Christina Keeble. From expert to novice. Please leave this section empty for live captioning service

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1 Christina Keeble From expert to novice Please leave this section empty for live captioning service

2 From Expert to Novice by Christina Keeble

3 Expert! Over 7 years of studying to obtain a B.S. in Psychology, Post Grad Dip. Ed. in Primary Teaching, Honours Year in Psychology and a Masters in Special Education Worked over the past 14 years in special education settings as a volunteer, teaching assistant and teacher from early childhood through high school settings including ASD specific schools

4 Nope, I m a Novice Then I had kids (cue laughter!) It was then I realised how little I knew Vulnerability of diagnosis

5 This Journey Has Made Me Thankful A better mum, teacher and student See ASD from all sides NOW I get it! Realise the presentation of girls truly is different

6 Research What we do know The ratio of boys to girls diagnosed is higher (Baxter, Brugha, Erskine, Scheurer, Vos, & Scott, 2014) Higher functioning girls on the spectrum tend to be diagnosed later (Begeer et. al, 2012) Without additional intellectual or behavioural challenges, girls were less likely to be diagnosed (Dworzynski, Ronald, Bolton, & Happe, 2012)

7 But why? Conflicting research Camouflaging effect? Gender based societal expectations? Physiological differences? Diagnostic biases?

8 More Research Females presenting better on non-verbal (gestures) modes of communication might camouflage other diagnostic features (Rynkiewicz et. al, 2016) Girls were more likely able to integrate verbal and non-verbal behaviours, maintain a reciprocal conversation and initiate a friendship however not maintain friendships (Hiller, Young & Weber, 2014) Girls tend to present with fewer restricted interests and their topics are different to boys (Hiller, Young & Weber, 2014; Supekar & Menon, 2015) Socially girls overlooked rather than excluded (Dean, Kasari, Shih, & Frankel, 2014)

9 So what does this mean? Researchers. KEEP GOING! Teachers Pay attention, especially to those that are easy to not see Start a gentle dialogue with the family & other professionals Parents, if you re not sure investigate. Keep going until you re satisfied. Get motivated! You now have a direction, let it EMPOWER you

10 Flip It! Medical model is very negative with its terms so flip it to positive! Focus on strengths & start from there Growth Mindset & mindfulness practices can facilitate: Emotional regulation Foster positive self talk Create life long learners

11 Language is a powerful tool harness it for good! 10 Strategies 1. Talk the talk 2. Have high expectations! 3. Set up scenarios for success 4. Find examples (even if they don t see them) 5. Start with positive when discussing undesired behaviour & separate the behaviour from the child

12 10 Strategies Continued 6. Build resiliency and positive self talk 7. Encourage and support them as they develop their skills, interests and talents and use them as motivators 8. Help them to understand their emotions 9. Teach them how to see what is positive in themselves but also teach them how to identify what could use improvement 10. Help them learn journaling, drawing or a similar outlet

13 7 Practical Strategies You Can Start NOW

14 Strategy 1 Start the understanding of emotions Read books that focus on learning each emotion Focus on 1 emotion at a time Create an emotions book together Name the emotion & describe it What does it feel like? Where do you feel it? What does it look like (draw it, colours, shapes etc.)? What do we do when we feel it? Who can we talk to about it?

15 Strategy 2 Teach mindfulness practices which draw attention to being present in the moment and focusing on the senses Colouring Deep breathing Yoga Mindful walking & eating These can be tailored to suit the age and interests of the child/student

16 Strategy 3 Model making mistakes!!! Celebrate making mistakes!!! Let them correct YOU Making mistakes = GOOD learning

17 Strategy 4 When speaking to our girls give SPECIFIC feedback Word it positively Include both praise and correction They need to also know what they can improve and how to do it

18 Strategy 5 When focusing on changing something Phrase it positively Explain how others are perceiving it Practice doing it appropriately Positively reinforce

19 Strategy 6 Turn negative self-talk and beliefs around and replace with ACCURATE positive self-talk. Example: Challenge the claim that, I m no good at reading. by asking & saying Why do you think that? What is the proof that you are no good at reading? You are learning to read and are better than you were a month ago. You are practicing your readers and your sight words. You are a learner and are learning to be a fluent reader.

20 Strategy 7 Encourage expression of their inner thoughts through Discussion Writing Drawing Singing Acting WHATEVER they are interested in

21 Thank You THE END

22 References Baxter, A. J., Brugha, T. S., Erskine, H. E., Scheurer, R. W., Vos, T., & Scott, J. G. (2015). The epidemiology and global burden of autism spectrum disorders. Psychological medicine, 45(03), Begeer, S., Mandell, D., Wijnker-Holmes, B., Venderbosch, S., Rem, D., Stekelenburg, F., & Koot, H. M. (2013). Sex differences in the timing of identification among children and adults with autism spectrum disorders. Journal of autism and developmental disorders, 43(5), Dean, M., Kasari, C., Shih, W., Frankel, F., Whitney, R., Landa, R.,... & Harwood, R. (2014). The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD. Journal of Child Psychology and Psychiatry, 55(11), Dworzynski, K., Ronald, A., Bolton, P., & Happé, F. (2012). How different are girls and boys above and below the diagnostic threshold for autism spectrum disorders?. Journal of the American Academy of Child & Adolescent Psychiatry, 51(8), Head, A. M., McGillivray, J. A., & Stokes, M. A. (2014). Gender differences in emotionality and sociability in children with autism spectrum disorders. Molecular autism, 5(1), 1.

23 Hiller, R. M., Young, R. L., & Weber, N. (2014). Sex differences in autism spectrum disorder based on DSM-5 criteria: evidence from clinician and teacher reporting. Journal of abnormal child psychology, 42(8), Rynkiewicz, A., Schuller, B., Marchi, E., Piana, S., Camurri, A., Lassalle, A., & Baron-Cohen, S. (2016). An investigation of the female camouflage effect in autism using a computerized ADOS-2 and a test of sex/gender differences. Molecular Autism, 7(1), 1. Solomon, M., Miller, M., Taylor, S. L., Hinshaw, S. P., & Carter, C. S. (2012). Autism symptoms and internalizing psychopathology in girls and boys with autism spectrum disorders. Journal of autism and developmental disorders,42(1), Supekar, K., & Menon, V. (2015). Sex differences in structural organization of motor systems and their dissociable links with repetitive/restricted behaviors in children with autism. Molecular autism, 6(1), 1.

Welcome to Allied Health Telehealth Virtual Education

Welcome to Allied Health Telehealth Virtual Education Girls on the autism spectrum Rebecca Sutherland Senior Speech Pathologist Child Development Unit Children s Hospital at Westmead Please complete your