Raising Awareness and Addressing ASD

Triad of Impairment Language and Communication Social Interaction Flexibility of Thought

Impaired Language and Communication Language - Semantic - Pragmatic - Literal Eye Contact Gesture Facial Expressions Volume Tone Speech Manner Listening and Attention 3

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

Inappropriate Behaviour to Situations Specific Behaviours:- Reprimand Warnings Adult’s anxiety No remorse Others’ upset Underlying Difficulties:- Receptive language limitations Sensory – pain experiences abnormal Inconsistent memory retrieval Does not understand relationship between behaviour and consequences

Inappropriate Behaviour to Situations Specific Behaviours No response to: - Reprimand Warnings Adult’s anxiety No remorse Others’ upset Underlying Difficulties Receptive language limitations Sensory – pain experiences abnormal Inconsistent memory retrieval Does not understand relationship between behaviour and consequences

Aggression Specific Behaviours Underlying Difficulties Pushing Hitting Spitting Throwing Underlying Difficulties Poor Social Judgement Unawareness of feelings of others Sensory misperceptions Frustration over communication limitations Not understanding how to interact appropriately 8

Poor Play Skills Specific Behaviours Cannot: - Underlying Difficulties amuse himself use toys normally play with others - breaks toys Underlying Difficulties Does not understand concept of rules Cannot organise own time Lacks understanding of symbolic or imaginary play Likes and is distracted by specific details of toys Inadequate ability to structure self Prefers repetitive activities

Tantrums Specific Behaviours Underlying Difficulties Screams without apparent cause Self-injurious Destroys toys Underlying Difficulties Unable to communicate needs Emotional inconsistency Poor understanding of the situation Strong need for closure or sameness Low frustration tolerance

Lacks initiative Specific Behaviours Underlying Difficulties Unmotivated Waits for prompts Overly dependent Seems lazy Underlying Difficulties Unable to organise behaviour Poor concept of time Does not understand future rewards Does not understand expectations

Classroom Strategies 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

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

Structure The 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.