In schools nationwide, vibrant classrooms exist where kids are excited to learn and participate in class. However, some of these kids have difficulty dealing with all the different sounds and sensations around them. Imagine being a young student trying to focus on your lesson while the lights flicker, the papers rustle, and other students whisper all around you - it can be overwhelming. For some students, it feels like their senses are constantly being bombarded. They might have a hard time hearing what the teacher is saying or staying focused on their work. It's tough for them to keep up with their peers and participate in class when everything feels so chaotic. Before receiving an autism diagnosis, a child in school who has autism may find the classroom, which was once a place of wonder, to be a confusing and baffling environment. These challenges are often not recognized and are mistakenly attributed to behavioral problems rather than being understood as the expressions of a distinct neurological condition.
Autism Spectrum Disorder (ASD), a complex neurological and developmental condition impacting communication and social interaction, touches the lives of many children and families across the United States. In Texas, where the prevalence of autism is slightly above the national average, an estimated 1 in 59 children is diagnosed, translating to around 250,000 individuals grappling with this unique journey (Wolmark, Autism prevalence in Texas: Understanding the numbers 2023). This statistic underscores the need for comprehensive support systems and professional development to ensure every child receives the education they deserve.
For the past 12 years, educators supporting students with autism in Region 10 have been fortunate to receive support from Layne Pethick. With a specialization in autism and behavior, Pethick's expertise is backed by his background in brain research, making him an invaluable asset to educators across the region. As one of only three Master Consultants at Region 10 ESC, Pethick's 31 years of experience in education have earned him opportunities to support educators worldwide.
“I’ve visited Vietnam once a year for the last seven years, spending up to three weeks collaborating with others to support clinics across the country for autism that are brain-based. Additionally, over the past decade, I've been actively involved in projects in Canada, working with neurologists and other medical professionals in schools. These collaborative approaches have contributed to shaping innovative strategies and fostering an environment where education and medicine come together to benefit students with autism,” Pethick explained.
Pethick started his career as a Pre-K and kindergarten teacher. Since then, he has gained a wealth of experience in education, working as a school principal, a Director of Special Education, and a full-time university professor. Pethick has worked in inner-city school settings, dealing with various challenges, including drugs, gangs, and poverty. Due to his unique ability to work with students facing tough challenges and behaviors, he became known as the "kid whisperer" on the campuses where he’s worked. Over the years, most students who needed extra support found their way to his classroom, further emphasizing his unwavering commitment to supporting students in all circumstances.
When Pethick was a full-time professor, he delved deeper into studying the brain's role in human behavior, ultimately leading to a greater understanding of autism and its causes.
“What makes autism particularly fascinating is the interplay between genetics and the environment. While an individual may possess the genetic makeup that could lead to autism, environmental factors also play a crucial role in flipping the switches, known as epigenetics, that can lead to its manifestation,” Pethick shared.
As every person's genetic composition and life experiences are unique, the specific combination that results in autism varies from one individual to another. This blend of nature and nurture influences how autism presents itself, with the early stages of brain development playing a pivotal role in shaping the condition.
Pethick strongly believes that teachers who possess a deep understanding of the intricacies of brain functioning are in a better position to provide early intervention whenever they come across developmental issues in students, be it at age six or 16. He suggests that this knowledge is fundamental to effective teaching and lays the groundwork for creating a positive learning environment for students to thrive. To this end, Pethick advocates for sharing this knowledge with teachers and parents to help bridge the gap between research and practical application in the classroom and at home.
“I often teach parents about brain research and autism. I help them understand why their child acts differently from environment to environment. Different environments dictate different behaviors, so depending on how parents run the home, they may never have any problems,” Pethick explained.
Understanding autism characteristics means recognizing that they are essentially human characteristics, just expressed to a different degree. It's all about deciphering the research findings and making them accessible to those who need it, whether they're raising a child with Down's syndrome, helping a struggling child, or addressing mental health challenges. Pethick’s journey inspires us all, showing that with passion, dedication, and the proper support, we can make a difference in the lives of the students who need it most.
“I always tell people in the end, everything is always okay. If it's not okay, we're just not at the end yet,” Pethick said.