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WHAT YOU NEED TO KNOW TO HAVE A COOPERATIVE AND MUTUALLY RESPECTFUL RELATIONSHIP WITH J

WHAT YOU NEED TO KNOW TO HAVE A COOPERATIVE AND MUTUALLY RESPECTFUL RELATIONSHIP WITH J. J IS AUTISTIC Her symptoms include:. Difficulty adapting to change Lack of social & communication skills Unable to see others’ point of view Insist on sameness Problem with personal boundary.

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WHAT YOU NEED TO KNOW TO HAVE A COOPERATIVE AND MUTUALLY RESPECTFUL RELATIONSHIP WITH J

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  1. WHAT YOU NEED TO KNOW TO HAVE A COOPERATIVE AND MUTUALLY RESPECTFUL RELATIONSHIP WITH J

  2. J IS AUTISTICHer symptoms include: Difficulty adapting to change Lack of social & communication skills Unable to see others’ point of view Insist on sameness Problem with personal boundary

  3. J HAS ATTENTION DEFICIT DISORDERHer symptoms include: Short attention span Impulsivity Lack of direction and organizational skills Difficulty following multi step directions Easily frustrated

  4. J IS BORDERLINE MRShe has: Poor judgment Difficulty with abstract concepts Difficulty with ambiguity Difficulty generalizing Enough intelligence to feel trapped Low self-esteem

  5. J HAS MOOD DISORDERHer difficulties include: Rapid mood swing Inability to modulate and/or process her own emotion Fixation which worsen when anxiety level is high

  6. J’S HISTORY Experience in middle school Experience in high school Disrespectful and controlling treatment Physical and verbal abuse

  7. DISABILITY + HISTORY Unprocessed anger bottled up Feeling of betrayal lead to distrust Feeling controlled lead to rebellion Mal-adaptive behavior re-enforced by reactive intervention Inconsistency lead to break down in behavioral management

  8. WHAT ELSE? J is eager to please J craves for relationship J is intuitive, she becomes reactive when she senses you are losing your cool J resents power struggle J is a visual learner

  9. J IS AUTISTIC Difficulty adapting to change • Use daily schedule to keep environment as predictable as possible Lack of social & communication skills • Model appropriate skills & practice Unable to see others’ point of view • Explain yourself Insist on sameness • Use daily schedule to give structure Problem with personal boundary • Be mindful of sharing personal information

  10. J HAS ATTENTION DEFICIT DISORDER Short attention span • Visual directive/schedule Impulsivity • Stay calm around her Lack of direction and organizational skills • Provide structure Difficulty following multi step directions • Breakdown task to small steps • Use visual directives • Give frequent praise Easily frustrated

  11. J IS BORDERLINE MR Poor judgment • Provide protection and guidance Difficulty with abstract concepts • Be concrete Difficulty with ambiguity • Be clear and specific Difficulty generalizing • Revise directives when any condition changes Knows enough to feel trapped • Allow her to make decisions when possible Low self-esteem • Give her more responsibility • Frequent verbal praise

  12. J HAS MOOD DISORDER Rapid mood swing • Set up a routine so her days are predictable Inability to modulate and/or process her own emotion • Help her name her emotion • Bring her to a reference point • Give her reassurance. Her fixation will ease as her anxiety passes Fixation is worse when anxiety level is high

  13. DISABILITY + HISTORY Unprocessed anger bottled up • Correct any misperception when opportunity arises Feeling of betrayal lead to distrust • Build trust - NO empty promises Feeling controlled lead to rebellion • Let her make decision whenever possible Mal-adaptive behavior re-enforced by reactive intervention • Do NOT react to her words/actions. Set model behavior for her Inconsistency lead to break down in behavioral management • Be consistent among all staff

  14. TAKE HOME MESSAGES • Use a daily schedule to give structure and keep the environment as predictable as possible • Let her know when you need to change the routine and why. Always follow up on what you tell her • Empower her by asking for her opinion and allowing her to make decision on minor issues • Respect her non-negotiable, especially when her anxiety level is high • Avoid power struggle • Model acceptable replacement behavior • Follow the same rules you set for her • Be consistent with the agreed upon approach among all staff

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