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When My Autism Gets Too Big!

When My Autism Gets Too Big!. Kari Dunn Buron www.5pointscale.com. TEACCH. Some stuff we know. People with ASD seem to learn best within predictable routines People with ASD seem to be able to learn concrete and systematic information

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When My Autism Gets Too Big!

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  1. When My Autism Gets Too Big! Kari Dunn Buron www.5pointscale.com

  2. TEACCH

  3. Some stuff we know • People with ASD seem to learn best within predictable routines • People with ASD seem to be able to learn concrete and systematic information • People with ASD do not appear to attend to relevant social information • People with ASD have high levels of anxiety, particularly associated with social interactions

  4. The moresomeone understands emotions, the more he or she is able to express and control them appropriately. Tony Attwood

  5. When My Autism Gets Too Big • Based on the 5-point scale • Objective is to introduce a name for the problem as well as a calming sequence for explosive behavior • Based on ideas from Yale’s research regarding OCD in Children (How I Ran OCD off my Land)

  6. Raymond’s 5-Point Scale • 5 = screams and hits self • 4 = hands on ears and voice fluctuates up • 3 = repetitively recites statistics • 2 = hesitates (his body), may say “uh..oh” • 1 = watching TV

  7. The Incredible 5-Point Scale • Cognitive Behavioral Therapy • Breaking difficult concepts into 5 parts • A system • Make it small as a visual cue to increase chances of generalization

  8. Research studies have established that CBT is an effective treatment to change the way a person thinks about and responds to emotions such as anxiety, sadness and anger.

  9. 6th Grade Girls • 5 = illegal (“I’m hungry) • 4 = scary; she may not want to be around you (starring) • 3 = may make her a little uncomfortable (giving the face and singing) • 2 = playing a game of Sorry and talking • 1 = saying hi in the hallway and just walking on

  10. Buron

  11. Buron, Manns, Schultz and Thomas

  12. Why is this important? Stress and anxiety can play a significant role in triggering unwanted behavior and yet direct teaching of relaxation is rarely seen on the IEP or the BIP.

  13. Claire the Therapy Pup

  14. Claire supports 3 goal areas • Relationship Building • Nonverbal Social Communication • Relaxation

  15. Routines (frameworks) • Repetitive series of interactions (familiar) • Make interactions easy and successful (feeling competent) • Can add to them (shaping behavior) • Can add variety to them (increasing flexibility)

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