carlibar communication centre what do you think autism is?
TRANSCRIPT
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Carlibar Communication Centre
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What do you think Autism is?
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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
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The Autism Spectrum
Autism Severe LearningDifficulties
AutismAverage / High
AbilityAsperger’s
Moderate Learning
Difficulties
Ratio 4:1 (Males: Females)
Pervasive Developmental Disorder
Lifelong Disability
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Triad of Impairment
• Language and Communication
• Social Interaction
• Flexibility of Thought
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Impaired Language and Communication
• Communication Eye Contact Gesture Facial Expressions Volume Tone Speech Manner Listening and Attention
Language
Semantic
Pragmatic
Literal
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Dying of Embarrassment
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Going swimming in the bus
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Raining
Cats
And
Dogs
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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
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Impaired Social Interaction
• Friendships
• Social Conventions
• Empathy
• Social Cues
• Body language
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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
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Impaired Social Interaction
Social Conventions
Inappropriate comments and actions
Difficulty with proximity
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Impaired Social Interaction
Empathy
Doesn’t recognise other people’s feelings
Expects other people to know their thoughts, experiences and feelings.
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Impaired Social Interaction
Social Cues
Poor turn taking in conversations
Poor timing
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Impaired Social Interaction
Body language
Misses the signals
Non-verbal communication
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Impaired Flexibility
• Imagination
• Interests and Obsessions
• Routines
• Difficulty seeing another person’s point of view
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Flexibility
Imagination
Pretend playFiction booksFree choice / Dead timeCreative writingDifficulty seeing another person’s point of
view
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Flexibility
Interests and Obsessions
All encompassing
May not reflect culturally ‘normal’ interest
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FlexibilityRoutines
Loves repetition and rules / Hates rules to be broken
Changed routines without warning
Poor organisational skills
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Additional Features
Motor Clumsiness
Sensory Sensitivity
Attention Difficulties
Dyslexic Type Difficulties
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Just Naughty?
Circumstances?
Personality?
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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
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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.
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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
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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.
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Build in planned regular breaks
Avoid exhaustion
Allow individuals to unwind
Provide clearly defined breaks between structured activities
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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
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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
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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.
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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.
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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
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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.
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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.
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Impaired Language and Communication
• Communication– Eye Contact– Gesture– Facial Expressions– Volume– Tone– Speech– Manner– Listening and Attention
Language
Semantic
Pragmatic
Literal
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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
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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