Useful Definitions Autistic Spectrum Disorder (ASD) (Autism) Asperger s Syndrome (AS) ASD Support Service Applied Behaviour Analysis (ABA)

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1 Useful Definitions Autistic Spectrum Disorder (ASD) (Autism) A developmental disorder characterised by marked difficulty in communication and social relations and by the presence of atypical behaviours such as unusual responses to sensation, repetitive movements and insistence on routine or sameness. Autism is evidenced between 18 and 36 months, although it is sometimes not formally diagnosed until later. Diagnosis is based on behavioural rather than medical markers. Asperger s Syndrome (AS) Asperger s Syndrome is characterised by marked and sustained social and behavioural impairment but no significant cognitive or language delays. Individuals with AS may have difficulties with transition or change and a desire to maintain sameness. Individuals often have obsessive routines and may be pre-occupied with a particular subject of interest. Individuals with AS have average to above average IQ and some exhibit exceptional specific skills or talents. However, individuals with AS can be extremely literal, inflexible in their thinking and have difficulty using language in a social context. ASD Support Service The ASD Support Service is one of the North Eastern Education & Library Board s (NEELB) Children s Services. It s primary role is to provide training, support and advice to teachers and classroom assistants supporting pupils with ASD in mainstream schools. It aims to provide information to help meet the social, educational and developmental needs of children and young people with autistic spectrum disorder (ASD). Tel contact: Applied Behaviour Analysis (ABA) ABA is a behavioural approach and is the study of socially important behaviour change. It focuses on developing appropriate behaviour and reducing those behaviours that are problematic. Autism N.I. (formerly known as PAPA) Autism N.I. is Northern Ireland s Autism Charity. Autism N.I. seeks to ensure that people with ASD and their parents/carers have access to appropriate services, enabling people with Autism to become valued members of the community. The main areas of Autism N.I. work is: family support, information and advice, branch support, training, awareness training, helpline, resource centre, political lobbying, research, policy change and strategic planning.

2 Aspergers Network Aspergers Network is a charity set up by parents/carers and those with Aspergers Syndrome. It is run by a management Committee on a voluntary basis with no paid staff. It provides support to Parents, Children, Young people and Adults. Aspergers network s regional office is located in Moira. Autism Initiatives Autism Initiatives offers a wide range of services to people with ASD throughout N.I. The services include registered residential accommodation, supported housing, outreach, floating support and social skills. The service is open to anyone who has ASD and is accessed through a referral from social services. Autism Initiatives can be found at Knockbracken Healthcare Park in Belfast. Board Maker Is an electronic symbol library of Picture Communication Symbols that can be used for supporting children with ASD e.g. Visual schedules/social stories. Child Development Clinic Teams of professionals -paediatricians, therapists, health visitors, educational psychologists, dentists and social workers are available to help support children with special needs and their families. Usually such teams work from what is known as a child development clinic. Medical professionals can refer parents to this service. Code of Practice A guide which schools and education and library Boards must have regard to when they deal with a child with special educational needs. Compulsions Are deliberate repetitive behaviours that follow specific rules, such as pertaining to cleaning, checking or counting. In young children, restricted patterns of interest maybe an early sign of compulsions. Confidentiality Rules within the school to control the spread of information which may be inappropriate for some people to hear.

3 Developmental Milestones Developmental milestones are markers or guideposts that enable a child s learning, behaviour and development to be monitored. Developmental milestones consist of skills or behaviours that most children can do by a certain age. While each child develops differently, some differences may indicate a slight delay and others a red flag for greater concern. Department of Education (DE) The Department of Education is responsible for the administration of aspects of education and related services in Northern Ireland. DE is responsible for policy and some central administration, while much administration is devolved to five regional Education and Library Boards, funded by DE. Diagnosis The term diagnosis is used in different disciplines in different ways. In this context it refers to a process of identifying or determining the nature of a developmental or learning difficulty. It usually does this through evaluating tests results and other information such as observation of symptoms or characteristics. Echolalia The involuntary repetition of words or phrases. Echolalia may be immediate or delayed. In delayed echolalia a phrase is repeated after a delay, such as a person who repeats TV commercials or a favourite movie script. Education Plans A written document prepared for a named student that specifies the learning goals that are to be achieved over a set period of time and the teaching strategies, resources and supports necessary to achieve those goals. The term education plan is used in legislation but the emphasis is firmly on the individual aspect of the plan and it is for this reason that it is often referred to as an Individual Education Plan (IEP). Educational Psychologist Educational psychologists visit schools on a regular basis in order to both support children and the adults who work with them. They are called on to help and advise on a variety of educational problems. If there are concerns about learning, behaviour or motivation, he/she may also devise programmes and carry out individual pupil assessments. Expressive language This refers to the way we use speech and language to express ourselves in verbal communication. Children with expressive language problems may have trouble putting words together to complete a sentence and their speech may be hesitant.

4 However, those with expressive language disorder usually understand language better than they are able to use it in speech. Fine Motor Skills Movements that require the use of small muscles necessary for dexterity in tasks requiring precision such as grasping and manipulating small items (e.g., holding a pencil, using scissors and dressing activities. Functional Language The ability to use language to communicate needs, for e.g., requesting, attracting attention, commenting and protesting. Gross Motor Skills Movements that require the use of large muscles including such skills as crawling, walking, running, jumping, skipping and climbing. Home School Diary A method of communication between school and home (usually written). It can also be used to prompt communication between parent/guardian and child. Interactive Play Play is used as a vehicle for children with Autism to: Represent their knowledge of the world and their relationships with others. Spontaneously explore ways of thinking about themselves and the objects they encounter. Develop communication and companionship. Discover motivating ways to learn. Extend their imagination and creative potential. Kinesthetic learning Kinesthetic learning is a teaching and learning style in which learning takes place by the student actually carrying out a physical activity, rather than listening to a lecture or merely watching a demonstration. Some people are visual learners, some kinesthetic learners, and some are auditory learners. Students associated with this predominant learning style are thought to be natural discovery learners; they have realizations throughdoing, as opposed to having thought first before initiating action. Kinesthetic learning is when someone learns things from doing or being part of them.

5 Learning Support Centres Some pupils are placed in Learning Support Centres in mainstream schools by the NEELB following statutory assessment, consideration of parental wishes and statements of special educational needs. Children have the opportunity to integrate with those in mainstream classes for certain subjects and at social times. Reverse Integration Reverse Integration can be used as a support option. Mainstream peers attend the LSC for specific activities e.g. Art, PE, Music etc. Reverse Integration provides an opportunity for children with ASD to socialise with their peers in a controlled, familiar and less stimulating setting therefore reducing anxiety levels while also promoting inclusion and positive experiences. Middletown Centre for Autism Provides support for the education of children and young people with autism throughout Northern Ireland and Ireland. The Centre provides various areas of service: Motivators A selection of toys, activities, interests or food is presented to a pupil and their interest in them is assessed. The most popular item/s can then be used as a reward or reinforcement for completion of tasks/behaviour Multi-Agency Support Teams for Schools (MASTS) Multi-sensory The use of all senses when teaching therefore enabling children with poor receptive language to learn. Music therapy The use of music by a qualified music therapist to restore, maintain, and improve emotional, physical, and physiological well-being. National Autistic Society (NAS) An autism charity based in the UK with regional branches across UK/N.Ireland. They champion the rights and interests of all people with autism and aim to provide individuals with autism and their families help, support and services that they can access, trust and rely upon and which can make a positive difference to their lives.

6 NICCY NICCY - Northern Ireland Commissioner for Children and Young People. Patricia Lewsley is the current commissioner. Northern Ireland Curriculum The Northern Ireland Curriculum sets out the minimum requirements that should be taught at each key stage. Within these requirements, schools have a responsibility to provide a broad and balanced curriculum for all children and schools should aim to give every child the opportunity to experience success in learning and to achieve as high a standard as possible. The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives. (Revised Curriculum) The Revised Northern Ireland Curriculum seeks to retain the best of current practice while seeking to give greater emphasis to important elements, such as children s Personal Development and Mutual Understanding and the explicit development of Thinking Skills and Personal Capabilities. Obsessions Are repetitive thoughts that are persistent and intrusive. In young children, a pre-occupation with specific kinds of object or action maybe an early sign of obsessions. Occupational Therapy (OT) The occupational therapist (OT) works with children who have difficulty with gross and fine motor coordination and/or perceptual problems. The OT is concerned with a child s functional independence in daily activities from dressing to handwriting. Special equipment, modifying the environment or adapting the activity is recommended where appropriate. OTs also work in child guidance services and can help with complex emotional and psychological needs. Physiotherapy Physiotherapy is a health care profession, which provides services to individuals to develop, maintain and restore maximum movement and functional ability throughout life. PEAT PEAT stands for Parents' Education as Autism Therapists.

7 PECS The Picture Exchange Communication System (PECS) allows children and adults with autism and other communication difficulties to initiate communication. Primary Movement Primary Movement is a unique movement programme that seeks to replicate the early movements of the fetus and to enhance the maturation of the central nervous system. It has been shown to have a significant impact on the educational attainments of children with specific learning difficulties including dyslexia. Schedules The information given to the child through a visual mode is extremely critical in helping him to understand the day's events and their sequence. There are numerous ways to present visual schedules and each child's individual needs should be considered. Example: object schedule, photograph schedule, line drawing and word schedule, what s next?, time for schedule, written schedule, etc Consistent daily use of an individualized visual schedule will increase a child's organizational skills and independent functioning throughout all aspects of his life and will ease transition through adulthood. Special Educational Needs The Education Act 1996 says that 'a child has special educational needs if he or she has a learning difficulty which calls for special educational provision to be made for him or her.' It also says that 'a disability, which prevents or hinders them from making use of education facilities', amounts to a learning difficulty if it calls for special educational provision to be made. Special educational provision is provision that is additional to or otherwise different from that normally available to children of the same age. Special Educational Needs Coordinator (SENCo) All mainstream schools must appoint a designated teacher; the Special Educational Needs Co-ordinator (SENCo), who is responsible for the day-today operation of the schools SEN policy. He or she will co-ordinate provision for pupils with SEN and liaise with staff, external agencies and parents. Statement of Special Educational Needs The Education and Library Board will normally decide to make and maintain a statement only when it concludes that the special educational provision necessary to meet the pupil s needs

8 cannot reasonably be provided within the resources available to the school. The Education and Library Board examines a child s special educational needs by means of a multidisciplinary assessment. A statement specifies the special educational provision the pupil should have and the type of school the child should attend. Social stories Social stories are a tool for teaching social skills to children with autism and related disabilities. Social stories provide an individual with accurate written/visual information about those situations he/she may find difficult or confusing and outline how they could manage similar future situations. Speech and Language Therapy Speech and language therapy enables children and young people with speech, language and communication difficulties (and associated difficulties with eating and swallowing) to reach their maximum communication potential and to access the curriculum. Stimming Is shorthand for self-stimulation and include repetitive body movements that stimulates one or more senses in a regulated manner (often done unconsciously). It includes mannerisms such as hand-flapping, body rocking and odd posturing and it sometimes involves objects. Stimming may have significance for the child by providing sensory stimulation, communicating avoidance or request or soothing when anxious. Structured Teaching see TEACCH A method of instruction or strategy to help children and young people come to a better understanding of the environment around them. It involves arranging or constructing a physical environment around the child s strengths and organising their day in a clear and systematic way. Super Symbols Large communication symbols assist verbal comprehension and management of problem behaviours. Each set of Super Symbols represents behavioural directives such as "Sit down", "Quiet", and "Hands Down". Symbols are 8" x 8", heavily laminated and easily visible in group settings. Although initially developed for students with autism, Super Symbols have been successfully used with students presenting a range of communication needs.

9 TEACCH An evidence-based service, training and research programme for individuals of all ages and skill levels with Autistic Spectrum Disorders. Token Economy System A token economy is a system in which an individual earns tokens (points, stars, tickets etc) for appropriate behaviour. They receive the tokens immediately after displaying desirable behaviour. The tokens are collected and later exchanged for something they want. Triad of Impairments Individuals with an Autistic Spectrum Disorder experience difficulties with social interaction, social communication and social imagination. These are known as the Triad of Impairments. Work stations see TEACCH Some children with Autism may need a 3 sided work station in order to complete pieces of work independently. The work station reduces auditory and visual stimulation and can assist the child with maintaining attention and focus. Work systems see TEACCH A work system is a strategy that addresses independence as an essential outcome for students with ASD. A work system assists in organising a student with ASD by providing a systematic routine -working from left - right or top bottom. Work systems can be used with any type of task or activity e.g. academic, self-help, leisure, independent work area, cafeteria, place of employment etc. A work system provides 4 pieces of information: 1. What work do I have to do? 2. How much work do I have to do? 3. When will I be finished? 4. What will I do next?