5 Words for Performing for Autistic Kids

I’ll never turn away a show for Autistic kids again.

I’d just finished two assembly programs for a school for Autism.

The client chose one of my science shows. To say it was difficult is an understatement.

I’m not an expert at dealing with kids on the spectrum. I have in the past, but usually only a couple of kids at a larger event or school.

In this case, both shows were just for Autistic kids.

I had to make a LOT of changes to my show on the fly. I had to word things differently. Change my pacing. Even change the order I do things.

As I said, it was a hard day. But a rewarding one. These kids deserve to have special events, too.

In the past, when schools contacted me for groups of kids on the spectrum, I usually turned them down.

I was scared, plain and simple. Scared of not giving the kids an experience worthy of their time.

For some reason, I said “yes” this time. And everyone – students, teachers, faculty – all had a great time.

I even got to adlib, too. One of my experiments involved demonstrating Bernoulli’s Principle, that of fast-moving streams causing lift for airplane wings.

Luckily for me, one of the students had a toy airplane that I spotted. I politely asked if I could borrow it. He said yes.

“What’s your name?” I asked gently.

The student paused, thinking for a moment. Finally, he said, “You can refer to me as Mr. Ventura.”

What a wonderful moment.

So about those five words in the title of this week’s newsletter…

The five words to remember when performing for Autistic audiences are simply this:

Meet them where they are.

That’s it.

But what does it mean?

It means you’ve gotta be comfortable with changing your show to ensure the best experience for them.

Some Autistic kids are higher functioning than others. Some are verbal, some are not.

When I asked my client before I accepted the gig if they were higher functioning, she responded with, “Oh, of course!”

But on the day of the assemblies, I watched the students file in. I realized then that my client’s idea of higher functioning and mine were very different.

That’s when I started combing through my set lists and making mental adjustments before the shows started.

My client and I had already covered most of my show. She made suggestions to some of my experiments to make them more accessible for the students.

And I decided to swap in some other material to make the shows better for the audiences.

Here’s another example. My client asked me if I did anything with food in my science show. I mentioned a piece of foam colored and shaped to look like cheese.

She warned me they had one kid who was triggered when he saw food. So I left that out.

Another experiment used four large cups of water with chemicals in them. We both agreed to delete that entire experiment, as many of their students would immediately drink whatever was put in their hands.

As I said at the beginning of this article, I’m no expert. But using those five words makes all the difference in any interaction with Autistic kids.

Anything scary? Cut it. Anything that required a lot of dexterity from a volunteer? Cut it. Or use a staff member.

They are just like us in all the most important ways. They laugh, love, have fears, goals, and desires just like you.

They appreciate good entertainment. If you get the chance to perform for these audiences, do it. Show them respect. Meet them where they are.

So many entertainers are quick to write them off as potential audiences, but it’s a mistake. One I used to make but never will again.

From a humanistic thing to do, we should offer our shows, with any necessary adjustments, to these audiences.

I came away from these shows completely transformed.

Of course, from a business perspective, you’ll set yourself apart by doing so.

Have a great week!

--Cris

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