Transcript can`t doing - Haridusfestival

Autism spectrum disorders
Can these children read and
write?
Sarmīte Tūbele
University of Latvia
Tartu, 2016
What is AUTISM?
• Autism spectrum disorders
– Classic autism
– High functioning autism
– Atypical autism
– Asperger’s syndrome
– Rett syndrome
– Fragile X syndrome
– Pervasive development disorder etc.
Iceberg (by H. Procter)
Most typical features of the
autistic child (I)
• Incapability of the nurseling to respond
emotionally to mother
•
Getting further from the surroundings
and ignoring of external irritants at the
same time being afraid of sounding and
moving objects
• Incapability to use speech in the process
of the communication
Most typical features of the
autistic child (II)
• Retarded echolalia, incorrect usage of
pronouns and direct understanding of
words
• Very good mechanic memory but
difficulties to understand abstract notions
• Tendency for immutability of the situation
• High level of education of parents
• Incapability to play symbolic games
Communication
• Communication and interaction is
successful if we accept ourselves and
other people
• Communication is the exchange of
thoughts, notions, feelings and ideas
among people in the process of action,
interaction
• Autistic children don’t know how to start to
communicate
Alternative and augmentative
communication (I)
• Pictograms (PIC – Pictogram Ideogram
Communication) – signs are constructed as
stylised drawings and convey its meaning
through its pictorial resemblance to a physical
object
• Picture Exchange Communication System
(PECS) consists of about 3000 symbols
divided into sections. Symbols are simple
drawings, but some are quite full of information
(MacDonald, 1998).
Alternative and augmentative
communication and therapy (II)
• Bliss Symbols – defined number of symbols
created by Charles Kasiel Bliss. It is supposed
that these symbols are easy to remember,
possible to use in different levels, translated in
many languages and there are many strategies
for usage. In the process of communication
individual communication maps are used
Alternative and augmentative
communication and therapy (III)
• H. Remshmit presents Holding Therapy, but it
is created by American child psychiatrist
M.Welch.
• Packing when child is shrouded in and cold,
icy, wet sheet.
• Widgit symbols – are used as a support for
written language. It is simple, colored drawing
which illustrates notion and can be used in
different topics
Alternative and augmentative
communication and therapy (IV)
• Facilitated Communication. This
method was created in 1970 in Australia
by R. Crossley.
• Art Therapy with music, painting, drama,
fairy tales, sand etc. Art therapy is oriented
to gain equilibrium of social attitudes and
identity of autistic child
Alternative and augmentative
communication and therapy (V)
• Dolphin Therapy. Main goal is to improve selfesteem, to reduce stress, depression.
• Reittherapy (Horse Therapy) Horse is used as
medicinal mean. This is method of rehabilitation
and treatment
• H. Remschmit describes Auditory Integration
Training method which creator is doctor G.
Berard
Alternative and augmentative
communication and therapy (VI)
• Pharmacological Treatment is essential
element in the treatment system and
especially needed in crisis situations.
• MAKATON Communication Technique.
Speech is used in the communication
process and it is supported by gestures or
pictures
Alternative communication and
therapy (VII)
• Sensory Integration Therapy for Children
with Autism – it is a process where brain
organize and interpret external stimulus –
touch, taste, smell and sound because autistic
children feel dysfunction of sensory integration
• Doman/Delcato or Doman/Delacato method.
G. Doman and C. Delacatto created program
for the stimulation of the brain to improve
memory and processing of information
Alternative communication and
therapy (VIII)
• GFCF – Gluten and Casein free diet.
This diet is based on the hypothesis that
autistic spectrum disorder’s children
affiliate proteins in another way and it is
acting as opium in brain.
• Tomatis method based on A. Tomatis
alternative medicine theory of hearing and
listening and possibility to avoid disorders.
Alternative communication and
therapy (IX)
• TEACCH method takes into account that
autistic children like routine and rituals.
Classrooms are with immutable environment,
visual materials are used (pictograms, symbols,
pictures
• Lovaas Model of Applied Behavior Analysis
Biheivioristic approach is used to change
behavior and senses in positive way
Alternative communication and
therapy (X)
• Floortime method is based on precondition that
child can widen cooperation with adults only
when adult can adapt actual developmental
level of a child
• Occupational Therapy – method to help
person with autism to improve the quality of life
• Tactile Stimulation as a support method in
pedagogy (special needs pedagogy)
Alternative communication and
therapy (XI)
• Social stories
• Teaching emotions
• …
How to accept and understand?
• Ten things you have to know about autism
– First – I’m a child! I have autism, but this is
not, who I am
– I have problems in sensory perception
– Don’t forget the difference between don’t
doing (because I don’t want) and can’t doing
(because I can’t)
– I have concrete way of thinking, I catch
everything exactly, textually
How to accept and understand?
– My vocabulary is limited, be patient!
– I have problems with language, my strengths
are visible information
– Concentrate on things I can not on those I
can’t
– Help me with communication
– Try to understand my seizures
– if you are my family, love me!
Teacher has to answer:
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What I want and what I can teach
What visual and audio materials I will use
How I will set up the order of a day
How I will tell a child, what to do
Where I will put working materials
How I will fasten child’s attention
How I will set a time limit
How I will tell to finish the work
Other suggestions (I)
• To arrange and adjust the environment
– to have a clear job task before starting it
(where, what, how long?)
– the format of working place
– materials have to be put in special boxes or
places
– use some signal to start and to finish the work
– help to clean up and readjust the working
place
Other suggestions (II)
• For preparing home works
– specify essential thing in home work
– point the possibilities for searching answers
– home works are for repeating, not for new
knowledge
– make remarks in planner, reminder
– use drawings, schemes, symbols, visual
signs, maps etc.
– if it is possible, let to use computer
– involve parents
Other suggestions (III)
• For time structuring
– plans for different periods of time
– signals for the beginning and finishing tasks
– plans for day, week, month, semester
– visual images of the plans (signs used in
everyday’s communication; pictograms,
photographs, objects etc.)
– making plans, drawings for special events,
needs
Other suggestions (IV)
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Imitation of grimaces, postures
Imitation of sounds
Development of the perception
Tactile senses, touches
Development of the visual perception
Promotion of the attention
Remembering the format of the room
Determination the source of a noise, sound
Other suggestions (V)
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The improvement of gross motor skills
Development of the sense of balance
Development of fine motor skills
The improvement of the coordination of
movements
To co-ordinate the movements of eye and hand
To copy some samples
To staple objects
To improve language
How to teach autistic child to read?
• Start with creating personal ABC
• Link learning with personal experience of a
child
• Base on the cognitive interest of a child
• The sequence of learning letters may differ
from official ABC’s and may differ in each
child
• It is possible to use global reading to catch
the meaning of a word
How to teach autistic child to read?
• Psychological support in the learning to
read and reading together process
– statement of contact using book
– linking together reading, drawing and game
– peculiarities in the interest of reading
– the beginning of reading together
– the development of emotional empathy
– forming the experience and accepting the
diversity
How to teach autistic child to write?
• At the beginning use personal ABC
• Take into account paradox characteristics
of a child, step by step teaching to
concentrate and plan his/her activities
• Specific movements are trained
manipulating with a hand of a child
(gradually this help is diminished)
How to teach autistic child to write?
• Exercising the writing samples must be
with emotional sense
• Skills to name activities must be trained
(what he/she is writing in a text book, what
he/she is doing)
• Step by step writing becomes meaningful
Conclusions
• We can do great things, but we have to
find HOW
• Our profession is so creative – take this
challenge
• Share your experience – we become
richer by sharing
AITÄH !
PALDIES!