Transcript “Every person with Autism is an individual, and like all individuals

Family Training
By Meegan Winters
“Every person with Autism is an
individual, and like all individuals,
has a unique personality and
combination of characteristics”
-Autism Society of America
Definition of Autism
According to the American Psychiatric
Association, Autism is characterized by a
triad of impairments in the areas of
socialization, communication, and
ritualistic behavior
Social
Interactions
A person with Autism usually has
problems interacting with people in
the following ways:
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May
May
May
May
May
avoid or lack eye contact
not imitate others
not point or use other hand gestures
prefer to be alone
not understand social cues
Communication
A person with Autism will usually have
problems communicating, such as:
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May not speak at all
May be severely language delayed
May have unusual or odd speech patterns
(repeat words or phrases heard by others, i.e. tv
or videos)
May be unable to initiate or engage in a
conversation
May be unable to use their imagination during
play, i.e pretending a banana is a phone
Behaviors
An individual with Autism may show
restricted, repetitive, or ritualistic behaviors,
interests, and activities, for example:
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May be preoccupied with a narrow range of interests (i.e dinosaurs,
astronomy, trains, or roller coasters)
May insist on sameness (i.e prefer certain clothing or eat only
certain foods)
May line up their toys or objects
May flap their hands, or make hand and body gestures
May rock themselves
May be self-injurious (i.e head banding)
May anger easily or show aggression
May be resistant to change
May become angry or upset if their daily routine changes in any way
May focus on only a small part of a toy or object
“Children do not outgrow Autism,
but symptoms may lessen as the
child develops and receives
treatment”
Why the Lyle Torrant Center?
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Small class sizes
Highly structured
classrooms
On site therapies (OT, PT,
Speech)
Teachers trained in ASD
intervention techniques
(PECS, TEACCH)
On site sensory
integration rooms
Intervention Techniques
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TEACCH (Treatment and Education of
Autistic and Communication handicapped
Children)
PECS (Picture Exchange Communication
System)
Visual Supports
TEACCH
What is TEACCH?
The long-term goals of the TEACCH
approach are both skill development and
fulfillment of fundamental human needs
such as dignity, engagement in productive
and personally meaningful activities, and
feelings of security, self-efficacy, and selfconfidence. To accomplish these goals,
TEACCH developed the intervention
approach called “Structured Teaching.”
The principles of Structured Teaching
include:
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Understanding the culture of autism.
Developing an individualized person- and familycentered plan for each client or student, rather than
using a standard curriculum.
Structuring the physical environment.
Using visual supports to make the sequence of daily
activities predictable and understandable .
Using visual supports to make individual tasks
understandable
How do we use TEACCH?
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Structured classroom
environment (separated
areas within the class for
specific purposes)
Individualized teaching at
the Teacher Table (1 on 1
teaching)
Independent skills
practiced in individual
Work Stations.
Visual Supports used
throughout the school
and classrooms.
PECS
PECS
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Teaches functional communication that is
immediately useful
Is appropriate for anyone having difficulty
using speech
Is augmentative or alternative
Does not disregard speech
PECS
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Functions
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Requests: direct reinforcement
Comments: social reinforcement
Spontaneous vs. responsive
Phases of PECS
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Phase 1-Teaaches Students to initiate
communication by exchanging a single picture
for a desired item
Phase 2-Teaches students to be persistent
communicators-actively seek out pictures to
make a request.
Phase 3-Teaches students to discriminate
pictures and select the picture that represents
the item.
Phases of PECS (cont’d)
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Phase 4-Teaches students to use
sentence structure to make a request in
the form of “I want _____.”
Phase 5-Teaches students to respond to
a question “What do you want?”
Phase 6-Teaches students to comment
about things in their environment both
spontaneously and in question form.
How do we use PECS?
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PECS is a technique used
during many Speech
therapy sessions.
PECS is used during meal
and play times within the
classroom.
PECS can be sent home
for parents to use with
their child.
Each student has their
own book and set of
pictures to make requests
and comments.
Visual Supports
Visual Supports
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Visual Schedules
How we use Visual Supports
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Daily Visual schedule
Visuals for
communication
(PECS)
Visuals for skill
development
Visuals for
reinforcements and
behavior modification
For more Information (Sources)
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Autism Spectrum Disorders by Amy M. Wetherby and Barry M. Prizant
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Do-Watch-Listen-Say by Kathleen Ann Quill
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www.pecs.com
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www.teacch.com
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www.autism-society.org
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www.child-parent-café.com
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www.cenmi.org/Portals/4/Documents/Tutorials/VisualSupports.pps