HisKidz Ministry Training Module 2

The ABC’s: Building a Frame of Reference for Autism Spectrum Disorder

Understanding Autism Spectrum DisorderAn Overview

What is Autism Spectrum Disorder? Autism Spectrum Disorder and autism are neurological disorders that effect the normal functioning of the brain. With autism the different parts of the brain fail to work together. Autism appears to have its roots in very early brain development and the symptoms tend to emerge between 2 and three.

Signs of Autism include: repeated motions avoidance of eye contact or physical touch often accompanies delays in learning to speak People with autism often have digestive issues (food

allergies) and sleep problems Children with autism may also experience either

poor large motor and small motor skills

Helping Children to Face Their Fears

If a teacher or buddy

Displays fear, embarrassment or pity

If you build relationships and encourage others to see commonalities in children with disabilities

Remember that simply labeling a child’s disability does not provide information…in fact it is not a helpful or an informative statement.

The child will learn to

Learn to respond with fear, embarrassment or pity too

Then their typical peers will learn to focus on the many ways that they are alike.

Instead try to respond to what is really being asked. When appropriate, urge children to ask their questions directly to the child with the disability. Say, “Maybe Johnny would like to tell you himself.”

How Does Autism Affect the Brain?

Physical: Autism affects parts of the brain

that control emotions, communication, and body movements.

Children with autism are at greater risk of developing seizures

Children with autism can have and intellectual difficulty or can excel in visual arts which include music, art and math.

Social: • Children with autism often don’t know

who to play interactively with other children.

• They have difficulty interpreting what others are thinking and feeling

• Children with autism often don’t understand social cues, such as tone of voice or facial expressions.

• Typically lack empathy.

How Does Autism Affect Communication?

For children with Autism Spectrum Disorder, communication development happens differently and more slowly. Children with ASD have sensory challenges and may seem distracted or by environmental sounds rather than what people have to say and may only communicate in one or two word sentences or imitate whole sentences (which is called echoing).

Children with high-functioning autism may have fewer issues with communication and may develop and extensive vocabulary. Because social interaction is more than the ability to use words, the child with ASD has difficulty to use body language, facial expressions, eye gaze and tone of voice as cues to what people are thinking or feelings.

Some non-verbal children may use icons to help them communicate.A Buddy can also use icons to help communicate a lesson or to help a child resistant to schedule changes by utilizing icons or use icons on a iPad. Buddies can use icons to share bible stories with a student.

How to Distinguish Between Poor Behavior and Behavior As Communication

Behavior is CommunicationContrary to what most of us think when a child is behaving poorly is that they are choosing to be naughty however it is important to know that poor behavior does not always reflect the state of a child’s heart or even sin. When children are misbehaving, researchers have found that they are nearly always trying to communicate a need for one of the following:

• A tangible object: since communication may not be strong, a child responds out of frustration which may look and feel like a temper tantrum.

• A physical or sensory need: A child may have a physical need or the desire for a certain sensory sensation but not able to differentiate what is causing him the discomfort or how to calm himself. Many children with special needs have a genuine physical need for sensory input like jumping on a mini-trampoline or pulling/pushing a heavy box across the floor. For another child, he may need to receive sensory input by wearing a weighted vest. When a child’s need fails to be met, undesirable behavior may surface. As a buddy you will soon be able to recognize your student’s unique responses to the environment and what calms him/her.

The 4 R’s of Behavior Management

REQUEST a child to stop disruptive or harmful behavior. Give children the freedom to fidget; as a buddy, pause, observe and then pick your battles.

REDIRECT misbehaving children. Ask the child a question on an unrelated subject to break the focus or the conflict. Then provide the child an alternative such as a fidget toy. If behavior continues, move the child to the structured HisKidz environment for a more interactive or calming environment.

REMOVE OBSTACLES and recognize the underlying cause. If a child is tired, suggest a chill-out time on a beanbag chair. If the child is hungry, provide a snack. If a certain toy or

object is causing conflict, remove that toy out of eyesight for everyone. RESPONSIBILITY FOR ESCALATING BEHAVIOR challenges ALWAYS require input

from the HisKidz Ministry Leaders especially if consequences to behavior are required. We are fortunate at Venture to have leaders with experience in special

education as part of our HisKidz leadership team. Whenever you have a question about a particular situation or approach don’t hesitate to ask.

What To Do When A Child is Agitated or Overstimulated

An Agitated Student Get on child’s level.Stay calm, talk them through what is going on.Use simple language.Let them know what is expected using First, then language: “First we are going to listen to the story, then we are going to have a snack.”Have student repeat back the statement if they are verbal.Give the student a choice as part of the solution “You can choose the red chair or the cushion for story time.”

An Overstimulated StudentTake note of factors when student is agitated.Give the student warnings ahead of time: “2 minutes left for this activity”Give student the chance to acclimate/cool down ahead of time (remove from activity ahead of others.)

What To Do When a Child Has a Large Group Challenge

A Large Group ChallengeWhen a Student appears upset, hands over ears, squinting eyes = sensory overload

Look for the trigger(s): overcrowded room, lights, noise, smellTry moving student to another part of room. E.g. a nearby volunteer might have on irritating perfume.

Provide a sensory toy such as a squish toy or fidget. This gives them something to focus their energy on.

Check the child’s buddy clipboard to see if there is information on what comforts your student (i.e.: some students may need a pressure vest to help them relax, others may need a fidget toy to help them cope with the sensory overload)(If necessary page parents.)

Keep noise reduction earphones on hand and provide as needed.If the student’s behavior continues to exhibit stress move student to a more controlled like the structured special needs environment or chill out room.

What to do when a child…

Puts Objects in MouthIf in a KidsZone or KidzRock classroom and snacks are offered to the class, this might be good time to pull a special snack pack for your student.(Check your students clipboard information sheet to determine if the child has food allergies

Student may need a way to “fidget” even if with hands, provide box of fidget toys

If a child puts a fidget toys or anything in his or her mouth be sure at the end of a service time to clean the items with a disinfectant cloth wipe.If continual problem, ask parents how they address it at home. Parents may have preferred chew toy that can come to church.

Is a RunnerBe prepared for fast kids who are able to unlock doors.

Recognize that some “runners” see it as a game.Don’t chase a kid who runs because it is a game, you won’t win the race.

If it isn’t a game, then they are probably trying to escape something…look for the trigger.

Create a code word for your church security team for “runner”.Church security should have a plan to cover every “escape route” and door.

It is common for runners to hide…don’t be surprised to find a student in an impossibly small cabinet (away from all stimulation).This is more likely to happen during transitions.For identified runners, have someone walk immediately beside them and hold hand.

Look for opportunities to reward student for good behavior to motivate for continued good choice.

How to deal with a Meltdown If the student is in danger of

hurting himself or others, it needs to be addressed. Meltdowns can happen at any age.

Create distance between individual having meltdown and everyone else.If possible, remove the child from the environment and take him/her to the chill out area. Check the chart for ideas for calming the child. If removing the child from the classroom is not possible, suggest a bathroom break and take everyone else away from the child with the meltdown.

Try to figure out what the trigger or core problem that caused the meltdown.When possible, remove the problem.

Recognize that you might be the trigger for the meltdown.

Call for help as soon as serious meltdown starts. You don’t want to immediately call parents if you think this can be handled. (You will tell parents at pick-up.)

If student is in danger of others, be mindful of your own safety.Talk soft, talk soft, calm.Find way to talk about something they can look forward to…snack, favorite activity, when parents will arrive.

Look for obstacles to remove, ex. diminish the lighting in the room, lower noise, offer a weighted blanket.

We have weighted vests and belts available to o help calm a child who was showing signs of meltdown.

When nothing else is working, page the parents.

Helping A Child With TransitionsWe offer a Buddy clipboard for each child in our HisKidz ministry. A buddy clipboard is a visual aid for each buddy to access during their service to a particular child. The front side will have the student’s name and information. The backside will have stickers to help facilitate transition points in the schedule.

The picture to the left is of a weekly communication sheet with information about the child.

The picture to the right is information about the lesson and any ministry announcements.

More about the Buddy Clipboard

The buddy clipboard will include an age appropriate activity sheet.

The back page of the buddy clipboard will have a place to encourage good behavior during the class time.

How To Deal With An Unengaged Student

Be a good observer of your student. An unengaged student may be doing his/her very best just to be calm him/herself.

Don’t push a student to be involved, they may still be learning.

Recognize that a student walking or playing in back of room may be annoying to teacher…but he may be learning.

Ask the student a question from time to time. You may be surprised in what he learns.

Recognize that an unengaged student may still be “getting” the Bible story.Sometimes, it is okay to invite student to participate.

Recognize opportunities to “help” student have fun, dance, etc.If student does not respond positively, leave them alone.Let the student show you what is comfortable.

What To Do When A Child Is Struggling with Peer Interaction(A Verbal Child Is Struggling To Interact With A Non-verbal Peer)

Recognize that students usually ask the adult helpers the question, not their peers (true for typical and neuro-typical).

As the leader, include the child who does not communicate verbally in the response.

Encourage the peer to ask “Yes” or “No” questions so that student can answer with head nod.

Help the verbal child recognize that their non-verbal friend communicates differently and that he is actually a very good learner.

You may want to recommend that the verbal to draw pictures to show him the icon board to help further the communications between the children.

Teach the verbal child how best to communicate with the non-verbal child as it helps him to become a better communicator. The more the non-verbal child has success the more smoothly things will go.

What to Do if A Child Has A Seizure

First radio the Volunteer Medical Team and identify location of the student and tell them that your student appears to be having a seizure. Then notify the HisKidz Staff Member.

Second, look at the clock and time the seizure.The length of time for a seizure is the most important info for medical team.(A five-minute seizure is an emergency.)

Help student to be safe, lay on ground.Do not put anything in the child’s mouth. Refer to the child’s medical information to see if there are specific instructions from the parents.

Page the parents after situation is secure.

Important Reminder: Talk to parents ahead of time, always ask about a seizure history.Some kids have many seizures are not necessarily a “big deal”.For other students, seizures are a huge deal.Get coaching from parents on how to handle.(Some parents will tell you they don’t need to be called out of service for minor seizures.)

Fill out the “Ouch Report” and turn it into the HisKidz Team Leader. Also Fill out After a seizure students will be lethargic.

Parent Communication A Sample exit ticket looks like this:

• Always look for positives to share with parents.

• REMEMBER: Parents of children with special needs are used to hearing negative comments about their child especially if related to behavior. Be careful how you share that information and are best if NOT loaded with negative report after negative report. Your relaxed and flexible attitude will have a great deal to do with how a parent receives information about their child. Venture needs to be a place of acceptance and refuge where parents know their child with special needs is loved and affirmed.

•

Find ways to communicate acceptance and non-judgment in conversations with parents. Listen actively and watch facial and body language. This will help guide you as you converse with them about their child’s experiences in class that day. It is always advised to have the HisKidz Ministry coordinator to be involved.

• A great way to share with a parent how his/her child did in class is to use the Exit Ticket. An Exit Ticket is a personalize recap of what a child learned during a single experience in the ministry setting.

Today, I learned about_____________________________________________________Today, I prayed about __________________________________________________________My favorite thing from today was_______________________________________________________