Autism Cymru Education Conference

1. Autism Cymru Education Conference Wrexham 5 July 2007

2. ‘It’s nothing that a good smack wouldn’t cure!’

3. What do we need to consider about theparents or carers? • Be sensitive to the parents’ or carers’ feelings. • Be prepared for a variety of reactions. • Give the parents or carers time to talk.

4. Always give encouragement and (truthful) positive feedback. • Explain all programmes and strategies that will be used in the setting, including any programmes suggested by outside agents (e.g. S&L therapist; EP).

5. Always give the parents or carers credit for any support or good work carried out at home. • Be a mutual support group. • Give the parents or carers contact details of relevant societies, associations etc.

6. Ask the parents or carers anything* you want to know (i.e. not the child) • Explain positive approaches for home follow-up. • Develop Play Plans with the parents or carers for use at home.

7. At reviews make sure the parents’ or carers’ views are expressed • Do they need translation/alternative communication facilities?

8. Watch out for the child who • makes inappropriate remarks or speaks at inappropriate times • laughs excessively loudly or for too long • has poor conversational skills • displays ritualistic or obsessive behaviours or habits

9. Watch out for the child who • has problems communicating through speech and/or other forms of language • displays inappropriate verbal and/or non-verbal interactions with others • finds difficulty in responding normally to social situations • withdraws from social situations

10. Watch out for the child who • displays passive behaviours and a lack of initiative or curiosity • seems oblivious of the presence of others and their needs or emotions • uses unusual intonation, bizarre language and/or ritualistic phrases such as advertisement jingles or slogans

11. Some practicalities for us as practitioners

12. At institutional level • Make sure all staff have an understanding of the difficulties and the implications for the child, their family and their daily living. • Make sure that the child is treated with respect by both staff and children.

13. At institutional level • Be aware of any possibilities of bullying, particularly in unsupervised situations. • Make sure your setting’s SEN policy is fully inclusive and addresses ASDs. (Keep reviewing it!) • Make sure you keep meticulous records – this is very important.

14. At an individual level • Check whether the child’s hearing is sound (no pun intended!). • Assess both the child’s receptive and expressive language skills, if you can.

15. In the setting • Always speak to the child in a positive way*. • Make sure you face the child when speaking.

16. In the setting • Make sure your facial expression is always relaxed and warm. • Attract the child’s attention by gently touching their shoulder * and saying their name before giving instructions, information etc. • Don’t turn away your face until you’ve finished speaking.

17. In the setting • Give instructions in small ‘bite size’ amounts, if necessary one step at a time. • Use their interests to plan their targets. • Use games and play-based activities to achieve targets.

18. In the setting • Watch for any personality clashes* – change the routine to avoid difficult situations, if necessary. • Discover the child’s preferred learning style and stick to it.

19. In the setting • Learn to use equipment, communication systems or other special facilities that the child may have. • Have a timeline or pictorial timetable on display. • Keep to the daily routine as much as possible.

20. In the setting • Keep furniture and designated areas in the same place*. • Keep the layout of apparatus the same*. • Have a quiet area always available.

21. In the setting • Have a ‘bland’ and non-stimulating work area for the child who is overwhelmed with ‘busy’ displays, bright colours etc. • Use dolls, puppets and visual aids as part of story time, circle time or group discussions. • Make labels, cards etc. with tactile materials.

22. Enjoy working with the child – both of you should be having fun as you learn! Always remember:the child is not here for the professional – the professional is here for the child.