Helping individuals on the Autism Spectrum Manage Behaviour: Workshop Prof Rita Jordan PhD OBE Emeritus Professor in Autism Studies University of Birmingham Autism NI Day Conference Ballemena, 5 April 2011

Reasons for challenging behaviour in ASD biology –epilepsy –perception/ sensory disturbance –sensory ‘deprivation’ –reactions to pain lack of communication skills lack of self-awareness adaptation to the environment

Background Factors Diet –peptide theory –effects of diets Sleep –chronic deprivation –melatonin Exercise –daily aerobic

Sensory effects problems with sensory integration reasons for challenging behaviour ‘sensory seeking’ vs ‘sensory avoiding’ transactional relationship with anxiety –low arousal teaching self-stimulatory behaviours co-morbid with ASD?

Social Cognition: difficulties in understanding mental states pragmatic difficulties difficult to predict the behaviour of others need to theorise about mind –use non-dedicated cognitive systems –grammar can help –depends on overall cognitive processing and time excluded from a culture constant level of stress

A Positive Approach move away from aversives understand meaning and function need positive alternative –not inhibition –teaching consequences structured setting accept phobias etc..

Be Aware too many staff create problems teach coping strategies and rehearse choice needs to be structured & informed language can be misleading exposure does not equal experience literal interpretation & no common sense

Strategies to Cope: problem-focused –focuses on problem & seeks active solution e.g. identify circumstances of bullying & avoid emotion focused –healthy self-esteem, sense of humour, positive outlook gives child power to cope social focused –seek security from ‘safe’ others, ‘buddies’

Changing Behaviour difficult to inhibit actions change the environment prevent the response & train alternative develop self control (supports) ASD based functional analysis teach adaptive behaviours plan - do - reflect

Functional Analysis Settings –‘last straw’ not always ‘trigger’ –whole child (inc. skills) & whole school approach –parent collaboration Behaviour –accurate –frequency –duration –intensity Results

Making it worse transactional nature of autism –frustration & deskilling of carers literal reading of behaviour fear short-term success –‘punishment’ may be a reward –predictability is paramount

Teaching Consequences less able - single track more able - –railway - no turns –2 clear termini with no connections –choice point emphasised Moment of choice Problem Taught alternative

Managing behaviour predict & reflect to avoid challenges teach with structure & predictability help to recognise signs of being stressed provide ‘escape’ opportunities train panic responses regular aerobic exercise and clear signals provide alternatives teach consequences

Things to do build understanding of self & emotions reduce stress - including sensory issues teach problem solving teach choice & responsibility facilitate relationships through interests teach relaxation & ‘recovery’ build realistic self confidence –praise effort not success teach & engineer communication