Transcript Autism Hands on Training 2013x

Advanced Hands-on Autism Training
Oregon Technical Assistance Corporation
March 2013
Housekeeping
• Sign-in
• Bathroom
• Breaks
• Lunch
• Review 3 day agenda
• Move around if you need to
• Ask questions and share your experience
Autism is a
developmental
disability linked to
genetic, dietary, and
environmental risk
factors that impact
brain development
History of Autism
• 1911 - “autism” used to describe symptoms of schizophrenia
• 1938-43 – Leo Kanner used the term “inborn autistic disturbances”
to describe children he saw at Johns Hopkins
• 1944 – Hans Asperger described children he studied as “little
professors” and termed “autistic psychopathy”
• 1940’s – 60’s Autism considered an emotional illness
• 1950 – The term “refrigerator mother” popularized by Bruno
Bettelheim in his book, The Empty Fortress
• 1964 – Bernard Rimland provided evidence that autism has a
biological basis
• 1966-2006 – Eric Schopler and Robert Reichler began a career that
regarded autism as a perceptual difference. Their work with families
strengthened the work of Division TEACCH the Autism program at
UNC
• Present – ASD is better understood but lacks funding for research
and support for adults on the spectrum
General Criteria for Diagnosis
• Qualitative impairment in social interactions
• Qualitative impairment in communication
• Restrictive, repetitive, and stereotyped patterns of
behavior, interests, and activities
• Onset prior to age 3 of delays in at least one of the
following:
– Social interaction
– Social communication
– Symbolic and imaginative play
* In May 2013 the DSM5 will be released and the criteria for PDD’s will change
The autism diagnosis is
an underlying condition
Underlying
condition:
Autism
What sets
up:
What sets
off:
What I see:
Replacement Behavior
What does
the person
gain/ avoid
by doing
this:
Characteristics of Autism
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Visual learners
Focus on details
Problems with multiple perspectives
Difficulties with time and organization
Sensory and perception problems
Restricted repertoire of behaviors
Differences in:
• Thinking
• Learning
• Neurobehavioral patterns
Characteristics of Autism
Characteristic of
Autism
Impact on the person
Visual Learner
Learns best when information is visual.
Difficulties with communication and
language, memory, processing speed, and
development.
Focused on details
Difficulties with generalization, relevant and
irrelevant, concrete vs. abstract thinking, and
problems integrating ideas.
Problems with multiple Difficulty with joint attention, multi-tasking,
perspectives
eye contact, listening skills, choices,
perspective taking, judgment, and responding
to other’s emotions
Characteristics of Autism
Characteristic of
Autism
Impact on the person
Time and organization
Difficulty with organization, sequencing,
initiating, time management, understanding
time, following routines, and transitions.
Sensory and
perception problems
Inappropriate or inconsistent responses to
sound, touch, smells, sights, pain, and
textures. Can be easily distracted and have
difficulties in open spaces.
Restricted repertoire of Upset by changes and insisting on sameness.
behaviors
Learns repetitive routines easily. Unusual and
elaborate rituals and routines. Compulsive
and driven behaviors.
We look below the surface at what we
can’t see to understand what we do see
Chronic bowel issues
Vomiting
Smearing feces
Seizures
Won’t sit for long
Poor sleep
Biological Challenges
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Gastrointestinal problems
Food allergies and intolerances
Difficulties with communication and language
ADHD
Sensory and perception problems
Anxiety
Insists on specific routes Crying
Throwing objects
Refusing to transition
Completes routines independently
Attachment to Routines
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Distress when routine changes
Heightened anxiety
Restricted repertoire of behaviors
Problems understanding sequences
Sensory and communication differences
Environments are confusing
Sameness provides comfort
Visual learners
Hitting
Screaming
Saying, “No”
Pinching self/others
Throwing objects
Banging head
Aggression and Self-Injury
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Limited ability to communicate
Difficulties with initiation
Disrupted routines/schedules
Not having enough information
Not understanding others feel pain/sadness
Sensory and perception challenges
Laughing
Sharing personal information
Answering questions as a character
Preferring to work alone
Demanding
Social Judgment and Relating
Feelings are abstract
Processing difficulties with eye contact
Problems with communication and language
Difficulty with organization and sequencing
Difficulty with joint attention and multitasking
• Problems with multiple perspectives
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Spinning
Collecting unique items
Scripting TV shows Watching scenes repeatedly
Flooding the sink
Lining up objects
Limited Play Skills
• Relaxation and creativity is difficult
• Preference for structure and routine
• Difficulties with social skills and relating to
others
Scripted Responses
Waiting for cues
Refusing hygiene
Not following directions
Changing clothes repeatedly
Hitting/Yelling
Difficulty with Initiation
Dependence on prompts
Difficulty with sequencing
Doesn’t know where to start or finish
Doesn’t understand expectations or
consequences
• Different concept of what is rewarding
• Difficulty with time and organization
• Sensory differences
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Eating/Chewing non food items
Running
Stripping
Asking repetitive questions
Climbing
Leaving unsupervised
Appearing Defiant
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Overstimulation/Sensory differences
Not understanding expectations
Communication differences
Driven by strong impulses
Rarely deliberate to “push buttons”
Misunderstanding social cues
Focus on details
TEACCH Educational Principles
• Understanding the characteristics of
autism
• Structuring the physical environment
• Using visual supports
• Developing meaningful routines
• Careful, Ongoing Assessment
• Using Strengths, Interests, and
emerging skills
• Family/Team Collaboration to
develop an individualized plan
References
• Dawson, Geraldine .(2008). Early behavior intervention, brain
plasticity, and the prevention of autism spectrum disorder.
Development and Psychopathology, 20 , 775-803. Retrieved
March 24, 2012 from
http://www.psy.miami.edu/faculty/dmessinger/c_c/rsrcs/rdgs/a
utism_clinical/dawson.devpsychopath.2008..pdf
• DiCiccio, E., Lord, C., Zwaigenbaum, L., Courchesne, E., Dager,
S.R., & Schmitz, C., et al. (June 28, 2006). The Neurobiology of
Autism Spectrum Disorder. The Journal of Neuroscience 26(26),
6897-6906. Retrieved March 24, 2012 from
http://www.autismspeaks.org/docs/DiCicco-Bloom.pdf
• Mesibov, G.B., Shea, V., & Schopler, E. (2004). The TEACCH
Approach to Autism Spectrum Disorders. New York, Springer
Science+Business Media, Inc.