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The behavioural features of Sotos syndrome

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The behavioural features of Sotos syndrome

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    1. The behavioural features of Sotos syndrome Dr Joanna Saddington Northamptonshire Healthcare Trust & The University of Birmingham

    2. AUTISM The Triad of Impairments Socialisation Communication Imaginative play / flexibility

    3. Autistic-like behaviours in Sotos Syndrome Previous research has found: High levels of anxiety. Isolated personality styles. Social withdrawal. Ritualistic behaviours. Repetitive behaviours. Poor social skills. Separation anxiety.

    4. Our research Saddington, Oliver, Cole, Appleby. What is the presence of autistic features in adults with Sotos syndrome? Do they have intact theory of mind?

    5. Theory of Mind �The ability to guess at the mental states, intentions, desires, beliefs of others�

    6. Research results & update RESULTS Adults showed some characteristics of autism but not enough to suggest dual diagnosis. All adults had difficulty on a theory of mind task and showed high rates of repetitive behaviour. UPDATE Plan to interview children & their parents (under age 16 years) about what their experiences are.

    7. Clinical Observations Children with Sotos syndrome can find the following difficult:- Communication � expressing and understanding. The concept of time. Being flexible about changes in routine. Understanding when an activity / task starts & when it ends.

    8. Interventions* � Visual timetabling The aims of visual timetabling are: To provide structure. To provide order. To provide information about the start and end of activities. To provide predictability. To decrease anxiety. To aid communication. To promote independence * Professional disclaimer: Details of the following intervention acts as advice only. Not every intervention works for every child / situation. Should you need more individualised advice please contact your local Clinical Psychology Department.

    9. Examples

    10. Examples 2 My Morning Routine At School � 1. Get off school bus. Go inside school up to classroom. 2.Go to the closet. Hang up coat. Put hat on hook. 3.Take your seat. 4.Give Home Book to Angelica (homeroom teacher). 5.Give Math and Science Homework to Angelica. 6.Give Spelling, Reading or Social Studies Homework to Joan (teacher). 7.Get ready to go with class to Assembly. �

    11. How to set one up & other considerations Words, pictures, icons, combination? Will the timetable represent each task, the mornings activities / after school activities, or just steps to one activity such as getting dressed? Will a task be completed by the removal of a symbol, covering it over? Use velcro to keep symbols attached to the timetable. Be creative. Think about where the timetable will be displayed Maintain motivation - What is your child interested in? Fireman Sam, Tweenies, football. etc?

    12. Useful websites about visual timetables http://www.setbc.org/projects/vss/ http://www.autismnetwork.org/modules/environ/visualschedule/index.html http://www.spdsupport.org.uk/vistimetable.html http://www.widgit.com/resources/communication/cfe/cfe9.htm

    13. Contact details Dr Joanna Saddington Clinical Psychologist jxs332@bham.ac.uk

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