carlibar communication centre what do you think autism is?

Carlibar Communication Centre

What do you think Autism is?

Autism - the Myths

• Autism is not… …due to parental rejection of cold, ‘refrigerator’

mothers

…due to poor parenting

…a middle class disorder …misunderstood genius (although some individuals do

have special abilities in narrow areas) …a new phenomenon (it was described as long ago as

the 18th Century)

…curable

The Autism Spectrum

Autism Severe LearningDifficulties

AutismAverage / High

AbilityAsperger’s

Moderate Learning

Difficulties

Ratio 4:1 (Males: Females)

Pervasive Developmental Disorder

Lifelong Disability

Triad of Impairment

• Language and Communication

• Social Interaction

• Flexibility of Thought

Impaired Language and Communication

• Communication Eye Contact Gesture Facial Expressions Volume Tone Speech Manner Listening and Attention

Language

Semantic

Pragmatic

Literal

Dying of Embarrassment

Going swimming in the bus

Raining

Cats

And

Dogs

55%37%

8%

Communication

-Vocal Cues

-Intonation

-Speed

-Intensity of Volume

-Things we see

-Gestures

-Facial Expressions

-Body Movement

-Objects in the Environment (context of message)

Words

Impaired Social Interaction

• Friendships

• Social Conventions

• Empathy

• Social Cues

• Body language

Impaired Social Interaction

Friendships

Difficulty playing with other children

Rules of social play – ‘The Unwritten Rules’

Lack of innate drive to be a social being 

Impaired Social Interaction

Social Conventions

Inappropriate comments and actions

Difficulty with proximity

Impaired Social Interaction

Empathy

Doesn’t recognise other people’s feelings

Expects other people to know their thoughts, experiences and feelings.

Impaired Social Interaction

Social Cues

Poor turn taking in conversations

Poor timing

Impaired Social Interaction

Body language

Misses the signals

Non-verbal communication

Impaired Flexibility

• Imagination

• Interests and Obsessions

• Routines

• Difficulty seeing another person’s point of view

Flexibility

Imagination

Pretend playFiction booksFree choice / Dead timeCreative writingDifficulty seeing another person’s point of

view

Flexibility

Interests and Obsessions

All encompassing

May not reflect culturally ‘normal’ interest 

FlexibilityRoutines

Loves repetition and rules / Hates rules to be broken

Changed routines without warning

Poor organisational skills

Additional Features

Motor Clumsiness

Sensory Sensitivity

Attention Difficulties

Dyslexic Type Difficulties

Just Naughty?

Circumstances?

Personality?

Who is this?

• Likes things to be the same

• Sometimes says rude things

• Laughs when someone is angry

• Gets the wrong idea

• Repeats what I say or do

• Appears not to hear – doesn’t answer

• Doesn’t look at me

• Reaction to touch

StructureThe person should always know:-

Where do I have to be? What am I doing? How much do I have to do? When will I know when I have finished? What will I do next?

Free choice can cause anxiety.

Things must have a beginning, middle and a clear ending.

Children respond best in a structured environment where things are organised and clearly labelled.

Give clear rules and Be consistent

Keep instruction / questions simple.

Ensure that the child understands what is required.

Use language that is clear, precise and concrete.

Always forewarn: -

Tell the person what to expect

Give plenty of notice

Do not rely on verbal communication

Put it in writing

Use written plans and timetables

Use photos, symbols and drawings

Give hand signals or picture cues to back up instructions if necessary

All children will benefit from a visual timetable

= knowing what to do and what is next reduces anxiety

Words ‘disappear’ –

symbol / pictures can be held on to.

Build in planned regular breaks

Avoid exhaustion

Allow individuals to unwind

Provide clearly defined breaks between structured activities

Recognise stressAvoid confrontation

-This is not a win / lose situation

Allow plenty of physical and personal space

-Do not crowd

Avoid overloading with information

Speak slowly - leave the nagging at home!!!

Avoid ambiguities

Teach waiting and turn-taking skills

Incidents

Try to allow a sense of calm to prevail

Only one person to deal with situation

Keep voice with an even tone and volume

After the incident:-

Review what happened with the child

Discuss with colleagues what may have triggered the problem and ways to prevent it happening again

When teaching skillsDo not assume that the child is/is not attending to you, or that he/she knows that he/she is being addressed.

Ensure you have the child's attention – begin with his/her name.

If necessary use gentle physical prompts to gain/direct attention.

Allow time for information to be processed – wait for the answer (10 seconds).

Boost the child's confidence and self-esteem with positive reinforcement when behaviours are appropriate.

Use of Support Staff

If a PSA works with a child the aim is for the child to become as independent as possible.

Should the PSA need to sit with the child at any time, have him or her seated alongside or opposite the child rather than behind.

Encourage child to listen to the teacher rather than have the PSA repeat everything to the child. The child needs to give the speaking adult full attention.

General

Avoid distraction – noise, disturbances, smells and sights.

Use the child's interests as motivators or a reinforcers.

Use of regular spells of physical activity, incorporated into the timetable, are often beneficial.

Recognise literal nature of understanding of:-

Language

Events

Avoid negatives:-

“Remember to walk” rather than “Don’t run” – encourages

positive behaviour

General cont.A child may sound extremely cheeky without meaning to.

A child may misinterpret aspects of non-verbal communication e.g. facial expressions.

Breaks can act as opportunities to practice social skills. Direct teaching can take place during these times using Support Staff.

Expectation of written output in language and maths may need to be adapted.

Taking it further…

• Asperger’s Syndrome: A Guide for Parents and Professionals. Tony Attwood. Jessica Kingsley Publishers

• Asperger Syndrome: A Practical Guide for Teachers. V. Cumine,

J. Leach, and G. Stevenson. David Fulton Publishers • Inclusion in the primary classroom. J. Beaney and P. Kershaw.

National Autistic Society

• Promoting Achievement : Children with Autistic Spectrum Disorders. East Renfrewshire’s Policy Document

• The Curious Incident of the dog in the night time. Mark Haddon. David Fickling Books.

Impaired Language and Communication

• Communication– Eye Contact– Gesture– Facial Expressions– Volume– Tone– Speech– Manner– Listening and Attention

Language

Semantic

Pragmatic

Literal

Impaired Social Interaction• Friendships

– Difficulty playing with other children– Rules of social play – ‘The Unwritten Rules’– Lack of innate drive to be a social being

 • Social Conventions

– Inappropriate comments and actions– Difficulty with proximity

• Empathy– Doesn’t recognise other people’s feelings– Expects other people to know their thoughts, experiences and feelings.

 • Social Cues

– Poor turn taking in conversations– Poor timing 

• Body language– Misses the signals– Non-verbal communication

Impaired Flexibility• Imagination

– Pretend play– Fiction books– Free choice / Dead time– Creative writing

 • Interests and Obsessions

– All encompassing– May not reflect culturally ‘normal’ interest 

• Routines – Loves repetition and rules / Hates rules to be broken– Changed routines without warning– Poor organisational skills

• Difficulty seeing another person’s point of view