Transcript Adolescence with Autism - Creating More Informed Schools

Adolescents with Autism
Courtesy of CMIS for Maine
Welcome
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Intro & housekeeping
Some Definitions
Core components of strategies
The major areas
Working Definitions
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Adolescence
Notice their own & others bodies
Assert themselves as choice makers
Awareness of their differences and their
disabilities
Develop ‘higher’ level of relationships and
interactions
Increase tolerance in sensory systems
Definitions cont’d
Autism
‘Traditional’ Autism –
but also those diagnoses that often
present similar symptoms & respond
favorably to similar strategies:
PDD (with or without NOS), ADD,
Aspergers, Non-Verbal Learning
Disorder to name a few….
Core Strategy Components
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Concrete
Visual
Practice and feedback in ‘safe’ settings
Guided practice in ‘real’ settings
Repeat
The Process
Identify the current skills,
Identify the next logical or developmental
step
Teach that step until fluent
Maintain ability through regular practice
Repeat
Social – Quality Interactions
EXAMPLES
Lower Functioning Student:
– Greetings include ______ (eye contact,
stopping, some communication).
– Labeling 2-3 interactions
– Distinguishing the times for 2-3 interactions
– Recognizing the times for hi, bye, thank you
EXAMPLES Cont’d
‘Mid-Range’ of Abilities:
The focus and teaching is very different:
• Facilitate conversations with typical peers
– model talking to and enjoying the child
with special needs – this makes it easier
for the other students to join in…
• Watch what typical children are doing and
saying, use these to teach interactions
• ‘Reverse’ mainstream
EXAMPLES Cont’d
High functioning students:
Understanding the need for ‘social smarts’
How to read the environment for cues about
the ‘rules’ that are in place –
facial expressions
body language
watching the others
Other Social Aspects
• The expanding differences – in interests,
in abilities and in academics.
• Relationships & Friendships – Different
definitions, different expectations – some
proactive ideas and some preventative
measures.
Medical
Medication Efficacy:
• Data is your friend….
• Samples
• General guidelines
– Wait until you really know the effect
– One change at a time
– Clinicians that include home and school info
Hormones
Hormones: create extreme changes in
comfort, in physical patterns, and are
related to more and more body systems.
Recognize, Respond, Resume, (& Reward)
Sexual Issues
Self-Stimulation and Masturbation
- Recognize the difference.
- Plan a response – with the entire team.
- Private and Public
- Responsibilities and expectations
- Clothing and activities can make a huge
difference
Sexuality
• Attractions and expressing interest
– Limits
– Acceptable alternatives
• Orientation and exploration
• Touching and being touched
Behavioral Patterns
• Undergo changes related to the physical
and chemical aspects of adolescence –
with typical and with disabled students.
• Studies report lessened intensity of
behavioral excesses as people physically
mature.
• The identifying features of autism also
undergo a decrease in intensity although
they remain observable.
Preoccupations & Stereotypy
• These are some of the most difficult
behaviors to change.
• The key is to find a compromise – a form
that can meet the person’s needs but not
stigmatize.
• A strong preoccupation can lead to an
expert or a career if limits are learned!
Questions & Notes
THANK YOU