Prologue TO AUTISM

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Prologue TO AUTISM Rosemary E. Cullain Ph.D. Colorado Training Associates Inc.

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Training Topics Characteristics and Implications of ASD Teaching Strategies to Improve Social Interaction Interventions Related to Sensory Differences

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Characteristics of Autism Neurological in source Brain Organized Differently Differences in social connections Communication Repertoire of practices

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ASD Learning Style Predictable Organized Repetitive One Modality Visual Concrete Rote Over Focus Attention Neuro Typical Style Flexible Dynamic Random Multi Modalities Auditory Social Analytical Shifts Attention Paradox of Autism

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Differences in These Areas Thinking Learning Sensory

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Thinking Details versus ideas Cause and impact Irrelevant versus significant Concrete versus conceptual Organization and sequencing

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Sensory Easily over empowered Difficult to regulate Problems with fragmenting Prefer efficient, unsurprising, well known

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Learning Visual or Verbal Poor Imitators Prompt Dependent Need significant schedules and procedures Need idea of completed

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Helpful Teaching Interventions TEACCH Model (Mesibov & Schopler) Picture Exchange Communication (Bondy & Frost) Relationship Development Intervention (Gustein & Sheely) SCERTS (Prizant, Weatherby, Rydell) Social Communication (Quill)

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Good Interventions Alter Environment to make world more important Based on qualities Provide physical and visual structure Provide association of the day Work has starting and end

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Schedules Individual to formative level Independence is objective Student controls Resist over inciting Provides visual framework to show adaptability

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Issues to Consider with Schedules Can understudy coordinate articles, pictures of words – would he be able to peruse Can understudy take after a grouping of exercises utilizing a visual sign Where is the best area What data is essential Where does he separate completed work Who sets up and rolls out improvements

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Work System Method for exhibiting work in a sorted out methodical way. Framework shows freedom Not simply work wicker container Has a positive starting and end Can have numerous appearances

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Questions Work Systems Answer What do I need to do? What amount do I need to do? At the point when am I wrapped up? What do I do next?

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Sensory Implications School situations incorporate tactile data that is new and diverse in force and term Elementary classrooms furniture outwardly diverting cafeteria notice clamor Middle/High School different passing periods Numbers of educators, styles, desires Noise Myriad of corridors

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Strategies Priming Preview action Provides consistency Reduces uneasiness and coming about practices Working Independently Initial guideline Provides hone Adjust if important Access to put separated from routine environment Positive air not discipline or escape from undertakings Allows for regrouping, arranging, recuperation

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Home Base Access separated from routine environment Positive not reformatory Allows individual to regroup, arrange, recoup Social Stories Stores from their point of view Describe social circumstances Relevant signals Visually graphic less mandate Addresses fears, tension fixations

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Strategies Visual Supports Concrete representation Reduces equivocalness Helps envision Organizes physical space Helps with move Helps to comprehend desires Can pass on bearings

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Social Developmental Levels Level one: Tuning In (Birth) Emotional Attunement Social Referencing Excitement Sharing

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Social Developmental Levels Learning To Dance (6 months) Learns tenets, parts and structures of experience sharing Likes assortment Synchronized activities Observing and controlling to facilitate.

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Social Developmental Levels Level 3 Improving and Co –Creating (one year Constant co variety Fluid moves Improvisation Co-Creation

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Social Developmental Levels Level Four Sharing Outside Worlds (year and a half) Perception Sharing Perspective Taking Unique Reactions Adding Imagination

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Social Developmental Levels Level 5 Discovering Inside Worlds (30 mos) Sharing Ideas Enjoying Differences Inside and Outside Worlds Primacy of Minds

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Social Developmental Levels Level 6 Binding Self to Others (48 mos) Unique Self Belong to Groups Pals and Playmates Enduring Friendships

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Social Implications for ASD Most ASD are missing basic parts of the aptitudes in Level 1 Need to instruct those basic parts before children are prepared for gatherings Must perceive their social improvement is diverse Must remediate these necessities Plan social requests around those requirements Avoid fellowship bunches and so on until at any rate level 5

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Social Teaching Strategy L 1 Teach tyke to outwardly filter grown-up activities and responses (utilize video) Teach tyke to reference grown-ups when questionable or restless Teach visual prompts that youngster can perceive as a sign to move consideration Teach basic amusements and model fervor for the tyke to copy.

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Social Teaching Strategy L 2 Teach tyke to do facilitated cooperations Teach tyke to play out his part in a planned connection Teach youngster to time himself to organize this association Teach direction in a social collaboration Teach strategies to convey to keep up coordination in a social communication.

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Social Teaching Strategy L 3 Multi step level Co-variety (curiosity) Fluid moves Improvising Co creation

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Social Teaching Strategy L 4-6 Multi step including Joint consideration Perspective Taking Unique Reactions Imagination

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Sample Activities Level One – Turn taking recreations Level Two – Mirror Games Level Three – Cooperative Games Level Four – "Sharing" Games Level Five and Six - Groups

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This is What we do as Parents and Teachers The cherishing mother shows her youngster to walk alone. She is sufficiently far from him with the goal that she can't really bolster him, however she holds her arms to him. She emulates his developments, and in the event that he totters she quickly twists as though to seize him, that the he may trust that he is not strolling alone… her face entices like a reward, a support. In this way, the youngster strolls alone with his eyes settled on his mom's face not on the challenges in his direction. He underpins himself by the arms that don't hold him and continually endeavors toward the shelter in his mom's grip, small presuming that in the exceptionally same minute that he is underlining his need of her he is demonstrating that he can manage without her, since he is strolling alone. (Kierkegaard)