Transcript Understanding and Managing Autism Teaching Workshop for

Understanding and Managing Autism
Teaching Workshop for Parents and Professionals
Introduction

Welcome and Thanks.

My level of expertise, personal to professional
to compassion & passion.

Evolution of Autism, and rapidly changing
concepts..

Simplify the issues and empower you with
knowledge and confidence.
Workshop Outline
◦
Early Signs
Level of alertness not labels or panic.

Understanding Behaviors
If you can understand the cause, you can fix it..

Visual Adaptations
Picture Exchange Communication System.
Autism Spectrum Disorder
Develop normally during the first year.
Some delays in the second year in the following areas:
1.
Language Development
2.
Communication Skills
3.
Social Interaction
4.
Play Skills
Red Alert Signs

_ Does not babble,
point, or make meaningful
gestures by 1 year of age

_ Doesn't seem to
know how to play with
toys

_ Does not speak one
word by 16 months

_ Excessively lines up
toys or other objects

_ Does not combine
two words by 2 years

_ Is attached to one
particular toy or object

_ Does not respond to
name

_

_ At times seems to be
hearing impaired

_
Poor eye contact
Doesn't smile
No Cure?? Why Bother ??

No magic bullet, miracle therapy for instant and on going affects.

Early alertness and intervention.

Early we start the better are the results.

However I have worked with teenagers and adults who have started
learning with adapted techniques and materials so its never too late.

Any questions??
Behaviors or Response
Its very important to understand that kids with autism want to understand you as much as you want to
understand them. They also want to communicate and explore their world, the way is different and
unusual as they perceive this world differently then the neurotypicals. They tend to communicate their
frustrations via behaviors and instead of taking that as a negative action...should make us think about
what are they trying to communicate or accomplish via their behaviors. So our response should not be
punitive, but understanding and problem solving. Three basic reasons of behaviors are:
1.
Child doesn't understand your requests / tasks. Example……communication & social
2.
Child's sensory needs are not being met . ……..passive or hyperactive
3.
Child's teaching system is not adequate…………can’t learn, labeled low IQ
Means of Communication
Developing a basic means of communication is the first step towards
better interaction and positive learning responses. For younger and
non / barely verbal kids, visuals is the way to go. Some parents have
shown concern about kids getting dependent on that and not
trying their words. Establishing a means of communication is far
more imp; than the way its done. Child will only learn to
communicate the way their mind and body will allow him to. Some
kids start to verbalize with the help of pecs. and simple sentence
strips, while some will start reading and printing as they develop
sight word vocabulary and although verbalization is a task their
minds are unable to take, they can surprise you with yet other
ways.
Sensory Perception of the World
Sensory perceptions of our kids are very different from us and by understanding the issues of sensory
deficits, overloads and how it affects the learning process we can understand why our kids have
information processing difficulties. We explore our world with the 7 senses and all the learning is based
on those exploration experiences. These are auditory(hearing), visual (sight), tactile (touch), smell, taste,
proprioceptive (movement of muscles and joints) and vestibular (spatial). Basic and early learning occurs
as we label objects as child looks at something or when we want to direct his/her attention to a
particular object. Then child reaches for it for more visual and manipulative exploration. So all three
basic learning senses are working simultaneously for the typically developing kids and it makes the
learning process smooth and spontaneous. Individuals with autism have auditory, visual and tactile
perception problems.... which are of different severity and therefore they differ from each other quite a
bit and hence the term ASD.
Task Teaching
I would like to take the issue of reluctance for coloring.



Better task request communication, with pecs and incentives. Use of first and then board.
Easy task....small or 3/4 colored picture.
Lots of praise for cooperation instead of work correction. Like if child colored a bit but didn't finish off...still
praise for trying.

As kids with ASD have tactile defensiveness, so avoid touching certain surfaces and crave for rough, gritty
surfaces or soft squeezable ones and try to find a marker like that or wrap something around the marker to
improve grip.

Let your child play with finger paints in the bathtub or sink. Use play dough for rolling and squishing to
strengthen hand grip. Use coins and money banks (slit in a shoebox would do) to improve pincer grip.

More than all ...gentle persistence is the key to success.
PECS
Picture Exchange Communication System
1.
2.
3.
4.
5.
What he likes.
What he likes to do
Family members
Rooms, places/
What you would like him to do
Program Plan

2.5 yr. old.

Newly diagnosed as severely autistic.

Educated and motivated parents,.

Psychological Assessment done by a reputed Canadian
trained psychologist in Lahore.
1.
Auditory comprehension of a 2 month old.
2.
Expressive Communication of 5 month old.
3.
Language and motor functioning 20% of the
required.
4.
Cognition and Self Help Skills not measurable.
Structure and Schedule










Work sessions
Play sessions
Outings
Extend Communication
Social Interaction
Diet and nutrition
Self help skills
Community outings
Functional skills
Social do’s and don’ts (social stories)
Summary of Training and questions
1.
Early Signs are……and for……..
2.
Behaviors are ….. And due to…..
3.
Visual adaptations are…..and for…..
Assessment and Evaluation

Survey participants to see if they found the training beneficial.
Poor / satisfactory / fair / good / excellent

How to improve on it in future.
1.
Language urdu /english/both
2.
Content understandable
3.
Topics covered
4.
Any more topics that could be included.
5.
Any topic that should be left out.