Transcript WHAT YOU NEED TO KNOW TO HAVE A COOPERATIVE AND …

WHAT YOU NEED TO KNOW TO HAVE
A COOPERATIVE AND MUTUALLY
RESPECTFUL RELATIONSHIP WITH J
J IS AUTISTIC
Her symptoms include:
Difficulty adapting to change
Lack of social & communication skills
Unable to see others’ point of view
Insist on sameness
Problem with personal boundary
J HAS ATTENTION DEFICIT
DISORDER
Her symptoms include:
Short attention span
Impulsivity
Lack of direction and organizational skills
Difficulty following multi step directions
Easily frustrated
J IS BORDERLINE MR
She has:
Poor judgment
Difficulty with abstract concepts
Difficulty with ambiguity
Difficulty generalizing
Enough intelligence to feel trapped
Low self-esteem
J HAS MOOD DISORDER
Her difficulties include:
Rapid mood swing
Inability to modulate and/or process
her own emotion
Fixation which worsen when anxiety
level is high
J’S HISTORY
Experience in middle school
Experience in high school
Disrespectful and controlling treatment
Physical and verbal abuse
DISABILITY + HISTORY
Unprocessed anger bottled up
Feeling of betrayal lead to distrust
Feeling controlled lead to rebellion
Mal-adaptive behavior re-enforced by
reactive intervention
Inconsistency lead to break down in
behavioral management
WHAT ELSE?
J is eager to please
J craves for relationship
J is intuitive, she becomes reactive when
she senses you are losing your cool
J resents power struggle
J is a visual learner
J IS AUTISTIC
Difficulty adapting
to change
Use daily schedule to
keep environment as
predictable as possible
Lack of social &
Model appropriate
communication skills
skills & practice
Unable to see others’
Explain yourself
point of view
Insist on sameness
Use daily schedule to
give structure
Problem with
personal boundary
Be mindful of sharing
personal information
J HAS ATTENTION DEFICIT
DISORDER
Short attention span
Visual directive/schedule
Impulsivity
Stay calm around her
Lack of direction and
Provide structure
organizational skills
multi step directions
Breakdown task to small steps
Use visual directives
Easily frustrated
Give frequent praise
Difficulty following
J IS BORDERLINE MR
Poor judgment
Difficulty with
Provide protection
and guidance
Be concrete
abstract concepts
Difficulty with
Be clear and specific
ambiguity
Difficulty generalizing
Revise directives when any
Knows enough to
feel trapped
Low self-esteem
condition changes
Allow her to make
decisions when possible
Give her more responsibility
Frequent verbal praise
J HAS MOOD DISORDER
Rapid mood swing
Set up a routine so her
days are predictable
Inability to modulate
Help her name her
and/or process her
own emotion
emotion
Bring her to a
reference point
Fixation is worse when
Give her reassurance.
anxiety level is high
Her fixation will ease as
her anxiety passes
DISABILITY + HISTORY
Unprocessed anger
Correct any misperception
bottled up
when opportunity arises
Feeling of betrayal
Build trust - NO empty
lead to distrust
promises
Feeling controlled lead
Let her make decision
to rebellion
whenever possible
Mal-adaptive behavior
Do NOT react to her
re-enforced by reactive
intervention
words/actions. Set
model behavior for her
Inconsistency lead to
Be consistent among
break down in
behavioral management
all staff
TAKE HOME MESSAGES
 Use a daily schedule to give structure and keep the
environment as predictable as possible
 Let her know when you need to change the routine
and why. Always follow up on what you tell her
 Empower her by asking for her opinion and
allowing her to make decision on minor issues
 Respect her non-negotiable, especially when her
anxiety level is high
 Avoid power struggle
 Model acceptable replacement behavior
 Follow the same rules you set for her
 Be consistent with the agreed upon approach among
all staff