Introduction to Autism

Recap Triad of Impairment Sensory Issues

Triad of impairment Impairment of Language Impairment of social Impairment of interaction flexibility of thought and behaviour Wing and Gould 1979

Language & Communication James Language & Communication Indicates likes and dislikes with facial expression. Can indicate ‘no’. Usually responds to single words backed up with an object of reference. Takes 15 minutes processing time. Social Interaction Inflexible Thought Cannot Initiate calmly. Panics and uses harmful No problem solving skills – either withdraws behaviour. Relies on adults to give instructions or uses harmful behaviour. Settles to an about what to do. activity for a brief time. Can share an activity with an adult briefly. Uses sensory stimulation to occupy self. Cannot initiate an activity by himself.

Language & Communication Becky Language & Communication Becky has age appropriate receptive and expressive language. However, she does not pick up automatically on abstract language and needs to be taught idioms, metaphors and inference. She struggles with higher level communicative functions such as negotiation and compromise, problem solving, receiving criticism etc. Social Interaction Inflexible Thought Becky has the skills to make friends but chooses She finds it hard to problem solve not to, preferring to boss younger students about. effectively. She will become She is not surehow to behave with different aggressive, growling and snarling, which people, especially when anxious. She easily gets other children find odd & scary. into confrontations with teachers who think she is She finds change very difficult and being rude and cheeky. becomes anxious and tearful when asked to leave something unfinished

Behavioural symptoms - ASC Children and adults with autism typically have difficulties in verbal and non-verbal communication social interactions leisure or play activities Aggressive behaviours might be present

Expressive and receptive language Structured Unstructured e.g. speech body language signs gesture symbols tone of voice reading / writing objects braille routine photos etc.

More seeking and avoiding behaviours

Sensory system Seeking behaviours Avoiding behaviours PROPRIOC EPTIVE (movement) Crashes constantly onto ground Likes to squeeze objects Seeks out a lot of rough and tumble play Enjoys activities that provide heavy work such as hanging, pulling, pushing May flap hands a lot, crack knuckles, press hands together People do not generally avoid proprioceptive input as it tends to be an overall ‘organising’ or pleasing input to the sensory system

Things that help Social Skills Break down social skills Teach one at a time Most importantly to teach how to calm, how to get attention and how to ask for help If using games to teach social skills, they must be fun and must be successful

GETTING ALONG Use routines and cues : Regular structure of lesson Cue for whole class/group attention Rules around answering questions Routine for lesson closure and exit

Jack Visits during August Walk and talk around campus Checklists Safe place Buddy/mentor

John LSA 1-1 support Extra time Social skills Behavioural boundaries Reliance on routines

Things that help with behaviour Adjust the environment, e.g lighting, temperature, noise You! – clothing, pace, smells, your anxiety level, proximity etc.

Things that help with behaviour An escape strategy, e.g. ‘go’, ‘take a break’ Location where the individual sits in the room Relaxation and breathing strategies Calming plans Twiddlers and fiddlers

Common Classroom Complaints Next month: Common Classroom Complaints

Autism accredited training at Level 2 and Level 3