Altogether Autism
What is Autism?
Life long condition, born with Autism, diagnosed at possibly 3, provide strategies does not have cure. Experiencing the world in a different way.
ASD: Autism Spectrum Disorder
Disorder: negative
Takiwātanga: Maori way of explaining
In my/his/her own time and space, positive maori view about Autism.
Te Reo Hāpai: book written by Nā keri Opai
Characteristics (Social communication, interaction, restriction/repetitive thinking, behaviour, Sensory)
Don't really way high functioning/low functioning, more like on a spectrum
uses levels 1-3
We don't call it Aspergers, all under Autism. Depending who is diagnosing and what manual they are using.
Girls- they mask it and they are diagnosed later than boys. Girls tend to imitate others' play.
Around the teenage years, they can't mask it later.
Focus on the strengths
Executive Functioning
Help to be organised, plan, remember instructions, understand complex or abstract concepts, deal with change. Working memory
Calming down activity
What does Anxiety look like? Avoid new situations, no friendships/relationships, Misunderstood and seen as 'difficult'
Children indicating how they are feeling, and what colour they are now, and after intervention/calming down
Meltdown or Tantrum
Meltdown is a medical event. The person does not have control over the behaviour. They can hurt themselves or others. They wanna hide, don't want to be the centre of the attention.
Meltdown Stages
1-Build up: pacing, fidgeting -trying to cope with the stressors and anxiety
(Intervene early, introduce a break, safe calm down place, physical activities tearing paper, squeezing the ball, staying calm, don't touch the person)
Meltdown strategies
Protect everyone, use a few words, protect the child's mana, exit strategy, no power struggle
Recovery (either catch it before happening or after)
Relax, Reconnect, Reflect, Recharge, Re-prepare
Talking to other children who are autistic about the incidents too so that they will feel connected again.
Shutdown- a child doesn't internalise it
Draw pictures and let the child know the change or what is happening now and next
Behaviour=Communication
Form of communication.
Helping them to be independent. If they can't get their needs met, and can't communicate, the behaviour happens.
Can't -find out whys. Is there a stressor? Is there a need to meet him? Skill deficit? Does he know how to tidy up?
Sensory-friendly environment
Sensory sensitivity- can't focus on one sense
Check the physical part first
Vestibular: Sense of balance
Proprioception: knowing where the body parts are in the space (Spatial Awareness) Body GPS
Hypo- need more of that
Hyper- too sensitive, need less of it
Interoception: internal senses, something that is happening inside your body
knowing how the body is feeling
Becoming anxious- they don't make the link between feeling anxious and why it is happening/ what is making them feel like that
Creating a sensory profile
Stimming: repetitive body movements, movements of objects
To calm us down and soothe us
Stigmatisation- does this matter?
Need to give the same feeling
Stimming -appropriate at any age
Communication
Strategies for communication
You have the person's attention
Avoid complicated instructions
Keep your language clear, polite
Allow them time to process
Visual cues
Have important conversations in a quiet area
Profile books to communicate with other colleagues about the child
Visuals
First and then visuals
First(Less motivated) and then (Motivated activity)
Social Stories
Transitions, individualized, simples sentences
Going on a trip, new situations
Video Self-modelling
Around routines, transitions, new situations, learn a new skill, break it down to the step
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