaching lesson - either a story or testimony... but something related to the lesson, so that I was a part of it. If the family is inactive, perhaps a polite and loving invitation to join you for church the next week. That's an advantage of being the 'new companion' - you can be a little bold and loving early in the relationship and just not 'know any better' for that family!

If he is planning on serving a mission, then I would suggest that you help him become an effective teacher. Regardless of whether he serves or not, this would be an invaluable skill set for him.

Use the driving time to help teach him about home teaching principles and talk about each family - their needs and your concerns for them. After each visit, ask him how he think it went and talk about it. I wouldn't criticize his participation in any way for this. I would keep it focused on how well the family is receptive to the Spirit and of the message. Ask him what message you think they might need to hear for the next visit.

Eventually, help him learn how to prepare the entire lesson. If your families have children, help him teach on their level... because that keeps their attention and parents will be sure to understand as well. Help him learn to ask good questions, share opinions and testimony.

Teach him the principle of 'return and report' back to your home teaching district supervisor. That this is the way the church helps and governs the flock. That if there are problems where the quorum may help, this is how we mobilize our efforts.

This is a great learning opportunity for him.

I don't know how autism will affect the companionship. However, since he is planning on serving a mission, he needs these skills, knowledge and testimony. Don't rush into everything, but help him a little at a time. Remember that if he is going to be serving a mission, his companions won't have the ability or luxury to do research on autism. They'll have to simply learn and adapt to each other.

The sooner he can become a fully-functional teacher on his own, the more effective he will be as a missionary.

[dahlia]

My understanding is that everyone with autism is different, so you have to see what your companion is like. I have a student with autism in one of my classes. He participates, doesn't go off track, and doesn't monopolize class time with his comments (these are things I've heard other professors say that autistic students have done in their class).

My student with thru the disabilities office and he has permission to tape my classes. I provide powerpoints, which he said were useful. I gather he has to take a lot of notes or see/hear things a few times. Maybe your companion will be the same way. The schools are doing a lot better with these students, and your companion probably has coping mechanisms already in place. There probably won't be any problem.

[Uhura]

I agree about getting to know him first. If he does go off topic, in his mind somehow there is a connection. Or that is true for me anyway and I am on the spectrum.

One thing you can do is try to find a way to bring his statement into the topic you are talking about. Find a similarity in you are saying.

Also he may take things litterally. For me one that that is hard is when anyone says 'sometime we will', or 'maybe next time we will'....but then doesn't make a specific time. Generalities are hard to deal with.

Everyone is affected differently. Watch his reaction to idioms. I'd bet you and those who you are talking to use them often without realizing it.

Does he know he is on the spectrum and if so will he talk about it? As what you can do to make it easier. Don't be the one to to tell him but there is no reason you can't leave out the topic and just ask how he feels you can make home teaching easier for him.

Edited October 7, 2013 by Uhura
typo

[missmollymormon]

I have three autistic brothers. They are all high functioning but extremely different from each other. The youngest is 15, he is very nervous in social settings, so when people first meet him, they underestimate his intelligence a lot. What they dont know is that the kid is a sponge, he doesnt add input into conversations, but he soaks in all the information. Its only when he becomes comfortable around someone that he lets himself blossom and they realize that the kid in actually a genius.

My 26 year old autistic brother is a little more forthcoming socially, yet still quite insecure.

My 17 year old autistic brother seems to have a need to act inappropriately around people as a shock factor. They are all quite different in their ways, and it keeps me and mum on our toes because I help care for them.

Although they are all quite different, there are two things they have in common. First off, they are all brainiacs, but only apply themselves to things they are interested in. So in school they werent acedemics, but I tell you one of them could fill an encyclopedia from all the random facts he has picked up. Another can play music by ear, and the other masters any computer game you throw at him.

My best advice would be to take him as he is, and slowly extend friendship to him first. Once he is comfortable, which may take a while, he will add input. You cant force input from these kids, they do it all on their terms. Just let him be there with you. But know this, just because he may not appear to b e involving himself, he is- just in his own little way.

I honestly dont call autism a disability at all, its more or less a different ability. I wouldnt change my brothers for anything. This boy could teach you a lot. All the best