Grandparents & Autism Conne. Overview of Autism

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Margery Smith
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1 Grandparents & Autism Conne Overview of Autism 1

2 Learner Objectives Identify the 3 areas of impairment associated with autism spectrum disorders Identify the learning characteristics of children with autism Use information about learning characteristics to learn about your grandchild

3 Did You Know Autism is a spectrum disorder Some people with autism have average or above average IQs. Many children with autism have mental retardation Autism is 4 times more common in boys than girls Once considered a rare disorder it now occurs in approximately 1 in every 91 people

4 Autism Children with autism experience difficulty in the areas of: 1. Communication/Language 2. Social skills/interacting with others 3. Have narrow interests and repetitive behaviors

5 Communication Development of language is significantly delayed Some do not develop language Difficulty with using language to get their wants and needs met Difficulty understanding when others are talking

6 Communication Difficulty starting or ending conversations or keeping conversations going Robotic, formal speech Echolalia: Repeat back what is just said or repeat back whole or partial scripts from movies, cartoons, commercials Difficulty with the practical use of language

7 Social Interaction Difficulty making friends Difficulty with give and take of social interactions Hard time understanding body language/facial expressions of others Hard time using body language/facial expressions May not be motivated by same things as other kids (like verbal praise good job )

8 Narrow Interests/Repetitive Behaviors Can become intensely focused on things that are different from what a typical peer is interested in Can have very strong rituals May move their body in a certain way, over and over (hand flapping, rocking) May become very focused on the part of an object May use their behavior as a way to communicate

9 Video Guide Make three columns on your paper and label them Communication, Social Skills and Behavior What characteristics of autism does this child display that would fit into these categories? Is there overlap between the columns?

10 Revisiting Autism Challenges in the areas of Social, Communication and Behavior 1 in 91 Spectrum disorder

11 Learning Characteristics 11

12 Concrete and Literal Thinkers Have difficulty thinking in the abstract

13 Concrete and Literal Thinkers What this means for you? Avoid the use of figurative language, idioms Activity: Draw a picture of what one of these phrases would mean to someone who takes everything literally. Cat got your tongue? Hit the road You re out in left field People in glass houses shouldn t throw stones Here s mud in your eye You re the whole enchilada Or think of your own phrase and illustrate. Share with the group.

14 Overselectivity Child may pay attention to one detail of a task/activity/toy/person instead of the whole thing May miss the main point of the task or activity

15 Overselectivity What this means for you Be sure to point out, highlight what is the main point of the task/activity

16 Lack of Generalization May learn a skill in one place and may not be able to do it in a different place

17 Lack of Generalization What this means for you: Teach your grandchild with ASD the skills they need in the places where they will use them!! Practice those skills in lots of different settings. Choose 1 skill Work with your group- how many places could you work on that skill? Standing in a line Taking turns Ordering food Sharing materials Using money Asking for help

18 Distractibility Easily distracted by things from the outside world and within themselves External things: Noise level of the room, things on the wall, smells, lighting, closeness of other people Internal things: Hunger, stress level, tiredness, sickness

19 Distractibility What this means for you: Be aware that certain settings might be hard for your grandchild (e.g. Walmart, crowded museum, loud movie) How could you reduce the distractions in those settings?

20 Strong Visual Learners Visual is their premium cable channel Your grandchild will often learn by seeing and doing

21 Strong Visual Learners What this means for you: Point Show them Draw a picture Write it down Give them an example of what it should look like

22 Strong need for Routines and Rituals Once learned, it is difficult to change Asset, liability or both?

23 Strong Need for Routines and Rituals What this means for you Be aware of routines and rituals (if they are not disruptive it is okay to follow the routine or ritual) Talk to your son or daughter about how to be supportive and how to encourage flexibility for when change is necessary

24 Motivation Motivation is often different from their peers Your grandchild s parents may have excellent ideas about what motivates your grandchild

25 Guess What s in the Box

26 Did anyone guess that a piece of PVC pipe and a feather duster would be in the box?

27 Communication Difficulty understanding spoken words Especially in times of stress Remember to give wait time. After saying something wait five seconds to allow your grandchild to process Difficulty using their words -Especially in times of stress

28 Communication What this means for you: Use less spoken language Reduce your talking significantly when giving a direction!!!!! Especially if they are upset. Show them instead. Pair words with a visual. It is very important that you remain calm. Your behavior will influence your grandchild s Have a back up system available

29 Myth Busters!!! You and your partner will be given a colored card with a myth on it You will also be given a blank card Read the myth With your partner, write the correct information on the blank Myth Buster card When all the groups are finished, share the myth and the Myth Buster Card!

30 Learner Objectives Identify the 3 areas of impairment associated with autism spectrum disorders Identify the learning characteristics of children with autism Use information about learning characteristics to learn about your grandchild Questions

31 Generations & Autism Connect Your Family

32 Learning Objectives Increase understanding of how having a grandchild with autism affects you and your family Grief Stress Emotional financial Increase understanding of how you can support your family Emotional support Respite Sibling support Information gatherer other

33 Who are members of Your Family? Whomever you identify as a family member Every family defines itself

34 Family Stress Parents of children with disabilities rate themselves as more stressed than parents of children without disabilities. Parents of children with ASD rate themselves as more stressed than families of children with any other disability.

35 Characteristics of Children with Autism Related to Family Stress Work with your team to identify characteristics of ASD that may be related to family stress

36 Sources of Family Stress Reactions from society Feelings of isolation Concerns over future care giving Finances Ethnic/Cultural/Religious Differences Feelings of grief Others??

37 Video Guide What are sources of stress for this family? What are things they celebrate?

38 Marital/Relationship Stress Readjusting expectations Challenges may increase Cumulative effect of stress

39 Sibling Stress What would be sources of sibling stress?

40 Strategies to Address Family Stress Their spirituality Exercise Relaxation Techniques Advocacy Counseling Keeping a log of daily goals and successes

41 What Does this Mean for You? Opportunities to Offer Support Emotional support Respite Sibling support Information gatherer other

42 Review of Learning Objectives Increase understanding of how having a grandchild with autism affects you and your family Grief Stress Emotional financial Increase understanding of how you can support your family Emotional support Respite Sibling support Information gatherer other

43 Communication Strategies, Ideas and Supports

44 Review Impairments in: Communication Social interaction Narrow interests and repetitive behaviors Learning Characteristics: Learn best by seeing Difficulty generalizing Strong need for routine

45 Learning Objectives Identify the different ways people communicate Understand that even people who use spoken language sometimes need help communicating Increase knowledge of how to develop communication aids for your grandchild

46 Activity What do we mean by communicate There are lots of different ways we communicate How many different messages can we communicate with the words: Thanks a lot Mom That s great

47 Types of Communication Expressive: What is spoken or communicated with nonverbal communication. It is the OUTPUT part of communication Receptive: What is heard or understood by nonverbal communication. It is the INPUT part of communication

48 Just Because you Can t Talk Doesn t Mean you Can t Communicate

49 What is Needed to Communicate Understanding Cause and Effect

50 Understanding Cause and Effect Does the child recognize that their actions can cause something to happen in their environment? Example: 1. John loves bubbles 2. He presses the button (cause) 3. Bubbles come out (effect)

51 Understanding Cause and Effect Communicating with Pictures

52 What is Needed to Communicate Understanding cause and effect The need to communicate

53 The Need to Communicate Communication opportunities can occur throughout the day Example: Rose drinks juice during three meal times, when she comes home from school and in the evening. Rose has the chance to communicates about juice FIVE times per day. Rose asks for juice by handing you a cup You give her a a ¼ cup of juice in her cup so she can ask for juice several times before she is finished drinking

54 What is Needed to Communicate Understanding cause and effect The need to communicate Someone with whom to communicate

55 Someone with Whom to Communicate If adults are always the ones initiating, children may only respond Provide opportunities your grandchild to initiate and ask for things independently Provide temptations

56 Someone with Whom to Communicate

57 What is Needed to Communicate Understanding cause and effect The need to communicate Someone with whom to communicate Something to communicate about

58 Something to Communicate About Let the child determine what he wants to communicate about Try to figure out the child s interests by watching him, and asking his parents. This is where communication can begin. Make a list of 5 really exciting things that you think your grandchild would want to communicate about

Something to Communicate About The Picture Communication Symbols 1981 2008

60 Something to Communicate About Review your list of 5 things How many opportunities would the child have to use the messages you selected? What good things would the child receive if he/she communicated those messages?

61 What is Needed to Communicate Understanding cause and effect The need to communicate Someone with whom to communicate Something to communicate about A way to communicate

62 What is Needed to Communicate - A Way to Communicate Children who do not have spoken language CAN communicate using different means other than speech.

63 A Way to Communicate Augmentative and Alternative Communication (AAC) Most people use AAC to Augment (add to) their message (body language, facial expressions, tone) Sometimes we use Alternatives to speaking (pointing, writing, drawing) AAC can be used by people with disabilities who have difficulty communicating AAC can be simple or it can involve technology

64 A Way to Communicate - Gestures

65 A Way to Communicate Actual Objects

66 A Way to Communicate Picture Symbols

67 A Way to Communicate Picture Symbol Book

68 A Way to Communicate Written Word

69 AAC- High Tech Device

70 What This Means For You Try to create opportunities for your grandchild to communicate. That means Understands cause and effect Has a need to communicate Has someone with whom to communicate Has something to communicate about Has a way to communicate

71 Learning Objectives Identify the different ways people communicate Understand that even people who use spoken language sometimes need help communicating Increase knowledge of how to develop communication aids for your grandchild

72 Choice Making

73 Choice Making with Objects

Picture List of Choices The Picture Communication Symbols 1981 2008 by

76 Written List of Choices

77 Choice Making

78 Grandparents & Autism Connect Socialization

79 Learner Objectives Increase understanding of why it s important to work on socialization with all children Why it is especially important to work on social skill development with children with ASD Increase skills in setting up social opportunities How to enlist the help of other children

80 Importance of Socialization How well we are able to get along with others predicts school performance in first grade even more than intelligence and family background Getting along with others is Important Children who are unpopular, aggressive, disruptive and unable to sustain close relationships with other children are at risk for long term problems

81 Importance of Socialization Friendships are important Friendships promote social and intellectual development Friendships contribute to successful adulthood

Help Children Recognize Their Feelings The Picture Communication Symbols 1981

83 Help Children Manage Their Feelings

84 Challenges Difficulty understanding social situations may result in inappropriate responses You can help your grandchild learn to how to socialize Challenges continue into adulthood

85 Strategies for Success Find places where there are children without disabilities available for play and interaction Plan for social activities when you re planning your outings or visits Praise and encourage the your grandchild and other children when they are playing appropriately together

86 Strategies for Success Support play by suggesting play ideas. (Example Hey, Bill likes Thomas the Tank Engine, why don t you two play with Thomas! ) Be sure to allow for wait time. Many children with autism need processing time and may be slow to warm-up to an idea Consider times during your visit when you can focus on social skills Arrange the environment to promote social interactions

87 Example: Interactive Activity

88 Example: Arrange Materials

89 Example: Arrange Environment to Encourage Interaction

90 Example: Using Names

91 Example: Reminder to Play with Your Friends

92 Write a Story My Grandpa and I sometimes go to the park I like go on the slide and swing I can try to play on the merry-go-round with the other kids Grandpa will help me Playing on the toys is fun!

93 Remember Individuals with autism can socialize successfully with support As a meaningful adult in your grandchild s life you can help them learn simply by being a great social partner

94 Closing Thoughts Who would choose to live, even if possessed with all other things, without friends? - Aristotle

95 Grandparents & Autism Connect Community Inclusion

96 Learning Objectives Increase understanding of how programs not children with autism adapt for success Increase awareness of how to adapt community outings for success

97 Inclusion is a Principle Not a Place Inclusion can extend to Family Neighborhood Church programs Recreation centers Community presence

98 Community Inclusion is Successful with Preparation

99 To Ensure Success The learning situations and environments must be as real as possible. Practice makes perfect

100 Where do Children Play Together in Your Community?

101 Structuring the Community

102 Increase predictability of activity

Make Expectations Clear The Picture Communication Symbols 1981 2008 by

104 Bring Communication Devices

Prepare Them Ahead of Time The Picture Communication Symbols 1981 2008

106 People With Autism Can Be Included

107 A Field Trip to the Police Station

108 At The Beach

109 At the Grocery Store

110 At the Park

111 At the Park

112 At the Movies

113 People with autism Can included! Anywhere and Everywhere!!!!!

114 Grandparents & Autism Connect Behavior

115 Learning Objectives Increase understanding of why children with autism might have challenging behavior Increase ability to decrease the occurrence of challenging behavior Increase ability manage challenging behavior if it does occur

116 From the Point of View of the Child with Autism Problem behavior can results from Not understanding what he/she is being asked to do. Difficulty communicating wants and needs Difficulty understanding consequences

117 From an Adult s Point of View A child s behavior might look and feel like Lack of compliance Tantrums Destruction of property Aggression Self-Injury

118 A Grandparents Perspective

119 Important Point to Ponder To improve a child s behavior we must know WHY they are engaging in challenging behavior

120 Similarities and Differences Similarities- Most challenging behaviors displayed by YOUNG children with autism, may be observed in young children without disabilities. Differences- How often, how severe and how long it goes on.

121

122 Access Does the child want something? Some challenging behaviors are a way for the child to communicate they want something (attention, an object, activity, person, food item etc.), or to protest when a desired object or activity is taken away or stopped.

123 Escape/Avoid Does the child want to get away from something/someone? Escape behaviors communicate the desire to escape or avoid certain activities or people

124 Sensory-Self Regulation Repetitive movements, such as body rocking, hand waving or head wagging, may be a person s way of dealing with the amount of activity going on around them. They may be over stimulated or under stimulated.

125 Remember There is no magic solution Ounce of Prevention

126 What You Can Do to Help

Help the Child Understand the Rules The Picture Communication Symbols 1981

Help Prepare the Child for Changes in Routine The Picture Communication Symbols

130 Adjust Demands for the Child

131 Help the Child Understand the Order of Events

132 Teach a Better Way to Get Their Needs Met Challenging behavior communicates a message Escape Avoidance Sensory Children with autism CAN learn to get their needs met without challenging behavior and you can HELP!

133 Give Them a Way to Communicate

Give Them a Way to Ask for a Break The Picture Communication Symbols 1981

135 Provide a Place Where They Can Go for a Quiet Break

136 Provide Activity Choices

Provide Rewards When Appropriate The Picture Communication Symbols 1981

Help Practice Different Solutions To Problem Behavior The Picture Communication

139 Help Them Learn to Calm Down

140 There are lots of ways you can help children with autism learn to manage their behavior

141 When Problem Behavior Happens

142 Success In Action

143 In Conclusion Three general categories of WHY challenging behavior occurs Access Avoid Sensory We can help children with autism learn alternatives to problem behavior. Prepare, prepare, prepare to keep problem behaviors from happening in the first place!

Generations & Autism Conne. Overview of Autism

Generations & Autism Conne. Overview of Autism Generations & Autism Conne Overview of Autism 1 Learner Objectives Identify the 3 areas of impairment associated with autism spectrum disorders Identify the learning characteristics of children with autism