introduction to autism rosemary e. cullain ph.d. colorado training associates inc
TRANSCRIPT
INTRODUCTION TO AUTISM
Rosemary E. Cullain Ph.D.
Colorado Training Associates Inc.
Training Topics
Characteristics and Implications of ASD
Teaching Strategies Strategies to
Improve Social Interaction
Interventions Related to Sensory Differences
Characteristics of Autism
Neurological in origin Brain Organized
Differently Differences in
social relationships Communication Repertoire of
behaviors
Paradox of Autism
ASD Learning Style
1. Predictable
2. Organized
3. Repetitive
4. One Modality
5. Visual
6. Concrete
7. Rote
8. Over Focus Attention
Neuro Typical Style
1. Flexible
2. Dynamic
3. Random
4. Multi Modalities
5. Auditory
6. Social
7. Analytical
8. Shifts Attention
Differences in These Areas
Thinking Learning Sensory
Thinking
Details versus concepts
Cause and effect Irrelevant versus
relevant Concrete versus
abstract Organization and
sequencing
Sensory
Easily over stimulatedDifficult to modulateProblems with segmentingPrefer orderly, predictable, familiar
Learning
Visual or VerbalPoor ImitatorsPrompt DependentNeed meaningful routines and strategiesNeed concept of finished
Helpful Teaching Interventions
TEACCH Model (Mesibov & Schopler)Picture Exchange Communication
(Bondy & Frost)Relationship Development Intervention
(Gustein & Sheely)SCERTS (Prizant, Weatherby, Rydell)Social Communication (Quill)
Good Interventions
Alter Environment to make world more meaningful
Based on strengthsProvide physical and visual structureProvide organization of the dayWork has beginning and end
Schedules
Individual to developmental level
Independence is goal
Student manipulates Resist over
prompting Provides visual
system to teach flexibility
Issues to Consider with Schedules
Can student match objects, pictures of words – can he read
Can student follow a sequence of activities using a visual cue
Where is the best locationWhat information is importantWhere does he mark off finished workWho sets up and makes changes
Work System
Method for presenting work in an organized systematic way.
System teaches independenceNot just work basketsHas a definite beginning and endCan have many faces
Questions Work Systems Answer
What do I have to do?
How much do I have to do?
When am I finished? What do I do next?
Sensory Implications
School environments include sensory information that is unfamiliar and different in intensity and duration
Elementary classrooms furniture visually distracting cafeteria smell noise
Middle/High School multiple passing periods Numbers of teachers, styles, expectations Noise Myriad of hallways
Strategies
Priming Preview activity Provides predictability Reduces anxiety and resulting behaviors
Working Independently Initial instruction Provides practice Adjust if necessary Access to place apart from routine environment Positive atmosphere not punishment or escape from tasks Allows for regrouping, planning, recovery
Home Base Access apart from routine environment Positive not punitive Allows person to regroup, plan, recover
Social Stories Stores from their perspective Describe social situations Relevant cues Visually descriptive less directive Addresses fears, anxiety obsessions
Strategies
Visual SupportsConcrete representationReduces ambiguityHelps anticipateOrganizes physical spaceHelps with transitionHelps to understand expectationsCan convey directions
Social Developmental Levels
Level one: Tuning In (Birth)
Emotional Attunement
Social Referencing
Excitement Sharing
Social Developmental Levels
Learning To Dance
(6 months) Learns rules, roles and
structures of experience sharing
Likes variety Synchronized actions Observing and
regulating to coordinate.
Social Developmental Levels
Level 3 Improving and Co –Creating (one year
Constant co variationFluid transitionsImprovisationCo-Creation
Social Developmental Levels
Level Four Sharing Outside Worlds (18 months)
Perception SharingPerspective TakingUnique ReactionsAdding Imagination
Social Developmental Levels
Level 5 Discovering Inside Worlds (30 mos)
Sharing IdeasEnjoying DifferencesInside and Outside WorldsPrimacy of Minds
Social Developmental Levels
Level 6 Binding Self to Others (48 mos)Unique SelfBelong to GroupsPals and PlaymatesEnduring Friendships
Social Implications for ASD
Most ASD are missing critical parts of the skills in Level 1
Need to teach those critical parts before kids are ready for groups
Must recognize their social development is different
Must remediate these needs Plan social demands around those needs Avoid friendship groups etc until at least level
5
Social Teaching Strategy L 1
Teach child to visually scan adult actions and reactions (use video)
Teach child to reference adults when uncertain or anxious
Teach visual cues that child can recognize as a sign to shift attention
Teach simple games and model excitement for the child to imitate.
Social Teaching Strategy L 2
Teach child to carry out coordinated interactions
Teach child to perform his role in a coordinated interaction
Teach child to time himself to coordinate this interaction
Teach regulation in a social interaction Teach methods to communicate to maintain
coordination in a social interaction.
Social Teaching Strategy L 3
Multi step levelCo-variation (novelty)Fluid transitionsImprovisingCo creation
Social Teaching Strategy L 4-6
Multi step involving Joint attentionPerspective TakingUnique ReactionsImagination
Sample Activities
Level One – Turn taking gamesLevel Two – Mirror GamesLevel Three – Cooperative GamesLevel Four – “Sharing” GamesLevel Five and Six - Groups
This is What we do as Parents and Teachers
The loving mother teaches her child to walk alone. She is far enough from him so that she cannot actually support him, but she holds her arms to him. She imitates his movements, and if he totters she swiftly bends as if to seize him, that the he might believe that he is not walking alone…her face beckons like a reward, an encouragement. Thus, the child walks alone with his eyes fixed on his mother’s face not on the difficulties in his way. He supports himself by the arms that do not hold him and constantly strives toward the refuge in his mother’s embrace, little suspecting that in the very same moment that he is emphasizing his need of her he is proving that he can do without her, because he is walking alone. (Kierkegaard)