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
Asperger syndrome
Dyspraxia
Sensory processing disorder
Communication disorder
ADHD
Pathological demand avoidance
1.6

7. SOME STATS 1 in 100 people diagnosed
1 in 5 children excluded from school
Affects 147,991 under 18’s
1.7

8. EVERY CHILD WITH ASD IS DIFFERENT
1.8

9. FEATURES OF ASD
All those with ASD have some degree of difficulty in these areas:
Sensory processing difficulties
Social communication and social interaction
Thinking differences
Restricted and repetitive behaviours and interests
1.9

10. WHERE OTHERS SEE PROBLEMS WE MAY SEE POTENTIAL!
1.10

11. OTHER FEATURES Emotional sensitivity Demand avoidance Acute anxiety
Meltdowns
1.11

12. BULLYING Children with ASD are particularly vulnerable because they:
Tend to take everything that is said to them literally
Are unsure who is being genuinely friendly and who are ‘winding them up’
Find it hard to report an incident of bullying to teachers or parents
1.12

13. HELPING OTHERS UNDERSTAND
1.13

14. WHAT CAUSES ASD?
1.14

15. NOTHING TO DO WITH POOR PARENTING?
1.15

16. NEUROLOGICAL AND GENETIC
1.16

17. “Accept difference, not indifference.”
The National Autistic Society
1.17

18. BREAK
1.18

19. 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
1.19

20. “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
1.20

21. INTERVENTIONS AND THERAPIES
Communication based therapies
Behavioural techniques
Special diets
Sensory integration
Intensive interaction
Combined approaches
Medication
1.21a to 1.21g

22. PRINCIPLES OF BEHAVIOUR MANAGEMENT
Routines
Consistent rules
Clear instructions
Reward good behaviour
No reward for undesirable behaviour
Identify triggers
Identify sensory difficulties
Keep calm
1.22

23. WE NEED TO BE DETECTIVES!
1.23

24. SENSORY PROCESSING DIFFICULTIES
What do we mean by the senses?
1.24

25. 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
1.25

26. SENSORY SENSITIVITY People with ASD may show this by being either:
Overwhelmed by sensations (hypersensitive)
Craving sensations (hyposensitive)
1.26

27. 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.
1.27

28. SENSORY PROCESSING DIFFERENCES
Sight
Hearing
Touch
Taste/smell
Balance
Body awareness
1.28

29. REFLECTION We have got to know each other a bit.
I have explained the aims of the course.
We have started to understand what ASD is.
We have considered the features of ASD.
We have considered some of the interventions.
We have focussed on sensory issues.
1.29

30. 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.
1.30

31. We will be looking at understanding the ASD world
NEXT WEEK
We will be looking at understanding the ASD world
1.31

32. SESSION 2
Understanding the ASD world
2.1

33. SESSION PLAN Too much information Communication Social interaction
Thinking differences
Anxiety
Reflection
Focus for the week
2.2

34. UNDERSTANDING THE ASD WORLD
Too much information
2.3

35. UNDERSTANDING THE ASD WORLD
2.4

36. UNDERSTANDING THE ASD WORLD
Communication
2.5

37. UNDERSTANDING THE ASD WORLD
Remember that someone on the autism spectrum will always have greater difficulty in understanding what is meant, and try to make allowances for this.
2.6

38. UNDERSTANDING THE ASD WORLD
Verbal
Visual
Physical
Modelling
Gesture
2.7

39. 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.
2.8

40. COMMUNICATING FEELINGS
When we communicate our feelings, how much is through words and how much is through non-verbals? The words we say ̵ 7% The tone of our voice - 38% Our body language - 55%
2.9

41. UNDERSTANDING THE ASD WORLD
Social interaction
2.10

42. 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.
2.11

43. BREAK
2.12

44. UNDERSTANDING THE ASD WORLD
Thinking differences
2.13

45. DEVELOPING THEORY OF MIND SKILLS
2.14

46. ANXIETY
Anxiety is often the reason behind ‘difficult behaviour’ in children with ASD.
2.15

47. SIGNS OF ANXIETY Rocking Pacing Tenseness Feeling ill (tummy ache)
Increased ‘twitching’
Negative self talk e.g. “I’m no good”
Increased obsessive behaviour
Withdrawal
Anger outburst
2.16

48. 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?
2.17

49. REFLECTION
We have looked in detail at the communication difficulties, social interaction and thinking differences of children with ASD.
We have considered ways in which we can help our child in these three areas.
We have looked at anxiety and its effect on the child and carer.
2.18

50. 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.
2.19

51. NEXT WEEK
We will be looking at managing repetitive behaviours and restrictive and special interests
2.20

52. SESSION 3
Managing repetitive behaviours and restrictive and special interests
3.1

53. SESSION PLAN Behaviours that annoy or worry Repetitive behaviours
Restricted interests
Special interests
Self-esteem
Reflection
Focus for the week
3.2

54. BEHAVIOURS THAT ANNOY OR WORRY
3.3

55. REPETITVE BEHAVIOURS
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.
3.4

56. RESTRICTED INTERESTS AND RESISTENCE TO CHANGE
3.5

57. HANDLING CHANGE OF ROUTINE
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!
3.6

58. BREAK
3.7

59. SPECIAL INTERESTS
3.8

60. 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, maths, or spatial awareness.
3.9

61. USING SPECIAL INTERESTS
To improve learning
As rewards
To build self-esteem
3.10

62. 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.
3.11

63. SELF-ESTEEM
3.12

64. REFLECTION
We have looked in detail at restricted and repetitive behaviour and interests and special interests.
We have considered when to allow repetition and routine and when to discourage unhelpful activities.
We have looked at special interests and their effects for the child and carer.
3.13

65. FOCUS FOR THE WEEK
Take something from today that you have found useful, make a note in your handbook and try it at home.
Share with your child the things you have identified that you love about them.
3.14

66. We will be looking at understanding and managing challenging behaviour
NEXT WEEK
We will be looking at understanding and managing challenging behaviour
3.15

67. SESSION 4
Understanding and managing challenging behaviour
4.1

68. SESSION PLAN Challenging behaviours Pathological demand avoidance
Problem behaviours
Meltdowns
There is always a reason
Not all negative!
Reflection
4.2

69. CHALLENGING BEHAVIORS
All behaviour has a reason, but it’s not always obvious.
Children ‘act out’ their needs and feelings.
It could be called a form of communication.
4.3

70. WHY MIGHT THIS CHILD BE CRYING?
4.4

71. PATHOLOGICAL DEMAND AVOIDANCE
Do you want breakfast before or after you dress?
4.5

72. PATHOLOGICAL DEMAND AVOIDANCE
Resists all ordinary demands obsessively
Sudden excessive mood swings
Obsessive behaviour often focussed on real or imagined people
Finds role play/pretending comforting
4.6

73. MANAGING OPPOSITIONAL BEHAVIOUR
4.7

74. PROBLEM BEHAVIOURS Being slow to get dressed Settling to sleep Eating
Pica
Inappropriate sexual behaviour
Smearing
4.8a – 4.8f

75. BREAK
4.9

76. MELTDOWNS
4.10

77. Can parents make it worse?
MELTDOWNS
Can parents make it worse?
4.11

78. MELTDOWNS Recovery stage:
Get the child to a safe room, somewhere the child can gain control
After the attack children are often very tired and sorry
They will need support and reassurance
4.12

79. MELTDOWNS How do you feel when your child gets into a meltdown?
What do you find yourself doing that might be making it worse?
4.13

80. MELTDOWNS
4.14

81. THERE IS ALWAYS A REASON
4.15

82. 5 STEPS IN MANAGING BEHAVIOUR
What the child wants or needs
Acceptable ways to achieve the need
Our response to acceptable behaviour
Unacceptable ways to achieve the need
Our response to unacceptable behaviour
4.16

83. 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!
4.17

84. NOT ALL NEGATIVE
4.18

85. NOT ALL NEGATIVE Often our children: Are honest and truthful
Have exceptional memories
Are reliable and punctual
Will focus on a task
Are less affected by social pressures
Enjoy their own company
4.19

86. REFLECTION
We looked at behaviours that are typical of all children and looked at behaviours which are more typical of children with ASD.
We considered ways to manage ASD behaviour better, using information from previous sessions.
4.20

87. 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.
4.21

88. THANK YOU FOR COMING
4.22