1. “Help! My Grandchild has Autism!” “How can I help?” Cherryl Warnica, BS(CD), MCD, CCC Speech Language Pathologist, Reg CASLPO #2470

2. Welcome o Who I am and Why this workshop o Introduce yourself and your connection with a child with Autism. o What do you hope to get from today?

3. Agenda/Plan Autism-explanation and overview Real Life: what can you do Please feel free to ask questions throughout

4. Autism Overview o historical facts o prevalence in society o definition of ASD

5. Historical Views of Autism o non-verbal, o self-injurious, o solitary, o blaming parent for poor attachment

6. New Views on Autism o Genetic component o hard-wired (they come this way) o brains process information differently o early intervention a key

7. Prevalence o 1:100 (higher ratio of boys than girls) o more probable to have multiple children in family tree (cousins, uncles, grandparents)

8. Clinical Diagnosis o Red flags o Play: o Language: o Social:

9. Definition of ASD o Impairment in three areas o sensory o social/emotional (play) o language

10. In a CBC article in May 2013 o Neurological condition that affects the way the brain functions o Difficulties with communication and social interaction o Unusual patterns of behaviour, activities and interests o Similar behavioural, social and communication characteristics may occur o Can vary widely in the effect on day-to-day lives

11. Play o You were right: Play is a child’s work: it’s also a precursor of language and literacy o important for fine motor development as well as social and fun o different levels of play o red flags in play

12. Language Communication gesture, words, interaction coherence Language-understanding and expresssion

13. Sensory Vision Hearing Smell Taste Touch Movement (vestibular) Body Awareness (proprioception)

14. Communication Intention & Reciprocity Engagement Regulation (Calm & Alert Shared Attention) (Milton and Ethel Harris Research Initiative)

15. Self Regulation-a calm and alert, ready to learn state. o The goal is to achieve self regulation. o someone might be over-responsive (avoids movement, messy play, eye contact, fussy about clothes) and someone might be under-responsive (low energy, doesn’t notice messy face, dirty diaper OR “on the go”, difficult to calm)

16. The Over Responsive Child might: o Avoid movement (swings, car rides, sliding) o Avoid eye contact o Avoid messy play, touching food, resist textures in play or clothing o Not like to be touched or hugged o Be sensitive to noise or lights o Not like grooming o Be difficult to console or comfort

17. The Under-Responsive Child with “low arousal” (think Eoyore) might: o tire easily or be very lethargic o move slowly o not notice when twisted clothes or dirty hands and face

18. The Under-Responsive Child who is a “sensory seeker” (think Tigger) might o have high activity level “on the go” o touch everything o smell & mouth objects o be difficult to calm

19. Activities that might help Alert, Calm and Organize o Alerting: swinging, spinning, bouncing riding wheeled toys cold water play/messy play playing musical instruments chase games

20. Calming Activities: o slow rocking or linear swinging o deep pressure o warm baths o quiet tight spaces o chewing chewy foods

21. Organizing Activities o pushing heavy things o pulling heavy items o lifting o carrying (backpacks etc) o jumping, bouncing, rolling, crawling

22. What can I do to help? awareness of sensory overloads child’s sensory system is different: what bothers them does not bother you and vice versa regulation pyramid

23. Communication Intention & Reciprocity Engagement Regulation (Calm & Alert Shared Attention)

24. What Can I do to Help o Before Communication is Engagement— o Hanen strategies such as Observe, wait, listen. Include the child’s interests and Imitate or copy the child’s actions, sounds/words.

25. Engagement is a Foundation skill o using Hanen strategies such as People Games (chase, two people action songs, airplane) o basically games without toys that are repetitive, predictable and often can include movement

26. The best predictors or communication outcomes are o the child’s ability to tune into language o respond to joint attention o imitate o gestures o play skills

27. Intention & Reciprocity lead to communication o child indicates ‘more’ o shared experience o model language “say it as he would if he could” o watch for cues o offer choices o give ‘bit by bit’

28. What can I do to help? Building Language: be specific with directions, short, clear concise give them time to process show them what you want read stories, look at books expand on what they say

29. What can I do to help? strengthening play: Hanen strategies: different levels intrude add-on Expand

30. What do I do to help? Be aware of your comments: just do it this way screen time restrictions—latest research schedules already in place use of visuals; gestures, timers, 1 st /then Examples of your children

31. What can I do help? Information on feeding bathing grooming/dressing routines visuals

32. Final thoughts: be supportive—listen, love ask for information throw out preconceptions be willing to learn as parents learn Be good to yourselves

33. Questions

34. Resources o Hanen.org (More Than Words, Talkability) o www.firstwords.fsu.edu (videoglossary) www.firstwords.fsu.edu o Building Bridge through Sensory Integration by Yack, Sutton & Acquilla