Kala’s Story

(Written as part of my final report (‘my success story’) to the VSA)

May I tell you my story about Kala?

Kala is four years old and has autism. On my first visit to Kala, her parents and her sister’s house, Kala took no notice of our team, nor of anyone else. She was picking up objects and throwing them through the room, she made loud noises (she had no language yet), ran away from any adult coming near her, her father desperately trying to ‘tame’ her by grabbing her by the arm, constantly muttering, ‘sorry, sorry! No! Kala! No! Sorry, sorry!” The mother sat on a chair, clearly embarrassed and close to tears. I sat myself down on the mat, my bag of blocks and some picture cards next to me, and listened to the parents as they told me about Kala and how difficult life was with ‘a child like her’.

As I sat and listened, I tipped out my bag of wooden blocks and calmly started building a tower, saying to my colleague: “Look, what a big tower I built. It’s going to crash soon.” When it did crash, Kala stopped in her tracks and came closer to have a look. She sat down opposite me and started lining up blocks next to each other, picking all the square shaped ones, with the picture facing the top. I commented on how I liked her beautiful line of blocks and just chatted to her as she played. That first day, Kala sat and played blocks for 40 minutes in full concentration. The parents said they have never seen her focus on one single activity for this long.

This was the beginning of my beautiful journey with Kala and her family. After having a meeting with the parents and agreeing on trying a different approach, and giving them some information on autism, they asked that I keep coming every week to continue working with Kala. Over the weeks, the new approach of us adults entering into her world rather than trying to force her entering into ours, Kala changed. She got to know me and was excited to see me and my supporting colleague. She started to look out for my bag containing toys and books and stickers and puzzles, and she immediately searched for something that interested her. For a long time, I just played alongside her rather than being interactive, as she disliked interference.

But over time, there were a few ‘FIRSTS’: – Kala spoke some words – the first word was ‘CRASH!’ when we busted our block towers! – She made eye contact – She let me touch her – She allowed me to ‘interrupt’ her patterns, making a game of it – She moved across to me, sat next to me, put her hand on my knee and her drawing in my lap. Kala’s parents were extremely co-operative and eager to work with me using the same approach. When I came back from my break in January, Kala’s mother beamed: “We have a new child!”

Kala had stopped throwing objects and was a calm and happy child most of the time, doing focused play and activities. And Kala LOVES rice! The parents have just started to go back to church, taking Kala and a little bag of toys with them. She is doing fine, and people no longer look at her and label her ‘naughty child.’ When I told them I had to go back to NZ, Kala’s mum cried. It was the hardest farewell. My colleague has promised to continue the work with Kala: “I‘ve watched you and been with you every week now, Sabine, I know what to do. I will continue your good work.”