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WORKSHOP Autism, Physical Activity and Learning

WORKSHOP Autism, Physical Activity and Learning. Working with children, young people and adults on the autism spectrum. Learning outcomes. By the end of the workshop, participants will be: M ore informed about autism

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WORKSHOP Autism, Physical Activity and Learning

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  1. WORKSHOP Autism, Physical Activity and Learning Working with children, young people and adults on the autism spectrum

  2. Learning outcomes By the end of the workshop, participants will be: • More informed about autism • Better equipped to identify and introduce good practice for participants on the autism spectrum. • More confident on how to include participants on the autism spectrum in physical activity, including PE and sport.

  3. What is autism? • A lifelong complex developmental disability • Autism affects the way a person makes sense of the world around them • An umbrella term which includes a wide continuum of behaviours

  4. The figures • There are an estimated 700,000 children and adults with autism in the UK – true or false? • At least 1 in 100 – true or false? • Five times as many males as females are diagnosed with autism – true or false?

  5. Task In pairs/small groups, identify words/phrases that come to mind when you hear the word autism.

  6. The autism spectrum Finds group interaction stressful Non-verbal communication Hand flapping/rocking “When you have met one person on the autism spectrum…you have met one person on the autism spectrum” Good visual skills Prefers own company May not like being touched or held Refuses to let others join in Special interests or enthusiasms

  7. Key areas of difference

  8. Other common differences Problems with ‘executive function’ Anxiety and stress Special interests Single attention Co-occurring conditions Mental health issues Perfectionism

  9. The communication difficulties in ASD

  10. Task – social communication How can you support your participants? Example:be careful with your choice of language Task: How can we alter our language to be more inclusive

  11. Support understanding: use the 4 ‘S’ s • Go slow and show • Say less and stress

  12. How can you support your participants? • Be careful with your choice of language • Develop trust • Recognise, respect and value individual communication styles • Allow time to process instructions • Use names to get the individual’s attention prior to instructing • Don’t make assumptions based on their behaviours • Be consistent

  13. The Social Interactiondifficulties in ASD

  14. How can you support your participants? • Respect the individuals preference to spend time alone – safe space • Offer one to one support • Develop trust • Social stories • Comic strip conversations • Social skill groups

  15. Task – social interaction How can you support your participants? Example: respect the individuals preference to spend time alone Examine a social story board

  16. Social stories

  17. Practical • Led warm up aligned to SAoL • Considerations related to warm up

  18. Feedback from Warm-Up • Looking at SAoL – quality of PE lesson for autism

  19. Theory of Mind “It’s not just that children with autism do not understand what others are thinking and feeling but that they do not understand that they are thinking and feeling.” (Jordan, 1999)

  20. What might we notice? The child might… • tell others what to do • think they are the adult • seem ‘cheeky’ • push to the front of the line • not follow instructions for ‘everyone’ • not seek approval • not notice when you are disappointed • appear selfish

  21. Outer and inner senses (Shore 2004) sight hearing touch Vestibular (Inner ear) Balance Proprioceptive (Muscles and joints) Sense of body in space smell taste

  22. Imagination and flexibility of thought Potential differences: • Fixed routine • Attention to detail • Difficulties adapting to new surroundings/situations • Focused interests • Difficulties predicting the future and planning for upcoming events • Repetitive behaviours • Difficulties with imaginative thinking

  23. Sensory processing SENSES • auditory • visual • tactile • gustatory - taste • olfactory - smell HIDDEN SENSES • Proprioceptionknowing where our body is in space • vestibular balance mechanism We automatically process and organise sensory information by: • registering sensory information • organising and prioritising what is relevant • reacting appropriately

  24. Different responses • No concept of depth • No judgement regarding open space • No awareness of speed • Limited sense of danger • Struggle with change of direction • Hand/eye coordination • Transfer of weight • Response time • Appears clumsy • Balance/coordination • Tiptoe walking, unusual gait • Flapping/rocking • Visual and auditory sensitivity • Impact on diet and eating • Reaction to pain • Reacting to and initiating contact • Application of force • Spins

  25. The losing it line…. losing it line

  26. 24 hour picture

  27. behaviour sensory memory comprehension coping with change social communication time perception attention

  28. How skill is learned • INFORMATION received: • Internally from body/mind • Externally from instruction/demonstration MOVEMENT: Performing the action MOVEMENT ORGANISATION: Deciding what action to take • FEEDBACK: • Internally from senses • Externally from teacher/peers PERCEPTION: Making sense of the information received

  29. How skill is learned • INFORMATION received: • Internally from body/mind • Externally from instruction/demonstration MOVEMENT: Performing the action • FEEDBACK: • Externally from teacher/peers

  30. Task – sensory stimulating activities Examples of sensory stimulating activities? Example: rebound therapy

  31. STEP Space • play at floor level • reduce playing area • vary the travel distance • start from different positions • assign players to specific areas Task • play in different ways-kneel, lie – alter rules • alter scoring • try different positions or roles. • vary the speed of the object or the type of object being thrown • slow play to suit the ability of the individual players

  32. STEP Equipment • texture • colour • size or length • shape • weight People • stationary practices before introducing movement • position the player to initiate practice • familiarise players with the environment • give a team an extra player. • use a player to act as a goalkeeper.

  33. Scenario • from what you have now learned about key areas of difference, focus on a few participants with repetitive speech and struggle in large groups. • plan and deliver a sports session of your choice and adapt the session for learners of different abilities on the autism spectrum. • feedback on how you adapt/modify to offer an enjoyable and productive session for all learners.

  34. Resources • http://www.maudesport.com/ - adapted inclusive equipment • http://www.autism.org.uk/describingautism - language and terminology • www.cheapdisabilityaids.co.uk-sensory toys

  35. Active for Autism The National Autistic Society has developed a number of training courses offering more in depth autism awareness content for sport & physical activity leaders, teachers & teaching assistants. www.autism.org.uk/active Active@nas.org.uk Available as: • Online module • Full day course including theory & practical • Half day course including theory & practical https://vimeo.com/105160744

  36. Questions? • Thank you admin@scottishdisability.com 0131 317 1130

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