An Introduction to Autistic Spectrum Disorder Knowledge and Understanding

1. An Introduction to Autistic Spectrum Disorder Knowledge and Understanding

2. Aims and Objectives • To gain a basic understanding of autism • To think about how people with autism behave and see the world • To consider strategies for working with people with autism • To know who to contact for advice Manchester Joint Professional Development and Training Group

3. Introductory activities • Autism Quiz • Sensory overload activity

4. What is Autism? ‘Autism is a lifelong developmental disability that affects the way a person communicates and relates to people around them’ National Autistic Society Manchester Joint Professional Development and Training Group

5. DVD clip: A young person’s view • Ruaridh a Year 9 pupil (what is the autism spectrum p 1 of IDP)

6. Autism Spectrum Conditions Asperger Syndrome Autism Spectrum Disorder Autism Pervasive Development Disorder Childhood Autism Manchester Joint Professional Development and Training Group

7. Autistic Spectrum Disorders Means … • Difficulties with social interactions • Difficulties communicating • Difficulties with imagination and flexible thinking

8. Triad of Impairments Social Interaction Communication Imaginationand Flexible thinking

9. Activity • In 3 groups • What do we mean by.. • Communication difficulties • Social difficulties • Inflexibility/difficulties with imagination

10. Sensory sensitivities • The majority of ASD children have sensory sensitivity • Hearing • Taste • Touch • Smell • Sight

11. Sensory Sensitivity • Children can be hypersensitive • Children can be hyposensitive • Sensitivities can fluctuate throughout the day • Children can be overwhelmed by their environment as they have difficulty filtering out what is irrelevant

12. Associated difficulties • Developmental Coordination Disorder (DCD) • Attention Deficit Hyperactivity Disorder (ADHD) • Learning Disabilities • Bowel problems • Eating and drinking difficulties • Sleeping difficulties

13. The Autistic Spectrum Everyone with autism: • will have problems with social interaction, communication and imagination / flexible thinking But: • not everyone with autism looks the same or behaves the same e.g. some people with autism will be able to make eye contact better than others Manchester Joint Professional Development and Training Group

14. Individual difference • Children on the autistic spectrum are all different • Why?

15. Individual difference • Age • Gender • Temperament • Personality • Environment • Reactions of others • Previous interventions • Life experience

16. How common is ASD? • Recent national studies show a prevalence of 1 in 100 people are on the autistic spectrum • There are more boys than girls • In Manchester (2009) recent figures suggest approximately 180 children per year receive a diagnosis of ASD • This means that there are likely to be several children with ASD in every Manchester primary school • Numbers are rising – possibly due to increased awareness?

17. What causes autism? • We don’t know exactly • It is not caused by: • MMR • Parenting style • Somebody’s fault

18. What causes autism? • There is a genetic component but it is not straight forward and there is no genetic test

19. If you have a concern….. …about a child with social communication difficulties…. • Discuss with your SENCo and parents/carers • The next step is to refer to school doctor • The school doctor will make an assessment and decide whether to refer on to SCAIT

20. SCAIT (Social Communication Assessment and Intervention Teams) • In Manchester there are 3 SCAIT teams that assess for ASD. They are based within CAMHS • North – The Bridge • Central – Winnicott Centre • South – Carol Kendrick Centre

21. SCAIT (Social Communication Assessment and Intervention Teams) • SCAITs consist of a child psychiatrist, clinical psychologist, educational psychologist, mental health practitioner, specialist speech and language therapist and consultant community paediatricians • The SCAITs link with specialist outreach support schools

22. The top tip for working with children with autism • Put on your autism glasses! Manchester Joint Professional Development and Training Group

23. Now……………..Think about what you know aboutASD to help you understand the child Manchester Joint Professional Development and Training Group

24. Small Group task 1 • You are working with a child who has Asperger’s Syndrome. All is going well but they suddenly start to get very angry – they refuse to do what you want them to do and start flicking their fingers. WHAT MIGHT BE THE CAUSE? WHAT MIGHT YOU DO?

25. Small Group task 2 • You see a child out in the playground/in the waiting are. You notice that they are starting to show signs of anxiety and look upset . . . WHAT MIGHT BE THE CAUSE? WHAT MIGHT YOU DO?

26. Adjustment to practice Creating an autism friendly environment: Making reasonable adjustments

27. Whole School Issues 1 • School has a positive behaviour management policy with clear guidelines to eliminate bullying • All staff are aware of pupils who may need additional support • A key member of staff acts as mentor for the pupil, co-ordinates interventions and links with parents/staff

28. Whole School Issues 2 • Pupil has access to a place of safety at playtime, lunchtime or when they are angry/distressed • Break times are structured • Timetables adapted as necessary e.g. assembly, PE, homework • A system is in place for changes in routine and transitions • Regular liaison with parents and professionals

29. Classroom Considerations 1 • Ensure there is a written or visual structure to lessons • Provide clear rules and work routines • tasks are analysed and pupil given written or visual checklists or a set task to do • Uncluttered work space and areas with minimal distraction are available • develop organisational skills by use of task lists,colour coding

30. Classroom Considerations 2 • seating position – will depend on lesson and child, examples include whole class facing front but slightly to side, large group such as assembly near key adult • presence of good role models • Opportunities for peer support and varied working e.g. paired work • Focus on independence

31. Teaching Approaches 1: Learning • Ensure pupil knows learning outcome for lesson/task • Be clear about LO for lesson and target support in relation to targeted area • make explicit links to past learning • Provide opportunities for pupil to reflect upon what they have learnt and how this relates to previous work • Provide opportunities to practice new skills in a variety of contexts (generalisation)

32. Teaching Approaches 2: Language • Child’s attention is focussed by teacher • Use specific, clear language and avoid non-literal language and idioms, jokes may need explaining! • check pupil has understood language used • Be patient - give instructions one at a time and give pupil time to respond • Use visualisation and inference training to develop comprehension skills

33. Teaching Approaches 3 : Behaviour • Use special interests of pupil to help them engage with tasks • Reward success, negotiate meaningful rewards • Use limited choices • Teach asking for/refusing help • Use defusing and redirection if the child is angry or upset • Pupils with Asperger’s Syndrome may seem rude or abrupt at times, this is not intentional deal with calmly and avoid confrontation

34. Specific strategies requiring further training • Social skills – circle of friends, buddy systems, social skills groups, feelings cards, role play • Understanding social situations – social stories, comic strip conversations (only do with support) • Recording work – taping, drawing, touch typing, ICT • Managing anxiety – use scaling activities, provide quiet time/place, time for particular interests, teach anxiety management techniques • Transition passports

35. Remember…………………. • See the positive aspects of the child • Be flexible with the curriculum • Provide consistency and predictability • Remain calm • And most of all……. Keep a sense of humour!

36. SPELL: The NAS approach S - Structure P - Positive E - Empathy L - Low arousal L - Links

37. Contacts Health Speech and Language Therapist, Community Paediatrician, Child, Psychiatry, Clinical Psychology, Health Visitor, School Nurse Education SENCo, Educational Psychologist, Support Services Social Services Disabled Children’s Team, Local Children Families and Social Care Team, MAP directory Voluntary National Autistic Society Web site: http://www.nas.org.uk (Phone: 0161 998 4667) ASGMA (Autistic Society for the Greater Manchester Area)(Phone: 0161 793 1323)

38. Useful Resources • Asperger Syndrome - T Atwood. (1998) Asperger’s Syndrome: A Guide for parents and professionals. Jessica Kingsley • Social skills - Schroeder, A ((1996) Socially Speaking. LDA - Howlin, P et al (1999)Teaching children with autism to mind- read. Wiley. - Gray, C (1994) The new Social story book. Winslow Press. • Communication - W Rinaldi (1992) The Social Use of Language Programme. Windsor/NFER - A Kelly (1996) Talkabout: A social communication skills package. Winslow Press.

39. Small Group Task 3 • How autism friendly is your working environment? • State one thing you could do to make your working environment more autism friendly