Management of autism

Transcription

1 MANAGEMENT OF AUTISM Autism Develpmental disrder Lifelng disability Spectrum disrder Impairement in three majr areas Language and cmmunicatin Scial skills Flexibility f thinking Sensry issues

2 Autism Sund theretical knwledge f autism Assessment-functinal,fcus n assessing the strength f a child Adaptatin f the envirnment t the handicapbraille fr the autistic.

3 Autism Functinality-applicatin f skills in everyday life versus Manner f training and educatin adapted t autism-merely simplificatin as fr the mentally retarded will nt d.

4 Management f autism Educatinal interventin Behaviural interventin Cmmunicatin interventin Sensry integratin therapy Medical issues Vitamins and nutritinal supplements Dietary interventin

5 Different teaching methds TEACCH ABA VBA Flrtime Relatinship develpment interventin SIT Music therapy yga

6 Teaching methds Educatinal intervensin Very imprtant things abut learning styles f autistic children. Visual learners Difficulty in generalizatin T many new cncepts intrduced at the same time can be cnfusing Learn well in a structured envirnment.

7 Teaching methds Teachers and parents need t be very clear abut their gals. Achievements will be mre if expectatins are practical and realistic.

8 Teaching methds Be cmpletely prepared befre yu start wrking Use nn scial/cncerete reinfrcers if requireed Make self reinfrcing Use the child s interest Determine length f sessin

9 Teaching methds Analyze the task plan ahead wrk n well acquired skills,then intrduce new ne gradually Intrduce the wrk with lt f excietment.

10 Cmmunicatin Cmmunicatin therapy includes variety f cmmunicatin system t allw the persn t express needs,feelings,and thughts and share infrmatin in different settings.

11 Cmmunicatin It is a training r learning fr bth the cmmunicatr and the partner Self initiated and spntaneus cmmunicatin needs t be taught.

12 Alternative and augmentative cmmunicatin Nt nly replaces but als supplements and facilitates verbalizatin in an effective and cnsistent manner. AAC strategies are planned keeping the individual needs in mind

13 AAC systems Different types f AAC systems Sign language PECS Finger chices Objects fr cmmunicative exchanges Electrnic devices and applicatins

14 cmmunicatin Picture pint system Cmputers Faciliated cmmunicated Vice utput cmmunicatin AIDS(VOCA)

15 COMMUNICATION Enhancing cmmunicatin Build eye cntact Build jint attentin Develp cmmunicative intent Reduce auditry prcessing difficulties Increase usage n nn verbal mdes f cmmunicatin

16 Cmmunicatin Increase understanding f the prcess f cmmunicatin. Encurage the child t carry messages t anther persn

17 Cmmunicatin Enhancing language Speak frm the child s prespective Label the envirnment and whatever the child is ding. Accmpany cmments r request with gestures and prps. Treat all verbalizatins as having scial cnsequences.

18 Cmmunicatin Create pprtunities fr the child t speak Avid sarcasm and abstract speech Identify tys and their functins(explain) Use actin sngs and finger plays Encurage imitatins.

19 Cmmunicatin Place favurite tys in/ut/ver/beside/infrnt f Use simple scial stries Laminate pictures f family members,pets,rutines,etc Use echlalia

20 Scial skills training Teaching emtins Scial stries Teaching play-bth with tys as well as scial play Rle play Turn taking

21 Sensry issues Are yu bthered by yur child s jumping,hand flapping.rcking,spinning,pacing back and frth,r making clucking sunds??? These behaviurs may be fullfilling a very special need.

22 Sensry issues Sme general guidelines Set up a specific time during the schl hurs fr a structured sequence such as after schl and befre lunch. Let the child knw that he will get time t d the activities that he wants.

23 Sensry issues Let the child direct the paly Use in between time cnstructively Smetimes children stim in their free time the behaviur des nt ccur while they are engage we d nt want t pay undue attentin t that behaviur.

24 Every child is a child first,then a child with autism. Enjy the child 3 e s

25 Strategies t cpe within classrm Visual schedules Clearly stated wrded Individualized educatinal plan Reinfrcement Sesnsry accmdatin Scial stries Tken systems Turn taking charts

26 Suggested class rm Interventin Always keep 3E s up Energy Enthusiasm Excitement Always talk with the child n his/her eye level Use the child s name in a questin r in the material being cvered. Stand clse t a child,prmpt him if he is nt respnding t yu. Instructin shuld be small and specific.. Use cncerete material as much pssible in teaching any cncept..

27 Thank yu..