Family Training By Meegan Winters

“Every person with Autism is an individual, and like all individuals, has a unique personality and combination of characteristics” -Autism Society of America

Definition of Autism According to the American Psychiatric Association, Autism is characterized by a triad of impairments in the areas of socialization, communication, and ritualistic behavior

Social Interactions

A person with Autism usually has problems interacting with people in the following ways: May avoid or lack eye contact May not imitate others May not point or use other hand gestures May prefer to be alone May not understand social cues

Communication

A person with Autism will usually have problems communicating, such as: May not speak at all May be severely language delayed May have unusual or odd speech patterns (repeat words or phrases heard by others, i.e. tv or videos) May be unable to initiate or engage in a conversation May be unable to use their imagination during play, i.e pretending a banana is a phone

Behaviors

An individual with Autism may show restricted, repetitive, or ritualistic behaviors, interests, and activities, for example: May be preoccupied with a narrow range of interests (i.e dinosaurs, astronomy, trains, or roller coasters) May insist on sameness (i.e prefer certain clothing or eat only certain foods) May line up their toys or objects May flap their hands, or make hand and body gestures May rock themselves May be self-injurious (i.e head banding) May anger easily or show aggression May be resistant to change May become angry or upset if their daily routine changes in any way May focus on only a small part of a toy or object

“Children do not outgrow Autism, but symptoms may lessen as the child develops and receives treatment”

Why the Lyle Torrant Center? Small class sizes Highly structured classrooms On site therapies (OT, PT, Speech) Teachers trained in ASD intervention techniques (PECS, TEACCH) On site sensory integration rooms

Intervention Techniques TEACCH (Treatment and Education of Autistic and Communication handicapped Children) PECS (Picture Exchange Communication System) Visual Supports

TEACCH

What is TEACCH? The long-term goals of the TEACCH approach are both skill development and fulfillment of fundamental human needs such as dignity, engagement in productive and personally meaningful activities, and feelings of security, self-efficacy, and self-confidence.  To accomplish these goals, TEACCH developed the intervention approach called “Structured Teaching.”  

The principles of Structured Teaching include: Understanding the culture of autism. Developing an individualized person- and family-centered plan for each client or student, rather than using a standard curriculum. Structuring the physical environment. Using visual supports to make the sequence of daily activities predictable and understandable . Using visual supports to make individual tasks understandable

How do we use TEACCH? Structured classroom environment (separated areas within the class for specific purposes) Individualized teaching at the Teacher Table (1 on 1 teaching) Independent skills practiced in individual Work Stations. Visual Supports used throughout the school and classrooms.

PECS

PECS Teaches functional communication that is immediately useful Is appropriate for anyone having difficulty using speech Is augmentative or alternative Does not disregard speech

PECS Functions Requests: direct reinforcement Comments: social reinforcement Spontaneous vs. responsive

Phases of PECS Phase 1-Teaaches Students to initiate communication by exchanging a single picture for a desired item Phase 2-Teaches students to be persistent communicators-actively seek out pictures to make a request. Phase 3-Teaches students to discriminate pictures and select the picture that represents the item.

Phases of PECS (cont’d) Phase 4-Teaches students to use sentence structure to make a request in the form of “I want _____.” Phase 5-Teaches students to respond to a question “What do you want?” Phase 6-Teaches students to comment about things in their environment both spontaneously and in question form.

How do we use PECS? PECS is a technique used during many Speech therapy sessions. PECS is used during meal and play times within the classroom. PECS can be sent home for parents to use with their child. Each student has their own book and set of pictures to make requests and comments.

Visual Supports

Visual Supports Visual Schedules

How we use Visual Supports Daily Visual schedule Visuals for communication (PECS) Visuals for skill development Visuals for reinforcements and behavior modification

For more Information (Sources) Autism Spectrum Disorders by Amy M. Wetherby and Barry M. Prizant   Do-Watch-Listen-Say by Kathleen Ann Quill www.pecs.com www.teacch.com www.autism-society.org www.child-parent-café.com www.cenmi.org/Portals/4/Documents/Tutorials/VisualSupports.pps