Functional Fixedness refers to our incapability to assign alternative
functions or uses to an object after we are so accustomed to its utility
towards a mean. For example, while there are many uses to a paper clip,
we are usually fixed on the idea that it can only be used to clip
papers together.
Do understand that everyone of us, and not just people with autism experience Functional Fixedness. However due to the rigid behaviour of many people with autism, Functional Fixedness poses more of a problem to learning to them than usual.
How Does Functional Fixedness Affect Learning for Children With Autism?
1) It increases rigidity and deters development of problem solving skills. For example, a student and I were making a kite and I brought ice cream sticks instead of long wooden sticks for the craft. When I asked her what can we use instead of the usual wooden stick that the craft book asked for, she informed in a matter of fact tone that it was impossible to make a kite now as we did not have the right materials for it.
2) It increases rigidity and deter development of language skills. Language is a function towards communication and many students with autism have the tendency to be rigid when it comes to language usage. For example, a student I worked with had difficulty accepting the idea that an item can have two different labels - a table can be called a desk at times. This student would even start crying whenever I call the work table a desk.
3) It affects communication and social skills. Children who are more adept at looking at an item using varying perspectives are able to adapt to the change of direction in a conversation easier that children who can't. Children who are more rigid in their way of communicating also tend to get anxious and unsettled more easily. Refer to the student above who cries whenever language is used in a way that she is not familiar with.
4) It leads to feelings of fear and frustration for children who are more affected by it. As these children lack the capacity to think flexibly and adapt what they know to situations arising, they are more prone to episodes of tantrums and meltdown due to uncertainty over the change in routine or standard procedure.
What Can We Do To Lessen the Influence of Functional Fixedness?
1) Encourage the child to think flexibly by engaging him in activities that promote flexible thinking. You may get some basic ideas from my Flexible Thinking Series. Click here.
2) Engage in everyday activities by using objects around the house for different uses. For example, instead of cutting with a pair of scissors to do art and craft for a particular afternoon, tear using a ruler. Instead of using the ice cube tray to freeze ice, use it to freeze fruit juice. And instead of pouring water into cocktail, pour water into a glass of frozen concentrate and watch them melt.
3) Motivate your child to accept differences and changes to what he is usually accustomed to. Use the token system to help your child earn towards an incentive whenever he does not kick up a fuss over the different use of language. Use shaping to teach positive behaviour towards differences in the usual. For example, immediately redirect whenever your child is about to get upset by praising him to allowing the different usage of langauge, then gradually extend the time before redirection, eventually fading it by including the difference in the usage of language in everyday conversation.
Example:
1 - "Jane, go sit at the desk" - followed by immediate redirection "Good sitting down at the desk! Woo hoo, great job! Let's play!"
2 - "Jane, go sit at the desk" - a few seconds before redirection.
3 - A minute before redirection.
4 - "Jane, go sit at the desk" - No redirection. Light praise and then carry on with task or work.
5- Use desk in everyday language or whenever wnated to substitute 'table', "Jane, put this book on the desk please".
Using the token system from step 1 - 3 may be helpful too. In this case, when she responds to the instruction with the target word in it, she is being praised and rewarded with a token.
What are some of the difficulties you face with your child regarding functional fixedness? If you would like to share and offer some suggestions, please do not hesitate to email me at davensim@triumphantkids.com.
Till the next post, I wish you all a very lovely weekend ahead.
Best Regards,
Daven. :)
Do understand that everyone of us, and not just people with autism experience Functional Fixedness. However due to the rigid behaviour of many people with autism, Functional Fixedness poses more of a problem to learning to them than usual.
How Does Functional Fixedness Affect Learning for Children With Autism?
1) It increases rigidity and deters development of problem solving skills. For example, a student and I were making a kite and I brought ice cream sticks instead of long wooden sticks for the craft. When I asked her what can we use instead of the usual wooden stick that the craft book asked for, she informed in a matter of fact tone that it was impossible to make a kite now as we did not have the right materials for it.
2) It increases rigidity and deter development of language skills. Language is a function towards communication and many students with autism have the tendency to be rigid when it comes to language usage. For example, a student I worked with had difficulty accepting the idea that an item can have two different labels - a table can be called a desk at times. This student would even start crying whenever I call the work table a desk.
3) It affects communication and social skills. Children who are more adept at looking at an item using varying perspectives are able to adapt to the change of direction in a conversation easier that children who can't. Children who are more rigid in their way of communicating also tend to get anxious and unsettled more easily. Refer to the student above who cries whenever language is used in a way that she is not familiar with.
4) It leads to feelings of fear and frustration for children who are more affected by it. As these children lack the capacity to think flexibly and adapt what they know to situations arising, they are more prone to episodes of tantrums and meltdown due to uncertainty over the change in routine or standard procedure.
What Can We Do To Lessen the Influence of Functional Fixedness?
1) Encourage the child to think flexibly by engaging him in activities that promote flexible thinking. You may get some basic ideas from my Flexible Thinking Series. Click here.
2) Engage in everyday activities by using objects around the house for different uses. For example, instead of cutting with a pair of scissors to do art and craft for a particular afternoon, tear using a ruler. Instead of using the ice cube tray to freeze ice, use it to freeze fruit juice. And instead of pouring water into cocktail, pour water into a glass of frozen concentrate and watch them melt.
3) Motivate your child to accept differences and changes to what he is usually accustomed to. Use the token system to help your child earn towards an incentive whenever he does not kick up a fuss over the different use of language. Use shaping to teach positive behaviour towards differences in the usual. For example, immediately redirect whenever your child is about to get upset by praising him to allowing the different usage of langauge, then gradually extend the time before redirection, eventually fading it by including the difference in the usage of language in everyday conversation.
Example:
1 - "Jane, go sit at the desk" - followed by immediate redirection "Good sitting down at the desk! Woo hoo, great job! Let's play!"
2 - "Jane, go sit at the desk" - a few seconds before redirection.
3 - A minute before redirection.
4 - "Jane, go sit at the desk" - No redirection. Light praise and then carry on with task or work.
5- Use desk in everyday language or whenever wnated to substitute 'table', "Jane, put this book on the desk please".
Using the token system from step 1 - 3 may be helpful too. In this case, when she responds to the instruction with the target word in it, she is being praised and rewarded with a token.
What are some of the difficulties you face with your child regarding functional fixedness? If you would like to share and offer some suggestions, please do not hesitate to email me at davensim@triumphantkids.com.
Till the next post, I wish you all a very lovely weekend ahead.
Best Regards,
Daven. :)
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