1.1

SESSION 1 Understanding ASD 1.2

TIME OUT FOR PARENTS AIMS TO: increase your understanding of ASD identify suitable interventions and therapies for your child work out the best ways to manage challenging behaviour provide the tools needed to better support your child 1.3

SESSION PLAN What is ASD? Interventions and therapies Sensory difficulties Reflection Focus for the week 1.4

WHAT IS ASD? Autism is a lifelong developmental disorder that affects the way a person communicates and relates to people around them. 1.5

DIFFERING AND DUAL DIAGNOSES Autism spectrum disorder Pervasive developmental disorder Autism High functioning autism Asperger syndrome Dyspraxia Sensory processing disorder Communication disorder ADHD 1.6

HISTORY OF AUTISM The development disorder that is now called autism was first described by doctors in 1943 1.7

SOME STATS 1 in 100 people diagnosed 1 in 5 children excluded from school Affects 133,500 under 18’s 1.8

EVERY CHILD WITH ASD IS DIFFERENT 1.9

Known as the ‘triad of impairments’ 3 FEATURES OF ASD Communication Social interaction Imagination 1.10 Known as the ‘triad of impairments’

WHERE OTHERS SEE PROBLEMS WE MAY SEE POTENTIAL! 1.11

OTHER FEATURES Sensory issues Love of routines Repetitive activities Special interests Anxiety 1.12

PEOPLE’S RESPONSE TO ASD 1.13

PERSONAL PORTFOLIO 1.14

BREAK 1.15

WHAT CAUSES ASD? 1.16

NOTHING TO DO WITH POOR PARENTING? 1.17

NEUROLOGICAL AND GENETIC 1.18

“Accept difference, not indifference.” The National Autistic Society 1.19

INTERVENTIONS AND THERAPIES “There is no known ‘cure’ for autism. This does not mean, however, that nothing can be done for a person with autism. There is a growing movement among adults with autism who don't think in terms of ‘curing’ autism but, instead, of celebrating difference.” The National Autistic Society 1.20

“Autism is both a disability and a difference “Autism is both a disability and a difference. We need to find ways of alleviating the disability while respecting and valuing the difference.” Professor Simon Baron-Cohen 1.21

INTERVENTIONS AND THERAPIES Communication based therapies Behavioural techniques Special diets Sensory integration Intensive interaction Combined approaches Medication 1.22

PARENT’S CHOICE Accept the condition Work with it rather than against it Help the child feel a valued member of the family OR Make no allowances Be critical and hostile Apply more and more force 1.23

SERENITY PRAYER “God grant me the serenity to accept the things I cannot change; courage to change the things I can, and wisdom to know the difference!” Reinhold Niebuhr 1.24

SENSORY PROCESSING DIFFICULTIES What do we mean by the senses? 1.25

OTHER SENSES Vestibular system Area in the inner ear that controls our balance Proprioceptive system Sensors in our joints and muscles that tell us our body position 1.26

SENSORY SENSITIVITY They may show this by being either extra sensitive (hyper) or under sensitive (hypo) or both hyper and hypo at different times. 1.27

IDENTIFYING SENSORY DIFFICULTIES Identifying and compiling a list of your child’s sensory likes and dislikes will be a great help in understanding and managing their difficulties. 1.28

SENSORY PROCESSING DIFFERENCES Sight Hearing Touch Taste/smell Balance Body awareness 1.29

REFLECTION We have got to know each other Started to understand what ASD is Looked briefly at the ‘triad of impairments’ Considered some of the interventions We have focussed on sensory issues 1.30

FOCUS FOR THE WEEK Compile a list of your child’s sensory likes and dislikes to share with teachers and family members Draw up a list of things to avoid and things that can be used as rewards for acceptable behaviour 1.31

We will be looking at the triad of impairments NEXT WEEK We will be looking at the triad of impairments 1.32

SESSION 2 Understanding the triad of impairments 2.1

SESSION PLAN Triad of impairments Special interests Reflection Communication Social interaction Imagination Special interests Reflection Focus for the week 2.2

TRIAD OF IMPAIRMENTS Communication 2.3

TRIAD OF IMPAIRMENTS COMMUNICATION DIFFICULTIES Remember that someone on the Autistic Spectrum will always have greater difficulty in understanding what is meant, and try to make allowances for this 2.4

TRIAD OF IMPAIRMENTS COMMUNICATION PROMPTS Verbal Visual Physical Modelling Gesture 2.5

VISUAL AIDS As people with ASD think very visually, picture boards can be used to show them what’s going to happen that day and order it happens in. 2.6

TRIAD OF IMPAIRMENTS Social interaction 2.7

SOCIAL STORIES™ Social Stories™ are a series of sentences (short stories) which give very clear information about people, events and situations in the real world. 2.8

TRIAD OF IMPAIRMENTS Imagination 2.9

HELPING IMAGINATION 2.10

BREAK 2.11

SPECIAL INTERESTS About 10% of children with ASD have some special skill at a much higher level than their general ability. Examples are music, art, numerical calculations or jigsaw puzzles. 2.12

USING SPECIAL INTERESTS To improve learning As rewards To build self-esteem 2.13

REFLECTION Reviewed how everyone got on with their homework Looked in detail at the ‘triad of impairments’ Considered ways in which we can help our child in these three areas Looked at special interests and their effects for the child and carer 2.14

FOCUS FOR THE WEEK Take something from today that you have found useful, make a note in your handbook and try it at home. List your child’s behaviours that particularly concern you for us to look at in the next session. 2.15

We will be looking at ASD behaviours NEXT WEEK We will be looking at ASD behaviours 2.16

SESSION 3 Behaviours that annoy or worry 3.1

SESSION PLAN Behaviours that annoy or worry Behaviour management Anxiety Oppositional behaviour There’s always a reason Reflection 3.2

BEHAVIOURS THAT ANNOY OR WORRY 3.3

ALL BEHAVIOUR HAS A PURPOSE The reason is not always obvious Children ‘act out’ their needs and feelings It could be called a form of communication 3.4

WHY MIGHT THIS CHILD BE CRYING? 3.5

ASD BEHAVIOURS Repetitive activities Obsessive interests Inappropriate behaviours 3.6

REPETITVE BEHAVIORS Sameness and repetitive activities are a way to make life predictable and safe. This means that they may be more important at times of stress and change. 3.7

HANDLING REPETITIVE BEHAVIOUR Sometimes it is worth trying to prevent a routine from being set. For example, if you don’t always want to cook spaghetti for tea on Mondays, don’t do it twice in a row! 3.8

HANDLING REPETITIVE BEHAVIOUR What suggestions would you like to try? How will you plan to introduce these ideas? 3.9

DISCOURAGING OBSESSIVE INTERESTS Refusing access to a special interest can cause huge problems Use a clock or timer to time limit an activity Provide them with a timetable or visual explanation as to when they can return to their favourite pastime Give your child something else to do that they will enjoy while they are waiting. 3.10

INAPPROPRIATE BEHAVIOURS Slow to get dressed Inappropriate sexual behaviour Being over friendly Smearing of faeces Emotional sensitivity 3.11

PRINCIPLES OF BEHAVIOUR MANAGEMENT Routines Consistent rules Clear instructions Reward good behaviour No reward for undesirable behaviour Identify triggers Identify sensory difficulties Keep calm 3.12

WE NEED TO BE DETECTIVES! 3.13

ANXIETY Anxiety is often the reason behind ‘difficult behaviour’ in children with ASD 3.14

SIGNS OF ANXIETY Rocking Pacing Tenseness Feeling ill (tummy ache) Increased ‘twitching’ 3.15

ANXIETY Can you think why your child might be anxious in these situations? How does this relate to the things we have learned in the last two weeks? 3.16

BREAK 3.17

OPPOSITIONAL BEHAVIOUR Do you want breakfast before or after you dress? 3.18

RAGE ATTACKS 3.19

Can parents make it worse? RAGE ATTACKS Can parents make it worse? 3.20

RAGE ATTACKS How do you feel when your child gets into a rage attack? What do you find yourself doing that might be making it worse? 3.21

THERE’S ALWAYS A REASON 3.22

5 STEPS Step 1: Asks what need or problem a child is trying to solve. Step 2: Asks what acceptable ways the child might be using to solve their problem. Step 3: Suggests adults sometimes ignore acceptable or appropriate behaviour. 3.23

5 STEPS Step 4: Suggests unacceptable or difficult behaviour happens because the problem still needs solving. Step 5: Suggests that sometimes the way we respond to difficult behaviour encourages even more difficult behaviour. 3.24

WHICH STRATEGY TO USE? Some behaviours are best ignored. Some need us to step in to help remove a difficulty or anxiety. Some need more direct discipline. Wisdom is in knowing when! 3.25

REFLECTION What have you enjoyed most about the course? What is the main thing you learnt from the course? Name one hope that you have for your family’s future. 3.26

THANK YOU FOR COMING 3.27 www.careforthefamily.org.uk