10/15/2018. Taking Autism to the Library. Definition: What causes autism. The exact cause of autism is not known.

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1 Before we begin: Please sign in Fill out the first 3 questions in the evaluation Presented by Kathleen Dolbee, ASNC Autism Resource Specialist kdolbee@autismsociety-nc.org ( Taking Autism to the Library Definition: Autism is a neurological condition that affects the brain and the entire central nervous system. Autism affects the way an individual processes information. NOTE: Because autism affects each individual differently, no two people with autism are exactly alike. Avoid comparisons. Strength: Visual learners and detail oriented. Challenge: Difficulty determining which details are relevant. What causes autism The exact cause of autism is not known. Research seems to indicate the likelihood of a genetic component, or pre-disposition, alone or in combination with external or internal triggers. 1

2 Prevalence 1 + of every 59 children who are 8 years old in North Carolina could be diagnosed with autism spectrum disorder. (CDC) Over 16,250 students in the NC Public Schools have a diagnosis of autism spectrum disorder. This number does not include students who are home-schooled, suspended, or have a diagnosis but do not receive special education services. Autism affects boys more often than girls. 4:1 Where to begin Learn about Autism Spectrum Disorder. Become familiar with autism-related publications at your library. Encourage the acquisition of autism-related titles. Make environmental accommodations where possible. Person-first approach, culturally sensitive. View behavior as communication. Core Features 2

3 Individual may rigidly insist on talking about his/her favorite topic. Not respond, or respond inappropriately to directions or requests. May repeat words or phrases and ask repetitive questions. Limited ability to initiate and maintain conversation. Jibber-jabber * * Individual may rigidly insist on talking about his/her favorite topic. Not respond, or respond inappropriately to directions or requests. May repeat words or phrases and ask repetitive questions. Limited ability to initiate and maintain conversation. Jibber-jabber * Anxiety affects expressive and receptive communication. RULE: ANXIETY PROCESSING ** 3

4 ** Meet Andre May understand what is said literally and have difficulty with figurative language. The individual may have difficulty with aspects of non-verbal communication such as: * tone of voice * proximity * volume * facial expressions * sense stress * posture * body language * tone of voice May not know what topics are appropriate for conversation within a context. May interact with people or objects in unusual ways. May not respect personal space. May have limited or no eye contact. May attempt to control the conversation. May say things aloud that should be kept to oneself. May not recognize social indications that a conversation is over. 4

5 In her own words When my hormones hit at puberty, my touch sensitivity worsened. Loud noise was like a dentist s drill hitting a nerve, and scratchy clothes were like coarse sandpaper against my skin. - Temple Grandin Hyper-reactivity Avoidance Create pockets of sanctuary Provide calming sensory activities. Provide opportunities for activities that stimulate the tactile, visual, vestibular and proprioceptive senses. Hypo-Reactivity Sensory Seeking Behavior More Sensory Differences Tactile sensitivity Inconsistent auditory processing Visually distracted Sensitive to textures and smells Unusual pain threshold May not notice indications of physical needs 5

6 Magazines... People with autism sometimes engage in perseverative behaviors. These behaviors may include, but are not limited to: Rocking Flapping Humming Repetitive self-talk Individuals with ASD may... Require predictability. Need extra processing time. Have trouble with transitions. Struggle with emotional regulation. Be rigid, have difficulty thinking and behaving with flexibility. Unmet needs in areas related to the core features of autism can trigger extreme anxiety. 6

7 Better outcomes are achieved when we view behaviors as anxiety based and take our ego out of it - Jed Baker, PhD. Preventing and managing anxiety is absolutely necessary! Take a forensic approach. Look for clues to determine the underlying cause of the behavior. Visualize an iceberg Look beneath the surface BEHAVIOR Miscommunication Unmet expectations Sensory overload Social confusion Low tolerance for mistakes Behaviors to Ignore: Rocking Hand-flapping Quiet humming Pacing Wiggling Behaviors You Should Not Ignore Destructive activities Violent tantrums Loud or inappropriate interaction with others Inappropriate sexual behavior 7

8 What if the parent or caregiver seems unaware or is not attending the individual Explain to the parent or caregiver that the behavior of the person with autism requires that action be taken. Explain what action you are required to take. Ask if there is an alternative. Ask if you can help. Tools to Bridge the Gap Physical Structure Effective use of Visual Supports Physical Structure Placement of furniture, area rugs, etc. clarifies what takes place where. 8

9 Effective Use of Visual Supports Labels Checklists X marks the spot Written and picture directions Break down large tasks into sequential steps Increase predictability Create meaningful routines Visual reminders of library rules and social rules A sign on the wall In a frame on the table and attached to a lanyard A card carried during transitions Examples of visual reminders successfully implemented in a variety of settings. Visit: You are already doing it! Show how signs designate specific sections of the library. Remember, individuals with autism are detail oriented, but they might not know which details are relevant. What would you like to read about? Do you like books about 9

10 Putting it all together Work system ready Sensory needs accommodated Chairs define personal space Carpet defines general space A Calendar posted in a central location Anticipate changes in schedule. Know about upcoming programs. Understand when borrowed books need to be returned. Helps a parent or caregiver know when to make alternate plans. Priming increases predictability Social narratives have proven to be a very effective tool. Can you create your own Going to the Library story? 10

11 Person first Approach and Culturally Sensitive Many people with autism prefer the word difference, rather than the words deficit or disorder. For many people with autism, the phrases: A person with autism or a child with autism is preferable to: autistic person. Build a Relationship Allow the person to come to you. Try to discern the person s level of understanding. Offer to give a tour of the library. Offer the Going to the Library social story. The Relationship Matters People with autism do care about relationships. People with autism will try harder and stretch outside their comfort zone for someone they trust and who cares about them. The best predictor of success for a person with ASD is the genuine optimism of those around him. 11

12 FOCUS ON STRENGTHS Strong intellect Excellent memory Meaningful application of visual information Can learn routines and are motivated to repeat them Can understand and use concrete rules Review Try to be structured, yet flexible. Accommodate sensory differences. Present information verbally and Give clear, explicit directions. Keep things as predictable as possible. Allow extra processing time See behavior as a form of communication 12