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Jay Hobbs

Autism Friendly Practice. Jay Hobbs . Summary. Education Officer, Inclusive Education ASD. Understand autism. Adjust environment. KEY ELEMENTS. Support curriculum access. Support management of anxiety. Autism in Australia.

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Jay Hobbs

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  1. Autism Friendly Practice Jay Hobbs Summary Education Officer, Inclusive Education ASD

  2. Understand autism Adjust environment KEY ELEMENTS Support curriculum access Support management of anxiety

  3. Autism in Australia • 1 in 160, Australian children aged between 6 and 12 years have Autism (Australian Advisory Board on Autism Spectrum Disorders, 2007) • Which constitutes more than the number of children with cerebral palsy, diabetes, who are deaf, or blind and have leukaemia combined.

  4. Research Indicates • In a prospective study of 1,012 children in the United States of America. Suicide ideation or attempts was found to be 28 times greater in autistic children than that of non autistic children (14% as opposed to 0.5%). • Rates of suicide ideation or attempts increased from 6% to 46% in autistic children with one to three of these comorbidity risk factors (teasing, depression, or behaviour problems). • (Gorman, Research in Autism Spectrum Disorders, 2013)

  5. … but, people with autism succeed when they: • understand and manage their strengths and weaknesses • achieve academically at school • are accepted by their peers

  6. The diagnosis The term autism is often used synonymously with ASD Autism Spectrum Disorder Low Functioning (with II) High Functioning (Asperger’s Syndrome)

  7. Characteristics of Autism Triad of Impairments (Wing, 1979)

  8. Educational Impacts Difficulties include

  9. Summary Coping – differences in the brain cause extreme sensory overload or a need for high stimulation coupled with difficulty generating new ideas for what to do in a new situation. Understanding – differences in processing information (detail focus) causes students to misread or not understand social cues. Students desperately want to have friends but don’t know how to do it. Fitting in- differences in the brain causes students to feel like they are in a foreign country negotiating a foreign language and culture.

  10. http://www.youtube.com/watch?v=4yAAOI6JUsM Understanding Autism at School Video

  11. Evidence Based Key Strategies Chill Zone (Break Space) Where in the school it happens How do you staff it? How does it work? Lunch Clubs (structured social interaction) Where in the school they happen How do you staff it? How does it work?

  12. Understanding Autism In the classroom http://www.youtube.com/watch?v=veQKDDE9C_w

  13. Key Strategies

  14. Summary

  15. Curriculum Access PlanProcess: Teacher and STIE discuss the impact of the student’s ASD on learning and together adjustments are chosen. Parents and the student (where possible) are consulted. Adjustments are recorded on a Curriculum Access Plan Adjustments are actioned.

  16. High Anxiety • Sensory Sensitivity • Communication • Behaviour

  17. The Rage Cycle RAGE RUMBLING RECOVERY Trigger

  18. Understanding AnxietyUnderstanding Meltdowns It is important for school staff to understand that a student ‘meltdown’ is an expression of being overwhelmed by the anxiety that comes with the disability. The student is not choosing poor behaviour, rather, s/he is not managing anxiety well enough.

  19. If our student does not know how to: Recognize emotions Match emotions to events Self calm Whose issue is a meltdown at school?

  20. Autism & Behaviour http://www.youtube.com/watch?v=LK5Pr9h10BY

  21. When the the rage cycle starts all opportunities for student learning are gone for some time.

  22. Triggers • The trigger refers to the context (“circumstances” or “situation” ) in which a person behaves. • The trigger is not only the specific stimulus (or event) that immediately precedes the behaviour. • It is just as important to look for triggers that support a student’s appropriate behaviours as it is to look for those that support problem behaviour.

  23. Adult Curve Use a quiet calm voice Prevent a power struggle Re-evaluate student goals Be flexible (the student cannot) Offer an alternative or clear choice Remain supportive and manage your own curve

  24. RumblingMost important stage, student has some thinking ability intact, build up to rage Behaviours Strategies • Fidgeting • Making noises • Refusing to cooperate • Increasing voice volume • Swearing • Antiseptic bouncing • Proximity control • Support from routine • Chill zone (in / out class) • Acknowledge student difficulties

  25. Rageshouting, swearing, hitting, out of control neurotransmitters are not working correctly, Behaviours Strategies • Explosive • Screaming • Self injury • Hitting kicking • Emotional • Destroying property • Protect the student, other students • Don’t discipline during this stage • Remove the audience • Follow a plan • Call for assistance

  26. RecoveryThe beginning of returning to baseline, Behaviours Strategies • Sleeping • Potential to return to rage • Fragile • May deny rage behaviours • Apologizing • Allow rest, relaxation • Do not re escalate the situation (not time to learn yet) • Do not make excessive demands • Support with structure

  27. Anxiety Management Teachers need to support student management of their anxiety because: • Each meltdown adds to the student’s already poor self esteem, self concept and sense of control. This combination leads to poor mental health. • Meltdowns disrupt the student’s efforts to be accepted and fit in with peers. • Meltdowns disrupt the learning of other students. • Meltdowns interrupt the student’s own learning

  28. Meeting the needs of all parties

  29. What reduces anxiety? who they are working with what the activities and motivators are for that day Predictability, so the student knows;

  30. Strategies to overcome sensory sensitivity

  31. Blutac or fabric ( e.g. felt, fur)

  32. Self-regulation

  33. Teaching Social Skills What to do story

  34. Debriefing with a student after a meltdown is a very sensitive process. This is the time for learning to occur • A useful tool to use at this time is the (Social Autopsy in the resources part of your folder) • This is a positive way of identifying the social error and teaching the student what s/he might do next time • Comments? Social Autopsy 10 min

  35. Rewarding appropriate behaviours • Must be: • Positive (not based on negative consequences) • Motivating to student (NOT I will be happy if you) • Immediate reward, token, sticker, star, puzzle piece • Successful the first few times

  36. Reward idea

  37. Reward idea

  38. Teaching Social Skills • Video Modeling with the iPad • Video Self Modeling

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