Adults with Autism Spectrum Disorder: Identifying Support Needs and Initiating Effective Strategies Part One Chris Filler Program Director Lifespan Transitions Center Evant January 6, :30PM – 4:00 PM

A Hopeful Agenda Registration 12:30 – 1:00 Welcome, Introductions, Who Is Here? 1:00 – 1:10 CHARACTERISTICS of ASD 1:10 – 2:00 Quick Review, Introduce a Tool, Try it! STRATEGY IDEAS 2:00 – 3:00 Focus on Communication and Sensory CREATING PLANS with SART 3:00 – 4:00 How to organize supports and strategies We will take a short break somewhere midway through the afternoon. However, if you need to get up at another time, please quietly feel free to take care of your own needs.

Expectations The expectations of community living, learning, and working are changing. ALL people with developmental disabilities are expected to be provided real opportunities to be part of their communities This means we must prepare community environments, build on individual strengths and interests, and provide customized and effective supports. For individuals with ASD, this can take special planning and skill.

Can be Complicated by Co-Occurring Disorders in some people DSM-V 1.Persistent social-communication impairment 2.Restricted and repetitive patterns of behavior

Emotional Regulation Social Communication Cognitive Differences Sensory Restricted Patterns of Behavior/Interests ASD is a Spectrum Disorder Characteristics Challenges and Strengths Potential Opportunities and Barriers

Strong need for routine or sameness Difficulty handling transition or change Unconventional motivation Displays rituals/nonfuncti onal routines Eccentric or intense interests Strong need for closure Asks repetitive questions Restricted Behavior and Interests: Can be the foundation for success!

Spectrum of Social Profile: Preferences and Challenges Difficulty Understanding Social Communication Lacks Tact/Appears Rude Difficulty Making Friends Difficulty Maintaining Personal Space Difficulty participating, waiting Difficulty Understanding Nonverbal communication (Body Language and Facial Expressions) Differences in Eye Contact

Emotional Regulation: Indicators of Challenge Exhibits meltdowns Demonstrates unusual fear response May demonstrate self-injurious behaviors Difficulty tolerating mistakes Appears anxious, easily stressed Appears depressed/sad Easily frustrated

Cognitive Differences: Challenges Can Hide Strengths Has excellent memory for details Strong word recognition- poor comprehension Extensive knowledge in narrow area of interest Poor organizational skills Poor problem solving Difficulty generalizing skills Has attention problems Difficulty understanding the connection between behavior and resulting consequences

Communication Qualities Can Amplify Communicating Partner Mismatch Little or not speech Interprets words or conversations literally Difficulty starting, joining, and/or ending a conversation Difficulty with rules of conversation Difficulty asking for help Difficulty expressing thoughts or feelings Difficulty with humor/sarcasm Immediate or delayed echolalia

Sensory Preferences and Needs: Potential Barriers May Arise Seeks activities that provide touch/pressure Seeks activities that provide movement Responds in unusual manner to temperature Responds in unusual manner to sound Avoids activities that provide touch/pressure Avoids activities that provide movement Makes noise such as humming or singing frequently Avoids Seeks

“In My Language” View this video on youtube:

Meet Larry Bissonnette

More of Larry Documentary “ Wretches and Jabberers” (

The Point… Even if WE are unsuccessful in tapping into a person’s communication system, abilities, and thoughts…..never assume they do not exist. Our responsibility is to keep trying!

Learn to understand what you observe (or hear) about a person with ASD through the ‘lens’ of the features of autism. Support Begins with Understanding

View the person as competent, skilled, and full of potential while also facing the barriers that ASD may create.

Creating the “Right Fit”: Identifying Strengths and Needs

Uses few words. Pays attention to the environment. Bangs on table to signal a need. Wants to communicate. Initiates! Can use his ability to initiate to introduce other means to communicate. Visual? Not many concerns. Need to find motivating things that will encourage him to use a communication tool Pushes people away that get in his space. Calm times with others (watch TV, car rides) are the best. Relaxes. Opportunities do exist. Build on TV shows to establish more interaction. Use favorite programs (Nat Geo) as a way to connect. Others overreact when he pushes. Can escalate to self- abuse (hitting head). Need to create a proactive plan. Need to help communicate in another way. Wants own space. Likes the movement of rocking chair and car. Sensitive to touch. Knows what helps him. Have some ‘tool’ already that work to help his sensitivities. He can be so sensitive that he escalates before we can help. Need to find even more ways to help him meet those needs in the community.

Read About Scott. What Did You Learn About Scott’s ‘Right Fit?’

Scott’s “Right Fit”: Identifying Strengths and Needs