Informative Speech Outline Instructions

Specific Goal: My audience will learn the characteristics of autism and how to interact with
those who have it.

Application: There are many people all around us with autism whether at work, school, public
places or in our own families. The information I will present is intended to help the majority of
people who do not know how to interact with people with this disability.
Ethos: Primary Ethos: I grew up with an aunt with Special Needs and spent much time with her
and her friends. Additionally, I was trained to work with people with autism for one of my jobs
that I had for a year.
Secondary Ethos: I will cite Lesley Farmer, the American Academy of Family
Physicians, ABC News, and the Utah Association of Community Services out loud in my
speech.
Pathos: I will share my personal experiences with building relationships with people with Autism
and witnessing mistreatment by others.
Logos: I will be using some generally suggested guidelines and tactics by providing the
background and then the application.
Audience Assessment: My audience may already be aware of the outward manifestations of
autism such as the rocking back and forth and the aggression. People are generally aware that
the severity of the condition varies with the individuals as well as the triggers unique to them.
Adaptation to Audience: I will explain with logic and personal experiences to help my
audience understand the background of Autism and how to apply various guidelines in their own
interactions with those who have it.
Pattern of Organization: Chronological.
Introduction

I. Hook: In August 2009, ABC News covered a story about a girl named Carly who had
autism. For years, anyone who observed her thought she was incompetent, even her
family— until she went to a computer keyboard and began to type. She found her voice! It
was then that she expressed what she was feeling and thinking, something that she hadn’t
ever done before! Her family looked at her in a new way and began treating her the same as
they did to their other daughter.

II. Thesis: It is helpful to know how to interact with those who have Autism because they are all
around us in public, at home, at school, and at work.
Preview:
A. Research Autism.
B. Be Respectful.
C. Build Rapport.
D. Be Consistent.

Transition: The first thing a person would want to do is familiarize themselves with Autism by
researching its characteristics.

Body
III. Research
A. We cannot completely understand an individual without going through what they are
experiencing, therefore, the next best thing we can do is study what is known about it.
 1. When we can perceive another person’s view on life, our interactions are greater
enhanced.
2. If the individual displays seemingly odd behavior, the research provides background
knowledge and context to the situation.
• With the background knowledge and context, the researcher is better-equipped
to handle the situation in the most effective way.
B. Autism Spectrum Disorder (ASD) is characterized by:
1. Difficulties with relating to people or imagining someone else’ perspective.
2. Repetitive movements such as rocking, spinning, or hand flapping.
3. Avoiding eye-contact.
4. Showing little interest in social interaction.
5. Having a rigid need for sameness in their environment.
6. Usually developmentally speech impaired.
7. Tending to think literally.
8. Having a short attention span.

Transition: Once one knows more about Autism, there is generally a sense of respect that is
felt towards those individuals.

IIII. Be Respectful
A. Treat the person just as you would anyone else. (Don’t be condescending.)
1. People with Autism are just as “smart” as you and I.
2. Do not treat them as sick, incompetent, fragile, or broken.
B. Get to know the person
1. Their quirks.
2. Their interests.
3. Their nonverbal cues.

Transition: In getting to know the person, one then begins to build a rapport with that individual.

V. Build Rapport
A. There are several variables that affect relationships:
1. Proximity/Physical Distance.
2. Activities that benefit both people.
3. Reciprocity, or the giving and taking from both sides.
4. Choice, choosing who you spend time with, how often, and what you do together.
• Specifically, with people with autism, it is essential to give options that offer a
sense of control for the person.
5. Motivation to get to know each other.
B. Moments when a person experiences overstimulation, aggression, or a trigger, defining
opportunities take place that make or break rapport.
• If you “judge” them or take action personally, the individual may not feel safe with you
and also may have lost trust in you.
• Love the person unconditionally.
• I was punched, bitten, and kicked by a client when working with CTA Community
Supports. The first time, I took it personally and the person knew I was scared of them
and he took advantage of it. It took several months to adapt to his behavior and follow
through with the diagnosed actions. Now we are very close and we both love, trust, and
respect one another.
• Be Patient.
 • Redirect/Distract.
C. The rapport isn’t “set-in-stone,” it is susceptible to change.
D. Have fun with them!

Transition: As you build rapport with people with Autism, is important to try to stay consistent.

VI. Be Consistent
A. Predictability is very important for those with Autism to feel secure.
1. When they feel insecure, this is when the negative behaviors come out.
B. Uphold any routines that they may have.
1. They have a rigid need for sameness in their environment.
C. Prepare the individual for any foreseeable changes so they can know what to expect.
1. This may prevent any unwanted behavior.
2. Predict and prepare for any unwanted behavior ahead of time.

Transition: Consistency is huge in achieving pleasant overall conversation with the person with
Autism.

Conclusion

VII. Anyone can have meaningful and effective interactions with the people around them who
have Autism.
A. Researching helps to better understand them.
B. Respect them as any other person.
C. Building rapport with them helps establish the connection.
D. Being consistent will make them feel more secure.

VIII. Not only can we feel more comfortable talking to people with Autism, but we can make
them feel more comfortable while improving their quality of life. Helen Keller said, “The heaviest
burdens of disability arise from personal interaction and not from the impairment itself.”

References:

American Academy of Family Physicians. (2018, July 6). Supporting Your Child With Autism.
Retrieved July 21, 2018, from
http://online.statref.com.libprox1.slcc.edu/Document.aspx?docAddress=ARkRZrPyZDDD
ipgrqvuEwg!!

Farmer, Lesley (n.d.). Library Services for Youth with ASD Pt. 1: Getting to Know and Interact
with Youth who have ASD. Speech. Retrieved July 21, 2018, from
https://www.slideshare.net/mobile/ALATechSource/serving-children-with-autism-
spectrum-disorder-part-1

Merck Sharp & Dohme Corp., & Sulkes, S. B. (2018, March 6). Autism and Spectrum Disorders
(J. L. Kaplan & R. S. Porter, Eds.). Retrieved July 21, 2018, from
http://online.statref.com.libprox1.slcc.edu/Document.aspx?docAddress=LwKmuSkB0ZlK
aC-w5ycPkQ!!
Teen Locked in Autistic Body Finds Inner Voice [Advertisement]. (2009, August 6). Retrieved
July 21, 2018, from
https://abcnews.go.com/2020/MindMoodNews/story?id=8258204&page=1

Utah Association of Community Services. (2015, May). SOAR: Support, Options, Actions for
Respect. Lecture presented at SOAR Training in Murray, Utah.
Training for CTA Community Supports employment.