Transcript Autism Workshop JS version Feb 16

WORKSHOP
Autism, Physical Activity and Learning
Working with children, young people and
adults on the autism spectrum
Learning outcomes
By the end of the workshop, participants will be:
• More informed about autism
• Better equipped to identify and introduce good practice
for participants on the autism spectrum.
• More confident on how to include participants on the
autism spectrum in physical activity, including PE and
sport.
What is autism?
• A lifelong complex developmental disability
• Autism affects the way a person makes sense of the
world around them
• An umbrella term which includes a wide continuum of
behaviours
The figures
• There are an estimated 700,000 children and adults with
autism in the UK – true or false?
• At least 1 in 100 – true or false?
• Five times as many males as females are diagnosed
with autism – true or false?
Task
In pairs/small groups, identify words/phrases that come to
mind when you hear the word autism.
The autism spectrum
Non-verbal
communication
Prefers own
company
Finds group
interaction
stressful
Hand
flapping/rocking
“When you have met one
person on the autism
spectrum…you have met
one person on the autism
spectrum”
Good visual
skills
May not like
being touched
or held
Refuses to let
others join in
Special interests or
enthusiasms
Key areas of difference
Social communication
and interaction
Social imagination and
flexibility of thought
Sensory processing
Other common differences
Problems with
‘executive
function’
Anxiety and
stress
Social communication
and interaction
Co-occurring
conditions
Mental health
issues
Special
interests
Social imagination and
flexibility of thought
Sensory processing
Perfectionism
Single
attention
The communication
difficulties in ASD
Understanding Language
Expressing (how and why)
Communication
Understanding Social
Interaction
Using Social Skills
Task – social communication
How can you support your participants?
Example:be careful with your choice of language
Task: How can we alter our language to be more inclusive
Support understanding:
use the 4 ‘S’ s
• Go slow and show
• Say less and stress
How can you support your participants?
• Be careful with your choice of language
• Develop trust
• Recognise, respect and value individual communication
styles
• Allow time to process instructions
• Use names to get the individual’s attention prior to
instructing
• Don’t make assumptions based on their behaviours
• Be consistent
The Social Interaction
difficulties in ASD
Personal Space
Rules
Social
Interaction
Lack of Empathy
Social Contact
How can you support your
participants?
• Respect the individuals preference to spend time alone –
safe space
• Offer one to one support
• Develop trust
• Social stories
• Comic strip conversations
• Social skill groups
Task – social interaction
How can you support your participants?
Example: respect the individuals preference to spend time
alone
Examine a social story board
Social stories
Practical
• Led warm up aligned to SAoL
• Considerations related to warm up
Feedback from Warm-Up
• Looking at SAoL – quality of PE lesson for autism
Fear of
change
Repetitive
behaviours
Anxiety
Impairment
of
imagination
Confusion
Avoiding
choice
making
Disrupted
expectatio
n
Obsession
s
Theory of Mind
“It’s not just that children with autism do not understand
what others are thinking and feeling but that they do not
understand that they are thinking and feeling.”
(Jordan, 1999)
What might we notice?
The child might…
•
•
•
•
•
•
•
•
tell others what to do
think they are the adult
seem ‘cheeky’
push to the front of the line
not follow instructions for ‘everyone’
not seek approval
not notice when you are disappointed
appear selfish
Outer and
inner senses
(Shore 2004)
hearing
sight
touch
Vestibular
(Inner ear)
Balance
Proprioceptive
(Muscles and joints)
Sense of body
in space
smell
taste
Imagination and flexibility of thought
Potential differences:
• Fixed routine
• Attention to detail
• Difficulties adapting to
new
surroundings/situations
• Focused interests
• Difficulties predicting the
future and planning for
upcoming events
• Repetitive behaviours
• Difficulties with
imaginative thinking
Sensory processing
SENSES
• auditory
• visual
• tactile
• gustatory - taste
• olfactory - smell
HIDDEN SENSES
• Proprioception knowing
where our body is in space
• vestibular balance mechanism
We automatically
process and organise
sensory information by:
• registering sensory
information
• organising and prioritising
what is relevant
• reacting appropriately
Different responses
• No concept of depth
• No judgement regarding
open space
• No awareness of speed
• Limited sense of danger
• Struggle with change of
direction
• Hand/eye coordination
• Transfer of weight
• Response time
• Appears clumsy
• Balance/coordination
• Tiptoe walking, unusual
gait
• Flapping/rocking
• Visual and auditory
sensitivity
• Impact on diet and eating
• Reaction to pain
• Reacting to and initiating
contact
• Application of force
• Spins
The losing it line….
Anxiety
12
losing it line
10
Anxiety level
8
6
4
2
0
1
2
3
4
5
6
7
8
9
10
24 hour picture
School
Home
behaviour
sensory
memory
comprehension
coping with change
social communication
time perception
attention
How skill is learned
INFORMATION
received:


Internally from
body/mind
Externally from
instruction/dem
onstration
MOVEMENT:
Performing
the action
MOVEMENT
ORGANISATION:
Deciding what
action to take
FEEDBACK:
PERCEPTION:
Making sense
of the
information
received


Internally
from senses
Externally
from
teacher/peers
How skill is learned
INFORMATION
received:


MOVEMENT:
Internally from
body/mind
Externally from
instruction/dem
onstration
Performing
the action
FEEDBACK:

Externally
from
teacher/peers
Task – sensory stimulating activities
Examples of sensory stimulating activities?
Example: rebound therapy
STEP
Space
• play at floor level
• reduce playing area
• vary the travel distance
• start from different
positions
• assign players to specific
areas
Task
• play in different wayskneel, lie – alter rules
• alter scoring
• try different positions or
roles.
• vary the speed of the
object or the type of
object being thrown
• slow play to suit the
ability of the individual
players
STEP
Equipment
• texture
• colour
• size or length
• shape
• weight
People
• stationary practices
before introducing
movement
• position the player to
initiate practice
• familiarise players with
the environment
• give a team an extra
player.
• use a player to act as a
goalkeeper.
Scenario
• from what you have now learned about key
areas of difference, focus on a few participants
with repetitive speech and struggle in large
groups.
• plan and deliver a sports session of your choice
and adapt the session for learners of different
abilities on the autism spectrum.
• feedback on how you adapt/modify to offer an
enjoyable and productive session for all
learners.
Resources
• http://www.maudesport.com/ - adapted inclusive
equipment
• http://www.autism.org.uk/describingautism - language
and terminology
• www.cheapdisabilityaids.co.uk- sensory toys
Active for Autism
The National Autistic
Society has developed a
number of training courses
offering more in depth
autism awareness content
for sport & physical activity
leaders, teachers &
teaching assistants.
www.autism.org.uk/active
Available as:
• Online module
• Full day course including
theory & practical
• Half day course including
theory & practical
[email protected]
https://vimeo.com/105160744
Questions?
• Thank you
[email protected]
0131 317 1130