1. Autism Spectrum Disorder (ASD)

2. Alright…so what’s the point? St Pat’s is an inclusive school St Pat’s is an inclusive school Associated behaviours with ASDs Associated behaviours with ASDs Behaviours need strategies Behaviours need strategies We need a whole school approach We need a whole school approach Legal aspect of inclusion Legal aspect of inclusion “Tony Shaddock Quote” “Tony Shaddock Quote”

3. Overview Session 1: What is ASD? Session 2: The Matrix (Pat Kelly not Keanu Reeves!) (Pat Kelly not Keanu Reeves!) Session 3: Strategies & Management What next? What next? Evaluation Evaluation

4. ASD is a spectrum disorder that includes Autism and Asperger’s Syndrome

5. So what do you already know? ‘Gingerbread Man’ Activity

6. The Spectrum  Autism Spectrum Disorder – sliding scale of impairments in behaviour, communication, sensory and social interaction, and cognitive functioning Asperger’s Asperger’s Autism Syndrome Atypical autism/ low functioning High Functioning High Functioning

7. What is Autism? Autism is a developmental disorder characterized by a triad of impairments: Impaired social interaction Impaired social interaction Impaired communication Impaired communication Restricted and repetitive behaviour Restricted and repetitive behaviour

9. Autism - Triad of Impairments

11. Poster boy for Asperger’s

13. What is Asperger’s Syndrome? Asperger’s Syndrome is a developmental disorder characterized by dual impairments: Impaired social interaction Impaired social interaction Restrictive and repetitive behaviours and Restrictive and repetitive behaviours andinterests There is no intellectual disability, no intellectual delay. They are often bright or gifted.

14. Do you recognise any of these qualities in students you know or have previously taught?

16. Suggested causes for ASD 1. Genetic factors Genetic vulnerability Genetic vulnerability Higher incidence in families with a history Higher incidence in families with a history of ASD Higher concordance with identical twins Higher concordance with identical twins

17. Suggested causes for ASD 2. Prenatal factors Obstetric complications Thalidomide use Brain injury Breech presentation Low apgar<5 Premature birth (<35 weeks)

18. Suggested causes for ASD? 3. Other Parental history of mental illness Parental history of mental illness Rapid and excessive growth of head size Rapid and excessive growth of head size during first year of life Link to subtle brain damage Link to subtle brain damage

19. Group ‘Treasure Hunt’ Activity

20. Behavioural Issues Anxiety, sadness, anger, stress Anxiety, sadness, anger, stress Imaginary friends Imaginary friends Unusual mannerisms Unusual mannerisms Develop different accent to that of family Develop different accent to that of family Repetitive actions such as tics, blinking Repetitive actions such as tics, blinking Motor clumsiness Motor clumsiness Organizational problems Organizational problems Poor time management skills. Poor time management skills.

21. Social Issues Seek solitude Seek solitude Prone to being teased Prone to being teased Avoid affection Avoid affection Inability to recognise social cues Inability to recognise social cues Hard to make friends Hard to make friends Clumsy with communication Clumsy with communication Literal Literal Poor eye contact Poor eye contact

22. Family Issues grief - anger, numbness, denial, guiltgrief - anger, numbness, denial, guilt IsolationIsolation Uncertainty, high stress levelUncertainty, high stress level Depression & mental health issuesDepression & mental health issues Reduced spontaneityReduced spontaneity Goals put on hold, loss of expectationsGoals put on hold, loss of expectations Decreased free timeDecreased free time EconomicsEconomics Employment issuesEmployment issues Increased parental divorceIncreased parental divorce (83% by age of 12 – then 90% live with Mum)(83% by age of 12 – then 90% live with Mum) genetic loading with more than one ASD childgenetic loading with more than one ASD child worries about future.worries about future.

23. Learning Implications Behaviour seen as naughty rather thanBehaviour seen as naughty rather thansymptomatic Lack of understandingLack of understanding Need for routine and structureNeed for routine and structure Regular supportRegular support Willingness to try new ideasWillingness to try new ideas Drawing on strengthsDrawing on strengths Visual cuesVisual cues Awareness of sensory issuesAwareness of sensory issues

24. Physical Issues Management of the environment Management of the environment Avoid known triggers Avoid known triggers Awareness of sensory issues Awareness of sensory issues Visual cues Visual cues Adapting where necessary Adapting where necessary Back up plan – designated person Back up plan – designated person Time out Time out

25. The Matrix

26. Strategies & Management Need to always consider – ‘Family School Partnership’ ‘Family School Partnership’ Open communication Open communication Agreed & familiar strategies – visual cues, structure Agreed & familiar strategies – visual cues, structure Regular support Regular support Willingness to try new ideas Willingness to try new ideas Drawing on strengths Drawing on strengths