Managing anxiety in the classroom: practical strategies. Cathy Riggs and Emma Sanderson

Transcription

1 Managing anxiety in the classroom: practical strategies Cathy Riggs and Emma Sanderson

2 What the research tells us Children, adolescents and adults on the autism spectrum experience high levels of anxiety, more similar to children with diagnosed anxiety disorders than to non-anxious children (Kim et al., 2000; Sofronoff & Russell, 2005) Muris et al (1998) found that 84.1% of children with autism met the full criteria of at least one anxiety disorder: Phobia Panic Disorder Separation Anxiety Disorder Avoidant Disorder Generalised anxiety disorder Obsessive Compulsive Disorder PTSD

3 Autism: triad of impairments + sensory social interaction + anxiety issues behaviour (range of activities and interests) or language and communication inflexibility, rigidity of thought and imagination Wing, L. 1980

4 Anxious children Social imagination Preparing for change and planning for the future. Coping in new or unfamiliar situations. Overestimate how likely it is that an unpleasant event will happen. Overestimate how bad the consequences will be if the event does happen. Underestimate their ability to cope with the anxiety of the unpleasant event.

5 Reassurance Structure and routine bring reassurance Visual support Support to assess risks and identify self-help strategies

6 Presentation of anxiety in the classroom Irritability/tiredness Absenteeism Frequent somatic complaints Decline in performance Withdrawal Use of alcohol/drugs Attention seeking Challenging behaviour Self-harm Change in behaviour at home Need to control Food issues Reassurance seeking

7 An anxiety plan 1. Identify that your pupil is anxious and/or stressed and to what level. 2. Teach the individual to recognise their stress and to communicate this. 3. Implement the relaxing strategy and observe for change. 4. Teach self-reliance through self-relaxing strategies.

8 Identify anxiety levels-triggers Try to clearly define a pupil s level of anxiety. For each time period, environment and activity, rate the level of anxiety. Look for patterns in time, the activity and the environment.

9 Implement strategies and observe When are they not stressed (when do they seem happy)? What can you learn from when they are not stressed to implement at times when they are? Implement relaxation devices and strategies.

10 PRACTICAL STRATEGIES

11 Practical strategies Teach the individual to recognise their stress and to communicate this to an appropriate individual.

12 Feeling thermometers

13 The incredible 5-point scale Buron, K. D. and Curtis, M.

14 Feeling volcano How do I feel? 5. Lost it help! What can I do? 4. I m angry. I want to shout or scream, to make a noise. 4. Leave what you re doing: listen to some music, go to your quiet space. 3. I m starting to feel cross. I don t like what is happening. 3. Walk away. Find an adult to talk to. Do something you know helps you feel better. 2. I feel a bit upset and sad. I m unsure what to do. 1. I feel calm. Everything is okay. 2. Take time to calm a little think about something you like, go to a quiet space etc. 1. Keep doing what you are doing

15 Practical strategies Make use of sensory breaks.

16 How do I tell someone I m stressed? Augmentative communicative devices Card/token/use my levels used to express they are leaving room plan swings into action Text, note, pre-arranged signals with staff and special peers Safe place needs to be created Student and TA etc have agreement staff member will read situation and re-direct

17 SPELL framework Structure a framework to help predict events Positive approach support to achieve Empathy with the individual Low arousal environment Links with other professionals for consistent approach

18 Practical strategies Have a clear structure.

19 The four basic but essential questions that need answers! 1. What am I doing? 2. How long am I doing it for? 3. What will I be doing next? 4. When will I get to do the things that I really want to do?

20 Ben s trip home Visuals to reduce stress At the end of school I can 1. get my bag 2. put on my coat 3. line up for the taxi 4. get in the taxi 5. meet mum when I get out of the taxi

21 Physical layout Planning with the child in mind Location of classroom within school Structured Easy to understand Easy to use Promotes self-management Seating arrangement Clearly-marked areas Independent work areas (with fewer distracters) A comfort zone (a defined, physical space)

22 Physical layout

23 Practical strategies Have a positive approach.

24 Use their interests Focus on the things they like to ease their stress and/or to show them a better way Thomas the Tank Engine Canal Systems of GB Flags of the World Minecraft Power Cards (Elisa Gagnon)

25 What makes me happy? I feel happy when I m playing with a Koosh ball I m watching a Thomas video I m eating a mars bar I feel happy in the swing room.

26 Practical strategies Have empathy.

27 Support with unstructured times Run a lunch club Promote choice with a choosing board

28 Practical strategies Use a low arousal approach.

29 Relaxation Sequence a task that requires a tightening and relaxing of muscles. Allocate slots twice a day for relaxation sessions in order for pupils to begin to recognise when muscles are tense or relaxed. Begin prior to situations when anxious.

30 Relaxation Use visual imagery and/or music in the classroom

31 Practical strategies Links Links

32 Pre-warning of endings