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Understanding ASD: Time Out for Parents

Increase your understanding of ASD, identify suitable interventions and therapies, learn to manage challenging behavior, and better support your child. Explore topics such as sensory difficulties, interventions, and social interaction.

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Understanding ASD: Time Out for Parents

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  1. SESSION 1 Understanding ASD

  2. TIME OUT FOR PARENTS AIMS TO: • Increase your understanding of ASD • Identify suitable interventions and therapies for your child • Work out the best ways to manage challenging behaviour • Provide the tools needed to better support your child

  3. SESSION PLAN • What is ASD? • Interventions and therapies • Sensory difficulties • Reflection • Focus for the week

  4. WHAT IS ASD? Autism is a lifelong developmental disorder that affects the way a person communicates and relates to people around them.

  5. DIFFERING AND DUAL DIAGNOSES • Autism spectrum disorder • Pervasive developmental disorder • Asperger syndrome • Dyspraxia • Sensory processing disorder • Communication disorder • ADHD • Pathological demand avoidance

  6. SOME STATS • 1 in 100 people diagnosed • 1 in 5 children excluded from school • Affects 147,991 under 18’s

  7. EVERY CHILD WITH ASD IS DIFFERENT

  8. FEATURES OF ASD All those with ASD have some degree of difficulty in these areas: • Sensory processing difficulties • Social communication and social interaction • Thinking differences • Restricted and repetitive behaviours and interests

  9. WHERE OTHERS SEE PROBLEMS WE MAY SEE POTENTIAL!

  10. OTHER FEATURES • Emotional sensitivity • Demand avoidance • Acute anxiety • Meltdowns

  11. BULLYING • Children with ASD are particularlyvulnerable because they: • Tend to take everything that is said to them literally • Are unsure who is being genuinely friendly and who are ‘winding them up’ • Find it hard to report an incident of bullying to teachers or parents

  12. HELPING OTHERS UNDERSTAND

  13. WHAT CAUSES ASD?

  14. NOTHING TO DO WITH POOR PARENTING?

  15. NEUROLOGICAL AND GENETIC

  16. “Accept difference, not indifference.” The National Autistic Society

  17. BREAK

  18. INTERVENTIONS AND THERAPIES “There is no known ‘cure’ for autism. This does not mean, however, that nothing can be done for a person with autism. There is a growing movement among adults with autism who don't think in terms of ‘curing’ autism but, instead, of celebrating difference.” The National Autistic Society

  19. “Autism is both a disability and a difference. We need to find ways of alleviating the disability while respecting and valuing the difference.” Professor Simon Baron-Cohen

  20. INTERVENTIONS AND THERAPIES • Communication based therapies • Behavioural techniques • Special diets • Sensory integration • Intensive interaction • Combined approaches • Medication

  21. PRINCIPLES OF BEHAVIOUR MANAGEMENT • Routines • Consistent rules • Clear instructions • Reward good behaviour • No reward for undesirable behaviour • Identify triggers • Identify sensory difficulties • Keep calm

  22. WE NEED TO BE DETECTIVES!

  23. SENSORY PROCESSING DIFFICULTIES What do we mean by the senses?

  24. OTHER SENSES Vestibular system • Area in the inner ear that controls our balance Proprioceptive system • Sensors in our joints and muscles that tell us our body position

  25. SENSORY SENSITIVITY People with ASD may show this by being either: • Overwhelmed by sensations (hypersensitive) • Craving sensations (hyposensitive)

  26. IDENTIFYING SENSORY DIFFICULTIES Identifying and compiling a list of your child’s sensory likes and dislikes will be a great help in understanding and managing their difficulties.

  27. SENSORY PROCESSING DIFFERENCES • Sight • Hearing • Touch • Taste/smell • Balance • Body awareness

  28. REFLECTION • We have got to know each other a bit. • I have explained the aims of the course. • We have started to understand what ASD is. • We have considered the features of ASD. • We have considered some of the interventions. • We have focussed on sensory issues.

  29. FOCUS FOR THE WEEK • Compile a list of your child’s sensory likes and dislikes to share with teachers and family members. • Draw up a list of things to avoid and things that can be used as rewards for acceptable behaviour.

  30. NEXT WEEK We will be looking at understanding the ASD world

  31. SESSION 2 Understanding the ASD world

  32. SESSION PLAN • Too much information • Communication • Social interaction • Thinking differences • Anxiety • Reflection • Focus for the week

  33. UNDERSTANDING THE ASD WORLD Too much information

  34. UNDERSTANDING THE ASD WORLD

  35. UNDERSTANDING THE ASD WORLD Communication

  36. UNDERSTANDING THE ASD WORLD Remember that someone on the autism spectrum will always have greater difficulty in understanding what is meant, and try to make allowances for this.

  37. UNDERSTANDING THE ASD WORLD • Verbal • Visual • Physical • Modelling • Gesture

  38. VISUAL AIDS As people with ASD think very visually, picture boards can be used to show them what’s going to happen that day and order it happens in.

  39. COMMUNICATING FEELINGS When we communicate our feelings, how much is through words and how much is through non-verbals? The words we say ̵ 7% The tone of our voice - 38% Our body language - 55%

  40. UNDERSTANDING THE ASD WORLD Social interaction

  41. SOCIAL STORIES Social stories are a series of sentences (short stories) which give very clear information about people, events and situations in the real world.

  42. BREAK

  43. UNDERSTANDING THE ASD WORLD Thinking differences

  44. DEVELOPING THEORY OF MIND SKILLS

  45. ANXIETY Anxiety is often the reason behind ‘difficult behaviour’ in children with ASD.

  46. SIGNS OF ANXIETY • Rocking • Pacing • Tenseness • Feeling ill (tummy ache) • Increased ‘twitching’ • Negative self talk e.g. “I’m no good” • Increased obsessive behaviour • Withdrawal • Anger outburst

  47. ANXIETY • Can you think why your child might be anxious in these situations? • How does this relate to the things we have learned in the last two weeks?

  48. REFLECTION • We have looked in detail at the communication difficulties, social interaction and thinking differences of children with ASD. • We have considered ways in which we can help our child in these three areas. • We have looked at anxiety and its effect on the child and carer.

  49. FOCUS FOR THE WEEK • Take something from today that you have found useful, make a note in your handbook and try it at home. • List your child’s behaviours that particularly concern you for us to look at in the next session.

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