August 27, 2007

“The Mull Factor"

A little break from the routine provides myriad lessons. I mentioned in my last blog how refreshing it was to be in a learning environment that wasn’t about disability issues, skills, or a free and appropriate education. What I didn’t’ share was, even in that opportunity, I came back to the things I’ve learned doing this work and – of course – as Andy’s Mom. It is, after all, my area of expertise

The first day, our instructor divided us into groups to present chapters from the book. As she read the group assignments, reading material, and days, I was taken aback. I was in the group that would present first – the next day. Picture my panic.

That afternoon, try as I might, I was unable to focus on the words on the page. There were so many things to distract me: a desire to explore, a need for groceries, and the panic of time.For every page I completed, I had to go back and read it again. Nothing would stick. Finally, I resorted to methods I use to keep me focused: rewriting the key topics. Color-coded, of course! Still, I felt unsettled.

Most of you know me from my work editing Disability Solutions, as a writer of various articles and books, and as a speaker and educator at local, National, and International conferences. You see the result, not the process. For every presentation, article, or project I go through a similar process as this one. I panic first, and then mull over the content until I have a clear idea of what it is I want to convey. This can take minutes, hours, days, months....

“Mulling," for me, is a process I describe as allowing random information and ideas to bounce around in my head until they form into a clear idea. I do this best when I am doing something active such as riding my bike, working out at the gym, or doing heavy cleaning.When I can do something that occupies my body, but allows my brain to ponder, wander, and then re-focus – to mull. (Each of these blogs has been written while riding my bike.)

In this moment, the idea of time was a luxury. There was no time to process the content of the chapters. When I met with my group, they began brainstorming immediately. More panic, followed by awe. How can they know all this already? I admitted I just could not process the information so quickly. As the group moved forward, I tried to listen and process at the same time. I contributed, but was very unsure that I understood. By the time we were done with dinner, we all had our tasks for the next day. I spent time that night mulling over the presentation, re-writing my key points, reading the text, and re-drawing my outline of events. Before I went to bed in the wee hours, it was more clear. By morning, I was as ready.

I now realize this is the same conversation I have about Andy each year with his Teachers and Educational Assistants. They call it “processing time.” Andy is often overwhelmed by things that are going on around him. When visually and verbally presented with a task or request for that moment, he often needs time to process the information. I explain that it is as if it goes in and is all jumbled up. We have to wait for him to sort through the pieces and make sense of them before he can act on the request. His IEP calls for people to wait one full minute for him to process information.

One full minute. Boy, that’s a long time. During that minute, the goal is to sit quietly, make sure his communication tools are handy, watch for subtle cues that he understands, and wait for a response. Not to give more information. Try it sometime. It’s hard. And rewarding. In that silence you can see the pieces fall into place and he knows his reply.

Allowing for processing time is very helpful when working with anyone with intellectual disabilities, whether in a group or individually. This is especially true if the goal is to teach a new skill, such as writing a menu or shopping list or math. It is important to provide people time to mull things over without adding additional "noise." If you wait, everyone will learn more.

The Hanen Centre uses this approach. They encourage parents and teachers to observe, wait, and listen. To learn more about this, check out the article, “Communicating with Your Child: Observe, Wait, and Listen,”  by Jane Grosfield Smith, CCC-SLP in Disability Solutions, Volume 3, Issue 4. You will find the importance of waiting to allow a person to process information – or mull it over – in each article.

Think about your child, the student in your class, or the person you are supporting at work or in the community. Count how many times you give a direction or instruction in a five or ten minute period. Or listen to someone else working with this person to count. Is there a “Mull Factor”? Or are you expecting immediate compliance for every request you make? If your child, or a person you support often does not have an immediate response, do you assume the answer is “no,” or that they do not understand? Or do you wait quietly for them to mull it over? Try waiting, allowing some time for them to process or mull over the information and see if the outcome changes.

Think now about the other people in your life: your family, co-workers, friends, members of a club or committee, or fellow parents. Are you considering a “Mull Factor” for them? I’m not sure I always give the people who support us time to process the information I share. I'm guilty of not allowing others time to mull things over before expecting a response or action. This is something to consider when talking with your child's teacher, especially at the start of school as you get to know one another.

Later that week, the Friday Group asked us to draw names. Our task was to share one thing we learned from this person during the week. My name was drawn by John, a soft-spoken, warm-hearted, empathetic soul with a keen sense of humor. He was in my presentation group. What he said surprised me. He said what he learned from me was “The Mull Factor.” The need to have time to process information as part of a learning style. Something I saw as a weakness, he saw as a lesson.

I learned two things from that moment:

1. Most people do not consider the need to mull over or process information when giving instructions or sharing information. It's important to consider for anyone, regardless of disability, especially in communication and education.

2. I am becoming my child - or he is me.

Now there’s something to mull over.

This blog is affectionately dedicated to my Instructor and the Tuesday Group during The Adult as Learner Course through UMass- Boston on Nantucket Island, with special thanks to John, for his insight, understanding, and quick pedaling skills

Warmly,

.Joan Guthrie Medlen, RD, LD, is the Project Director of Creating Solutions, Founding Editor of Disability Solutions, and the mother of two young men, one of whom has Down syndrome, autism, and celiac disease.

I'd love to hear from you. Please Share Your Thoughts on this blog or other topics.

©2007 Joan Guthrie Medlen
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