Behaviour Expert Academy Circular

Transcription

1 Behaviour Expert Academy Circular (for teachers, teaching assistants and LSAs who are serious about becoming super-successful behaviour managers) E: Inside this month: An Introduction to Autism Triad of Impairment The three areas of behaviour under which autism is diagnosed are Impairment of Language, Impairment of social interaction, Impairment of flexibility of thought and behaviour. Sensory issues People with ASC may have difficulties with sensory overload when sensory information becomes too much for them. This can be the case in all 7 sensory systems vision, hearing, touch, taste, smell, balance (vestibular) or movement/pressure (proprioceptive). Your Report Card You have checklists to fill in and you have to sign yourself off when the deeds have been done. In whatever area of education you work, there is one thing of which you can be sure in the future you will be providing for more children with autism. Barry Carpenter, Equals Conference.

2 Autistic Spectrum Condition Source: Autism is a lifelong developmental disability that affects how a person communicates with, and relates to, other people. It also affects how they make sense of the world around them. People with autism may also experience over- or under-sensitivity to sounds, touch, tastes, smells, light or colours. Asperger syndrome is a form of autism. People with Asperger syndrome are often of average or above average intelligence. They have fewer problems with speech but may still have difficulties with understanding and processing language. Like many other conditions, there are many misconceptions about the causes, effects and definition. Here s a bullet list of facts and statistics regarding autism. Autism is: A developmental disorder biological or organic difference in the brain More likely in boys than girls Associated with learning difficulties Associated with epilepsy, 1 in 3 by adolescence Genetically linked increased rate in siblings A lifelong condition. 66% do not become independent in adult life More common than thought 1 in 100 total spectrum Associated with unusual responses to sensory stimuli Associated with peculiarities of motor co-ordination

3 There are many myths which are commonly understood to be real, and which would appear to be the result of lack of knowledge. Before around 1980 it was unusual to meet somebody in a mainstream classroom who had autism. Their unfamiliar behaviours, and their unusual gait, in addition to their lack of self-awareness (ie dress sense, obsessional interests, curious body language) can instil a sense of fearfulness. This turns into apprehension if you meet someone whose behaviour you don t understand. Here are some of the common myths. Autism is not: The result of emotional deprivation or emotional stress A withdrawal into fantasy life A wish to avoid social contact Due to parental rejection or cold parenting A middle-class disorder A mental illness not schizophrenia Genius (although some are!) A new phenomenon it was described in late C18th Curable What s the cause? While over the years there have been a variety of claims about what causes autism (bad parenting, MMR vaccine, mercury, etc.), at this point, researchers have not identified a reliable cause. Task 1 Do a short research on the Causes of Autism and list those which have been reported. Create a short summary.

4 Some of our most popular and famous figures have autism/asperger s Syndrome. These include: 1. Bill Gates 2. Andy Warhol (artist) 3. Susan Boyle 4. Einstein 5. Mozart 6. Daryl Hannah There s no suggestion that any of the above haven t met their full potential, but you might have noticed that media coverage and biographies have described their behaviour as unusual, awkward or unpredictable. The reason that their behaviour is judged to be different to the norm is because they miss the social cues which we generally respond to. For

5 example, if you meet someone for the first time you might shake their hand, or introduce yourself, smile, make good eye contact etc. Somebody with autism can learn these skills but they may not be smoothly delivered, perhaps with inappropriate eye contact (staring) or invading personal space. Other signs to look for: someone may ask you a question such as How are you? and not wait for a reply, or talk incessantly about one subject only. Social cues are the stuff of behaviour. It s easy to become offended by someone who acts in a way that seems rude as it may be frightening.

6 Barriers to learning Someone with autism may need longer periods of time to digest information, answer questions, and complete tasks. This does not indicate a learning difficulty, it s because their brains process communication and knowledge in a different way. Extra time may be needed to answer a question, for example, and to commence a task. But this should be done in a structured way. You might say I will come back and check with you in 2/3/4 minutes. Using the name of your student at the beginning of a sentence ensures they include themselves in your instructions. It s seen as a work avoidance technique if a student says Oh, I didn t think you meant me. Avoid using metaphors and Idioms: Idioms eg raining cats and dogs Metaphor a figure of speech eg The detective listened to her tales with a wooden face Use language which isn t confusing to someone who relates words literally. Idioms Pictionary: Look at the task on page 11 create your own version of the confusing world of language. Barriers to learning and language are explored more in the webinar.

7 Sensory Issues Students with autism will find it difficult to manage in the classroom because the environment may not meet their sensory needs, their desire for routine and their inability to mix easily with others. Routine Children with high functioning autism generally tend to cope reasonably well within the primary model, they usually work in one classroom with one teacher, and little changes during the day. But then going into a secondary environment, which is completely different, they are expected to be able to cope with sometimes 6 8 teacher changes, huge buildings or campuses, thousands of other students and generally the wheels tend to fall off somewhere halfway through year 7. At this point the behaviour begins to be labelled as challenging and students might start absconding. The anxiety levels of the student go through the roof. The biggest problem is that attendance and attainment is at risk, the student stops achieving. A lot of children with autism don t make it through mainstream secondary school, and if they go to college they often don t make it through their placement there. Their desire for routine and inflexibility around their daily challenges is hard to overcome other students find them odd. Sensory overload I often read in articles that autistic people like lights, but the truth is that many will avoid bright lights. The same is true for all the sensory systems, ie that their sensitivity may be that they seek or avoid. Here are three charts which may give you more insight into this:

8 Sensory system Seeking behaviours Avoiding behaviours AUDITORY Seeks out loud music or noises Oblivious to loud noises Easily distracted by noise Grinds teeth or hums Covers ears around loud noises Distracted by subtle background noises Pulls at ears Displays sensitivity to high-pitched noises Sensory system Seeking behaviours Avoiding behaviours VISUAL Visually stimulates on objects such as lights, patterns etc. Very drawn to certain colours Very drawn to television Hyper focuses on visual input Blinks at bright light or appears sensitive to sunlight Prefers to play in the dark Squints when doing puzzles or other visual tasks Easily distracted by visual input Makes poor eye contact Rubs eyes often

9 Sensory system Seeking behaviours Avoiding behaviours GUSTATORY/ OLFACTORY Seeks out very spicy or very sour foods Smells everything Licks everything Reacts defensively to certain food in mouth Reacts defensively to smell of certain substances Avoids new foods Avoids foods with mixed textures Prefers only crunchy foods Has a limited diet Displays a strong preference for temperature of food or drink During the webinar we will look at other sensory systems and how they affect a person with autism. Things that help: Adjust the environment, e.g lighting, temperature, noise. Do an audit of the room to check that there aren t strong smells, that there aren t too many buzzing computers or projectors, tidy where possible. If you are timetabled in a room where noise is a big factor next to the kitchens or on a loud road (for example) this may need to be managed by seating the student near to you to manage any anxieties. Task 2 Watch this video it s not professionally made but it does give you an idea of the sensory overload which is often experienced by someone who has autism.

10 Webinar During the webinar this month we will look more at how to spot the signs of autism, some of the common mistakes we make when interacting with students with the condition, and more top tips for helping them to succeed. Webinars should not last longer than 30 minutes. That s it for this month Here s your checklist: Completed the research Watched the video Attended the webinar

11 Idiom Pictionary Using some of the unusual sayings and expressions we use in everyday life, try to draw a visual representation of the saying/expression. When you have drawn your own interpretation, show it to a colleague and ask them to tell you what you are trying to say. 1. The sun is in my eyes 2. I have to catch the bus 3. Let s go through the board together 4. It s raining cats and dogs 5. That s the way the cookie crumbles 6. I could eat a horse Think of some of your own, and imagine how confusing it must be for someone who tries to visualise what you are trying to say.