1. Autism Spectrum Disorder Behaviour Strategies Thursday 7 th November Oaklands Schoo l

2. What is Autistic Spectrum Disorder?  People with ASD experience the world differently  Making sense of the world can be difficult  They may confuse or misinterpret things they see or hear  Desire for sameness

3. The Autistic Spectrum Triad of impairments Social Interaction Social Communication Social imagination/ flexibilty of thought

4. What is it that your child does differently? Different behaviours? Repetitive actions? Obsessions? Sensory likes or dislikes?

5. Interpreting Communication  Difficulties with language – speaking and understanding  Difficulties with interaction; social skills  Sensory sensitivities  Mindblindness  Frustration  Anxiety  Withdrawal

6. Adjust Your Communication  Reduce Your language  Encourage eye-contact  Give time to process  Use child’s name first

7. Scenario: Reducing your language~ “ Zoë I need you to sit down at the table and eat your dinner and remember to use your knife and fork” “Zoë sit” (show where you want Zoë to sit) “Zoë eat” ( model using knife and fork)

8. Adjust Your Communication  Say things in the order in which they will happen  Use ‘then’ for sequencing  Give clear, limited choices  Tell them what to do, rather than what not to do

9. Examples  First & Then cards  Choice cards  Getting dressed cards

10. Visual systems  Use of signs and symbols- Makaton, PECS, pictures, photos, signs, objects  Reward systems –immediate feedback and small, achievable steps  Use ‘finished’  Prepare for ‘change’

11. Examples:  Visual Timetables  Indicate change and talk through before hand.  I am working towards reward charts  Visual Cues – No biting, ‘Stop’ sign on cupboards  Sanctions – warning systems  Sand timers – clear visual time limit for rewards and sanctions

12. General Hints  Rewarded behaviour = repeated behaviour  What motivates may be unusual  Timing is important (rewards and sanctions)  Small, easy steps  ‘Backwards chaining’ for sequential tasks  Be consistent- Talk to school

13. What do we use in school?  Each child is different.  Communicate with your child’s class teacher.

14. Dealing with Behaviour (Anxiety/Frustration) Why? Autistic Spectrum Disorder How do I deal with a situation?  Adjust your language  Visual prompts  Be consistent  Stay calm What is your child trying to tell you?