1. 1.1

2. SESSION 1
Understanding ASD
1.2

3. 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

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

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

6. 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

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

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

9. EVERY CHILD WITH ASD IS DIFFERENT
1.9

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

11. WHERE OTHERS SEE PROBLEMS WE MAY SEE POTENTIAL!
1.11

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

13. PEOPLE’S RESPONSE TO ASD
1.13

14. PERSONAL PORTFOLIO
1.14

15. BREAK
1.15

16. WHAT CAUSES ASD?
1.16

17. NOTHING TO DO WITH POOR PARENTING?
1.17

18. NEUROLOGICAL AND GENETIC
1.18

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

20. 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

21. “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

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

23. 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

24. 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

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

26. 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

27. 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

28. 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

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

30. 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

31. 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

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

33. SESSION 2
Understanding the triad of impairments
2.1

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

35. TRIAD OF IMPAIRMENTS
Communication
2.3

36. 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

37. TRIAD OF IMPAIRMENTS COMMUNICATION PROMPTS
Verbal
Visual
Physical
Modelling
Gesture
2.5

38. 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

39. TRIAD OF IMPAIRMENTS
Social interaction
2.7

40. 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

41. TRIAD OF IMPAIRMENTS
Imagination
2.9

42. HELPING IMAGINATION
2.10

43. BREAK
2.11

44. 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

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

46. 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

47. 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

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

49. SESSION 3
Behaviours that annoy or worry
3.1

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

51. BEHAVIOURS THAT ANNOY OR WORRY
3.3

52. 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

53. WHY MIGHT THIS CHILD BE CRYING?
3.5

54. ASD BEHAVIOURS Repetitive activities Obsessive interests
Inappropriate behaviours
3.6

55. 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

56. 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

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

58. 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

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

60. 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

61. WE NEED TO BE DETECTIVES!
3.13

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

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

64. 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

65. BREAK
3.17

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

67. RAGE ATTACKS
3.19

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

69. 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

70. THERE’S ALWAYS A REASON
3.22

71. 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

72. 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

73. 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

74. 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

75. THANK YOU FOR COMING
3.27