Working with Scouts with Autism-Spectrum Disorders

1. Working with Scouts with Autism-Spectrum Disorders Presented by Roger B. Tate

2. Scouts with Disabilities • General Principles • Mainstreaming • Specialized Units • Cub Scout Advancement • Boy Scout/Venturer Advancement

3. OUTLINE • Motivation – Why do we care? • What are Autism-Spectrum Disorders? • What makes ASD boys different? • Working with Families of ASD boys • Working with ASD boys • Wrap-up

4. Why I Am Here

5. Motivation • 2007 CDC Statistics – 1 in 150 kids have an ASD • 4 out of 5 of these are boys (1 in 94) • ASD boys get steered toward Scouting by helping professionals • Scouting an ideal extracurricular for ASD boys • About 1 in 25 Scouts has an ASD* • Every Scouter works with these boys

6. AUTISM • AUTO (SELF) ISM – name invented by Dr. Kanner in the 1940s • Initially used to describe what would now be called “low functioning Autism” • Disconnected from other people • Not responsive to other people • Trapped in their Own Little World

7. Autism Spectrum • Now recognize that “classic” Autism represents the most extreme cases of a much broader group of disorders • Milder Forms • High Functioning Autism • Asperger Syndrome • Pervasive Development Disorder • Typically diagnosed around 3rd grade in boys and 5th grade in girls

8. Disorder • An odd behavior pattern becomes a disorder when it impairs your ability to function in mainstream society

9. IMPORTANT POINT • ASDs are physiological • They are not caused by bad parenting • Not “curable” but teachable • Early diagnosis and intervention dramatically improves the outcome for a person with an ASD

10. (They are not all alike) What Makes ASD Boys Different?

11. Transitions • Can be preoccupied with a subject (long-term or short-term) • Strive for completion • Hard to shift to a new activity • May have repetitive rituals • ASD boys often misdiagnosed as ADD or Obsessive-Compulsive

12. Intellectual • ASD boys fall all along the intelligence spectrum • Most have normal or higher IQ • Exceptional long-term memory • Precocious use of language • Literal understanding of language

13. Physical • Poor motor skills • Fine Coordination • Gross Coordination • Poor Endurance • Vulnerable to sensory overload • Different awareness of surroundings

14. Social • Difficulty picking up on social cues (nonverbal communication) • Social aspect of language (tone of voice, bluntness) • Peculiar speech patterns • Socially and emotionally inappropriate behavior (touching, personal space, injustice)

15. How Scouting Appeals to ASD Boys  • Doesn’t require the “situational awareness” of team sports • Good motor skills not necessary • Encourages diverse exploration of the world • Provides a variety of social environments • Self-paced advancement

16. Working with the Family • Recognize their dreams for their boy • Independent adult living • Loving relationships • Employability

17. Communication with Parents • Diagnosed vs. undiagnosed situations • Degree of openness regarding the disorder • Debrief the parents to learn specifics for that boy • Discuss what other adults and other Scouts need to know • Give parents feedback on his successes not just his challenges

18. Working with the Scout • Give direct instruction in how to behave in social situations (with repetition) • Explain why • Seek eye contact but don’t demand it • Don’t confuse lashing out as meanness • Don’t confuse distraction as laziness • Encourage them to try but be ready to back off • Praise and reward efforts

19. Scout Meetings • Foreshadow transitions between activities • Use social stories build empathy in all your scouts (Scoutmaster Minute) • Consider adapting advancement requirements • Be aware of the sensory environment of your meetings • Beware of rapid-fire instruction • Involve parents in scout meetings if needed  

20. Q&A/Discussion Time

21. Conclusion When you get frazzled, look to the middle of the Scout Law for guidance” A Scout is “…Loyal, Helpful, Friendly, Courteous, Kind ….”