Adolescents with Autism

Courtesy of CMIS for Maine

Welcome

- Intro & housekeeping

- Some Definitions

- Core components of strategies

- The major areas

Working Definitions

Adolescence

• Notice their own & others bodies

• Assert themselves as choice makers

• Awareness of their differences and their disabilities

• Develop ‘higher’ level of relationships and interactions

• Increase tolerance in sensory systems

Definitions cont’d

Autism‘Traditional’ Autism – but also those diagnoses that often present similar symptoms & respond favorably to similar strategies:PDD (with or without NOS), ADD, Aspergers, Non-Verbal Learning Disorder to name a few….

Core Strategy Components

• Concrete

• Visual

• Practice and feedback in ‘safe’ settings

• Guided practice in ‘real’ settings

• Repeat

The Process

Identify the current skills,

Identify the next logical or developmental step

Teach that step until fluent

Maintain ability through regular practice

Repeat

Social – Quality Interactions

EXAMPLES

Lower Functioning Student:– Greetings include ______ (eye contact,

stopping, some communication).– Labeling 2-3 interactions– Distinguishing the times for 2-3 interactions– Recognizing the times for hi, bye, thank you

EXAMPLES Cont’d

‘Mid-Range’ of Abilities:The focus and teaching is very different:• Facilitate conversations with typical peers

– model talking to and enjoying the child with special needs – this makes it easier for the other students to join in…

• Watch what typical children are doing and saying, use these to teach interactions

• ‘Reverse’ mainstream

EXAMPLES Cont’d

High functioning students:

Understanding the need for ‘social smarts’

How to read the environment for cues about the ‘rules’ that are in place –

facial expressions

body language

watching the others

Other Social Aspects

• The expanding differences – in interests, in abilities and in academics.

• Relationships & Friendships – Different definitions, different expectations – some proactive ideas and some preventative measures.

Medical

Medication Efficacy:

• Data is your friend….

• Samples

• General guidelines– Wait until you really know the effect– One change at a time– Clinicians that include home and school info

Hormones

Hormones: create extreme changes in comfort, in physical patterns, and are related to more and more body systems.

Recognize, Respond, Resume, (& Reward)

Sexual Issues

Self-Stimulation and Masturbation

- Recognize the difference.

- Plan a response – with the entire team.- Private and Public- Responsibilities and expectations- Clothing and activities can make a huge

difference

Sexuality

• Attractions and expressing interest– Limits – Acceptable alternatives

• Orientation and exploration

• Touching and being touched

Behavioral Patterns

• Undergo changes related to the physical and chemical aspects of adolescence – with typical and with disabled students.

• Studies report lessened intensity of behavioral excesses as people physically mature.

• The identifying features of autism also undergo a decrease in intensity although they remain observable.

Preoccupations & Stereotypy

• These are some of the most difficult behaviors to change.

• The key is to find a compromise – a form that can meet the person’s needs but not stigmatize.

• A strong preoccupation can lead to an expert or a career if limits are learned!

Questions & Notes

THANK YOU