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ASD Adding to the bag of tricks


  • pg 1
									Supporting Students
    with ASD

            Presenter –
            Kari Sutton
    Advisory Visiting Teacher
   Autistic Spectrum Disorders
     Autistic Spectrum Disorders

   Autistic Spectrum Disorder
    (ASD),includes Autism and Aspergers
   It is a neuro-biological disorder
    resulting in developmental delays.
   Individuals diagnosed with autism
    display difficulties in four main areas:
       Communication
       Social interaction
       Flexible thinking and behaviour
       Processing sensory information
Four areas for intervention:

   Physical and sensory

   Language and Communication

   Social Environment

   Curricular environment
Physical and Sensory

Aim for:
 Uncluttered classroom

 Designated workspace and
 Quiet workspace

 Clear classroom boundaries
  and labels
 Use of visual schedules

 Structured work systems

 Use of equipment to assist
  in reducing stress
Language and
Aim for:
 Gaining attention first using the students

   Short and simple specific instructions

   Combining visual cues with verbal

   Giving extra time for thinking (min of 30

   Teaching the student to request help
Social environment

Aim for:
 Gathering information-don‟t assume

 Being alert to issues of bullying

 Providing an emotionally safe
  learning environment for basic social
  skills eg. group work
 Encouraging a positive view of the
  student for themselves and others.
Curricular environment
Aim for:
 Planning the day ahead of time
 Capitalising on the individual‟s
  strengths and interests
 Developing problem-solving abilities
 A focus on sequencing to develop
 Consistency and clarity to aid
 Challenging learning without
Behaviour Support
Behaviour problems can be limited by:

   Providing a structured environment
   Preparing the student for change
   Using rules positively
   Having a calm, positive and firm attitude
   Using obsessions and interests positively
   Addressing an issue/problem immediately
     How Do We See Sensory
      Processing Difficulties?
   Problems with
       Personal space – may be different in
        regard to self and others
       Low muscle tone
       Aversion to specific tastes, smells,
        textures, sounds, light eg
         o   Noise sensitivity – volume/pitch
         o   Visual sensitivity – colour, glare, flickering
         o   Touch – firm vs light
         o   Fabrics, tightness, shoes
         o   Smell – perfume, paint, cleaning agents
       Sensory Overload- shutdown or
        overactive response
Communication Issues

   Literal interpretation
   Unusual vocal quality (tone, pitch, speed)
   Using repetitive sounds,repeating a
    questions over and over or echoing back
   Limited use of gestures (eye contact,
    facial expression, body language)
   Limited ability to recognise non-verbal
    communication in others
Examples of Visual Schedules
 Checklists

 Pictoriallists
 Communication
 Calendars

 Cookbooks

 Visual behaviour
 Diaries

 Photo Albums

 Term planner

 Calenders/organisers
Social Issues

   Difficulties in:
       Initiating conversations
       Maintaining conversations
       Working in groups
       Negotiating
   Rigid pattern of conversation
   Over-attachment to peers/adults
   Imitation
   Rigid likes and dislikes
   Justice vs Equality
Social Skills Problems

   Coping with teasing
   Lack of or overuse of eye contact
   Easily manipulated/bullied/misunderstood
   Being aggressive in an attempt to join in
   Often on periphery of groups or social
   Difficulty in differentiating between familiar
    and unfamiliar people
   Over attachment to a peer
   Poor understanding of own emotions
   “Theory of Mind” delays
    Rigidity in Organisation and
   Individuals with ASD often:
       Develop strong attachments to routines,
        objects or rituals
       Become very motivated to be in control
        of situations
       Become argumentative
       Become unwilling to attempt work if
        he/she can‟t do it perfectly
       Develop rigid beliefs about acceptable
        standards in work, behaviour and
   Lack „Executive Functioning‟
Executive Functioning

    Is the skill of planning and
     completing a task from start to
     finish, while sometimes attending
     to more than one task at a time.

    Individuals with ASD often have
     information processing problems.
     This complicates their abiltity to
     identify and organise the steps,
     skills and materials need to start
     and finish a task.
        Factors for a successful
   Clear communication and
   Student has a key adult for guidance
   Positive peer support
   Success in a special interest area
   Understanding emotions
    (“Mindreading” computer program)
       Expressing emotions
       Naming emotions
       Keeping a mood diary
   Regular home/school
            The End

Thank you for your kind invitation
 to speak today.

Further contact:
 Kari Sutton

  email: ksutt9@eq.edu.au

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