Autism Spectrum Disorders: Interventions and supports to promote independence

Transcription

1 Autism Spectrum Disorders: Interventions and supports to promote independence Presented by: Greg Valcante, Ph.D. University of Florida

2 How to Get a Copy of These Handouts

3 Two Heads are Better than One What does promoting independence mean for young children? What is most important?

4 Non-residential Regional Resource Center: Staffed by professionals and parents to support children and adults, families, professionals, schools, community agencies All services are FREE of charge What Is CARD?

5 Funded by the Florida Legislature each year since 1994 and by generous donations from the community Serving over 2,600 individuals with ASD, and sensory impairments in 14 counties What Is UF CARD?

6 UF CARD serves 14 counties: Alachua, Bradford, Citrus, Columbia, Dixie, Gilchrist, Hamilton, Hernando, Lafayette, Levy, Marion, Putnam, Suwannee, and Union

7 Who Qualified for CARD Services? Anyone with a documented diagnosis of Autism Spectrum Disorder, or a Related Disability (which includes deaf-blindness or a hearing or vision loss paired with a cognitive disability) is eligible for CARD Services CARD Serves ALL ages!

8 What Does CARD Do? Individual Assistance Technical Assistance and Consultation Training for families and professionals Public Education

9 What CARD Cannot Do? Diagnose individuals Provide direct services such as therapy Provide respite care Duplicate any existing services

10 CARD-UF Gainesville Online Training ( Challenging Behaviors in Young Children with Autism - Melanie Nelson Length: 1 hour 1 hr. 15 minutes Target: Parents/Teachers/Paraprofessionals Level: Beginner Computers and Children with Autism Spectrum Disorder - John Polefko Length: minutes + follow up activity Target: Teachers/Paraprofessionals/Parents: Level: Beginner

11 Incidence Autism Spectrum Disorders Developmental Disability (not visible at birth) Neurological in nature Found in all cultures and economic groups The Autism Spectrum Mild/more able Moderate Severe/Less Able CDC 1 in 88 children, Four times more common in boys, Rates appear to be on the rise?

12 Differences in socialization Repetitive behaviors, interests and activities Autism Differences in communication

13

14 What are Some of the Communication Characteristics? Not talking at all or Saying things in an odd way or Having difficulty using & understanding language or Repeating words or phrases Echolalia

15 What are Some of the Social Characteristics? Difficulty in reading body language or interpreting tone of voice Difficulty putting themselves in others shoes Limited in appropriate play Difficulty with unpredictable social situations Difficulty with changes to surroundings and/or routines Challenging behaviors

16 What are Some of the Behavioral Characteristics? Repetitive behaviors Interests in very few things Focusing on the wrong feature Difficulty with changes to surroundings and/or routines Challenging behaviors

17 What are Some of the Sensory Characteristics? Over- or under-sensitive to sight, touch, taste, sound, or smell Unable to filter out unimportant sensory information (for example, the ticking of a watch) Difficulty regulating one s own body reactions

18 Other Challenges Sensory processing Motor skills Attention Organization Motivation Learning Co-existing conditions Anxiety, depression, seizures, intellectual disabilities pg

19 Understanding the Road to Diagnosis

20 Reasons to Seek Evaluation Early identification leads to early intervention Access to information Learn useful strategies Family support and resources Better outcomes

21 Early Signs of Autism Spectrum Disorders No big smiles or other warm, joyful expressions by six months or thereafter No back-and-forth sharing of sounds, smiles, or other facial expressions by nine months or thereafter No babbling by 12 months Greenspan, S.I., Prizant, B.M., Wetherby, A, and First Signs, Inc. signs.org/healthydev/milestones.htm

22 Early Signs of Autism Spectrum Disorders No back-and-forth gestures, such as pointing, showing, reaching, or waving by 12 months No words by 16 months No two-word meaningful phrases (without imitating or repeating) by 24 months Any loss of speech or babbling or social skills at any age Greenspan, S.I., Prizant, B.M., Wetherby, A, and First Signs, Inc. signs.org/healthydev/milestones.htm

23 Why is Early Diagnosis Important? Guides intervention planning and early intervention services Maximizes critical developmental period Eligibility for services Early intervention (birth 3yr) Free and Appropriate Public Education (3yr-22yr) Funding for services

24 Teaching and Supporting Positive Behavior

25

26 There are some KEY strategies Structure that work: Routines Visual Information

27 Information presentation in a concrete & organized manner No guesswork Environmental arrangements Work systems Schedules Structure

28 Routines Scripted ways of doing things Increase predictability Clear expectations Increases participation, decrease anxiety, support attention shifts & transitions Preferences of people with autism

29 Predictability and consistency reflect personal control.

30 Personal Control Strategies We arrange our environments. We plan our activities and establish our routines. We make our own choices. We communicate our wants and needs. We behave according to the social situation.

31 Visual Information Use their modality of strength It s permanent (minimizing the difficulty with shifting attention) Reduces the need for auditory processing/comprehension Seeing is knowing ASD rule: If you say it, SHOW IT

32 If you say it, show it Most people with ASD are VISUAL LEARNERS AND THINKERS Supplement your verbalizations with some form of visual representation In other words: Write it down Use your hands Draw a picture Use technology

33 A simple first/then schedule can become an easy solution or a contract for working out expectations. This gives the client a visual reminder that once the non-preferred task is completed a preferred activity will follow. put away clothes watch t.v.. Eastern Upper Peninsula Autism Grant Team, January 2005

34 Use Visual Choice Boards

35 Stop Visual Cue

36 Show: Inside Voice

37 Two things that I hope you will remember:

38 Think & Share What visual supports are you already using with your children? OR What other visual supports would help your children?

39 Addressing ASD in the Classroom

40 TACSEI

41 Opportunities for Teaching Eating Chew with your mouth closed Don t take eat someone s food without asking Keep food in your mouth at all times- don t take it out to look at it) Use your utensils when you eat Never touch food in line with your hands Friendship It is probably not a good idea to ask the same person to play everyday Friends say nice things to each other Friends forgive each other for mistakes If someone is nice to you, it doesn t mean they are your friend It is ok if your friends has other friends or interests

42 Social Story Example I hang my book bag on the front door hook. (directive) The loop on the book bag fits on the hook. (descriptive) When I hang up my book bag, my mother is happy to see it on the door. My mother likes it when I put my book bag on the hook. (perspective)

43 Peer Supports

44 Why Are Peers Important? Friendship is a quality of life indicator People of all abilities learn best from others with common interests and experiences Peers are a source of natural support

45 Contributions of Peer Supports Peers can: Model appropriate and positive behavior Provide necessary information and honor all questions Focus on similarities more than differences

46 Final Thoughts ASD is often an invisible disability Each person with an ASD diagnosis is different The more you understand ASDs, the more effective you will be as a teacher for these students Their brains work differently than yours and mine Their sensory systems are different / have different needs They are usually very literal or black/white so, say what you really mean Try not to get into a battle of wills, be creative When in doubt, write it down / provide picture cues When all else fails, call in reinforcements (parents, colleagues, therapists, district personnel, CARD, FDLRS, FIN, etc.)