Autism around the World Symposium Dubai 6-8 May 2010 - PowerPoint PPT Presentation

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Autism around the World Symposium Dubai 6-8 May 2010

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  1. Autism around the World Symposium Dubai 6-8 May 2010 Asperger Syndrome workshop Maggi Rigg Linda Simmons

  2. Content • The Cambian Group – introduction video • Introduction to Asperger syndrome • Educational Issues • Break • Behaviour support strategies • Friendship, Siblings, enhancing family life • Break • Nicholas - living with Asperger syndrome • Therapeutic interventions • All Cats have Asperger syndrome! • Questions

  3. Cambian video

  4. Introduction to Asperger Syndrome

  5. A little bit of history….1943 • Lack of affective/ emotional contact with other people. • Intensive insistence on sameness. • Muteness or marked abnormality of speech. • Fascination with manipulating objects. • High levels of visuo-spatial skills or rote memory in contrast to learning difficulties in other areas. • An attractive, alert intelligence appearance. • Condition present from birth or within the first 30 months of life. Leo Kanner

  6. A little bit of history…1944 • Inappropriate social approaches to others. • Intense interest in particular subjects such as railway timetables. • Good grammar and vocabulary but used for monologues, not two way conversation. • Poor motor co-ordination. • Level of ability average but often with specific learning difficulties in one or two subjects. • A marked lack of common sense. • Condition not obvious until 3 years or until children started school. Hans Asperger

  7. A little bit of history…1950 - 1960 • “Refrigerator mothers” Bruno Bettleheim

  8. A little bit of history…1980 • Children with autism exhibit, to a greater or lesser degree, a TRIAD OF IMPAIRMENTS which is the defining characteristic of Autism: • Language impairment across all areas of communication (speech, intonation, gesture, facial expression and other body language). • Rigidity and inflexibility of thought process (resistance to change, obsessional and ritualistic behaviour) • Difficulties with social empathy, rejection of normal body contact, inappropriate eye contact. Lorna Wing

  9. Overview to Asperger SyndromeGillberg 1991 • Social impairment – extreme egocentricity • Narrow interest • Compulsive need for routines & interests • Speech & language peculiarities • Non verbal communication problems • Motor clumsiness

  10. The triad of impairments… Communication difficulties Imagination difficulties Social Interaction difficulties

  11. Or is it a square of impairments…? Communication difficulties Social Interaction difficulties Sensory Integration difficulties Imagination difficulties

  12. Factors Affecting Clinical Picture • Age • Gender • Overall level of ability • Associated features • Personality and temperament • Environment • Education

  13. Possible Associated Conditions • ADD/ADHD • Dyslexia • Dyspraxia • Tourettes Syndrome • OCD • Anxiety • Depression

  14. Challenges • Accepting mistakes • Taking advice • Making & keeping friends • Managing anger & frustration • Explaining thoughts & knowing others thoughts and feelings • Avoid bullying & teasing • Written work • Demonstrating affection to family members

  15. Qualities & Strengths • Determined • Distinct sense of humour • Attention to detail • Seek truth, knowledge & perfection • Different sensory experiences • May seek & enjoy solitude • Exceptional memory • Special skills & interests • Creative V co-operative • Original in problem solving

  16. How it is for us

  17. EDUCATIONAL ISSUES FOR THE STUDENT WITH ASPERGER SYNDROMESharing Effective Practices

  18. Aspergers Syndrome Language Difficulties Rigidity & Inflexibility Poor timing/ Lack of empathy Relationship issues Triad of Impairment: • Communication • Imagination • Socialisation

  19. Other Features Often Present • Sensory stimuli • Movement and posture • Attention/Level of Activity • Eating/Drinking/Sleeping issues • Mood • Behaviour

  20. Common Classroom Issues • Language – receptive/expressive • Change • Motivation • Sensory issues • Predicting Outcomes • Distractions • Planning/following instructions

  21. Detached curiosity!

  22. Suggested Strategies to Manage Difficulties Language: • Say what you mean, mean what you say! • Check for understanding • Avoid use of metaphors • Give student time to process • Use name first to get attention

  23. Suggested Strategies to Manage Difficulties cont’d: Change • Give early warnings • Positive and clear instructions • Visual/auditory cues. Timers, timetables • Support transitions – mentor (staff or peer) • Walk through timetable

  24. Suggested Strategies to Manage Difficulties cont’d: Coping • Remembering instructions • Following the instructions • Asking for help • Sequencing and completing work • What to do next

  25. Suggested Strategies to Manage Difficulties cont’d: Motivation • Sufficient and varied work • Achievable tasks • Clear beginnings and endings • Reward achievement – use future conditional • Creative rewards

  26. Suggested Strategies to Manage Difficulties cont’d Environment • Predictable – as far as possible • Tutor time/pastoral support • Safe place/safe person • Low distraction/low noise • Identify stress triggers • Open exit policy • Seating plan – to reduce potential trouble spots

  27. Suggested Strategies to Manage Difficulties cont’d Boredom • Differentiation by effort and outcome • Clear expectations and rules • Creative use of special interests – special interest box • MIST focus – Maths, IT, Science, Tech

  28. LIKELY FAVOURITE ACTIVITIES

  29. LESS LIKELY FAVOURITE ACTIVITIES

  30. CONCLUSION – Do you have what it takes to help an ASD individual? Can you? • Understand the disorder • Work in a lone desert • Protect the student’s self-esteem • Give directions slowly, clearly and repeat • Motivate and encourage • Make adaptations • Differentiate

  31. CONCLUSION – Do you have what it takes to help an ASD individual? • Are you? • Attracted by the differences • Beyond manipulation • Exciting and stimulating in teaching style • Clear and consistent • Firm yet kind • Open and positive minded

  32. Break

  33. Behaviour Support Strategies for Young People with Asperger Syndrome

  34. Outburst Escalation Recovery Trigger Baseline Stress Model of Crisis

  35. Communication Listener Filters Filters

  36. Filters • Language • Past Experience • Tone of voice • Body Language • Environment • Special Educational needs i.e. ASD/ ADHD

  37. Self Awareness • Body Language • Tone of Voice • Language used • Facial Expression • Eye contact

  38. Self Awareness • Be aware of your own emotions • Be aware of your own expectations • Be aware of your own thoughts • Role Model • Listening Skills

  39. Strategies for speaker at Baseline/Trigger/Escalation • Traffic lights • Social Stories • Mood O’Meters • Reward charts • Check environment

  40. Strategies for speaker at baseline/Trigger/Escalation • Listen • Direct • Prompt • Teach • Time away • Appropriate use of humour

  41. Strategies for speaker at baseline/Trigger/Escalation • Be descriptive • Use Name first • Give time to process • Inform of positive/negative consequences • Provide predictable/ consistent rules & routines

  42. Strategies for Speaker at Outburst • SAFETY – remove stress/target or objects • Engage or withdraw? • Few clear words • Avoid touch

  43. Strategies for Speaker at Outburst • Don’t try to reason • Direct to 1 or 2 choices • Be visual • Give a way out • Listen

  44. Strategies for Speaker to help young person improve coping skills • Wait until calm but when s/he will remember • Don’t ignore but explore behaviour • Listen • Find strategy for feeling not behaviour • Plan (led by person guided by speaker)

  45. Strategies for Speaker to help young person improve coping skills • Role play • Planned exposure to stress • Time to process • Natural consequences for positive and negative behaviours • Be aware of learning style

  46. Strategies for the Adult Listener • Goal = get person to off load • Think about goal of your questions- vent/get specific info? • Don’t put up road blocks/argue/problem solve

  47. Strategies for the Adult Listener • Silences • Reflection & Summaries • Check your & their understanding • Encouragements i.e. “ah huh” • Identify feelings

  48. Conclusion Final words of wisdom • We may never alter the behaviour so may have to move the goal posts • Remember the 3 r’s – rules, routine, repetition • You could get your answer by asking the student direct!

  49. Friendships, Siblings & Enhancing Family Life