DSM-V. Causes. No causal relationship with vaccinations. Overview of Students with Behavioral, Emotional and Social Development Needs

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1 The Hong Kong Institute of Education DSM-V Overview of Students with Behavioral, Emotional and Social Development Needs (Autism & Asperger Syndrome) social communication & interaction impairments Ryan Cheung Educational Psychologist Po Leung Kuk Restricted, repetitive patterns of behaviours, interests, or activities 2 常見名稱 Causes Autism Asperger s Syndrome High-Functioning Autism Autistic features Autism Spectrum Disorders Atypical Autism (ASD) Pervasive Developmental Disorders Pervasive Developmental Disorders, Not Otherwise Specified No conclusive causes identified yet Heredity/ Gene Atypical brain development Effect of teratogens during pregnancy NOT related to parenting style But positive parenting helps No causal relationship with vaccinations 3 4

2 DSM-V Social Performance social communication & interaction impairments social reciprocity non-verbal communications Social/ interpersonal relationships Difficult to appreciate social norms and game rules Emotional expressions inappropriate to context Failures to comprehend non-verbal cues Lack of initiation for social sharing Lack of imitation and pretend play Difficult to cooperate with others Fails to develop friendship 5 6 Communication Echolalia, repetitive questioning, etc. Literal word understanding Lack of social reciprocity Difficulties in understanding abstract and hypothetical meanings Failure to sustain conversations despite abilities in comprehension 7 Theory-of-mind Deficit (ToM) Difficulties in understanding others perspectives Failure in responding accordingly Weak in interpreting facial cues & body languages Literal understanding Weak in jokes, hypothetical statements, sarcasm Failure in realizing social taboos E.g., talking about death with the Chinese elderly

3 Social subtype: Active-but-odd Actively initiate social interactions, but appear to be childish, odd or inappropriate Mostly interact with adults Aiming at satisfying repetitive and personal interests, instead of enjoyment through interaction Failure in changing self behaviours or discussion topics Immersion learning Explicit Teaching 9 10 Social thinking DSM-V Social impression: Others perceptions on us at different times & contexts Addressing others feelings through interpreting the underlying thoughts Develop positive impression Restricted, repetitive patterns of behaviours, interests, or activities Restricted repertoire of idiosyncratic interests Insists on routines or ritualistic behaviours Extremely anxious about changes Repetitive, meaningless behaviours Over-emphasis on peculiar characteristics 11 12

4 Principles of support: EPS Positive & Practical Eye & Environment Small & Structured Eyes Use of visual strategies Student strength & preference Environment Conducive learning environment/ context Hypersensitive towards light, sound, etc. Visual strategies (Hart & Whalon, 2008) Positive& Practical Examples: Real objects, photos, pictures, symbols, personal timetable Communication chart/ card Concrete Time Aids understanding & communication Suggesting expected behaviours practically Develop positive communication skills Make use of student interest as a positive motivator (reward) for engaging learning

5 Positive& Practical Small & Structured Reward scheme Positive, encouraging message Behaviour substitution Choices Breaking tasks into small steps Stepwise instructions VS multi-step instructions Structured learning pace and environment Schedules, advance notice 19 教育局 執行技巧訓練 教材套

6 Facilitative communications: Simple and concise instructions Consistency across situations & persons Prior notice to any changes in routines Suggest for positive and practical behaviours during tantrum (e.g., counting 20, 19, 18 ) Remove him from the context if possible Distractions from the main topics Personal space for calming down 21 Impediments to communications: Getting angry with students words Inaccurate word understandings Literal meanings Continuous request for explanations on the spot Repeatedly request him to stop doing this & that 22 Behaviours reflecting student needs Attention-seeking Rewarding Sensory stimulations Special interests A B C Antecedent Behaviour Consequence Features of ASD Functions of behaviours Student needs 23

7 Theory of Mind (ToM) Understanding of people with own mental states Thoughts, wants, motives, and feelings Explaining own behaviours Interpreting others behaviours ToM Development Supportive strategies: 1. Engaging in pretend play 2. Talking about people s thoughts, wants and feelings, as well as the reasons hehind 3. Stories with surprises, secrets, tricks and mistakes (different perspectives) step analysis (BoSS BoSS) 1. How was his body language? (Body language) 2. Under what situation did he say so? (Situation) 3. What did he say? (Statement) 4. Underlying thought: What does he actually mean? Body Language BoSS Situation Statement Underlying thought Frowning, Simon Are you You d Looked was biting very better annoyed on the face his pencil hungry, said teacher stop biting the pencil

8 Child perspective Social Stories Objective (& correct ) social information Addressing the difficulties in understanding social contexts Social cues: explaining contexts, skills, & concepts Appropriate social behaviours & attitudes Or socially expected behaviours The story describes what people do, why they do it, Social Stories and what the common responses are. Summary 1. Autism Spectrum Disorders: Introduction 2. Overall support strategies: E.P.S. 3. Communication strategies 4. Behavioural management 5. Theory-of-Mind (ToM): BoSS 6. Social Story 32