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Family Training By Meegan Winters. “Every person with Autism is an individual, and like all individuals, has a unique personality and combination of characteristics”

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Presentation on theme: "Family Training By Meegan Winters. “Every person with Autism is an individual, and like all individuals, has a unique personality and combination of characteristics”"— Presentation transcript:

1 Family Training By Meegan Winters

2 “Every person with Autism is an individual, and like all individuals, has a unique personality and combination of characteristics” -Autism Society of America

3 Definition of Autism According to the American Psychiatric Association, Autism is characterized by a triad of impairments in the areas of socialization, communication, and ritualistic behavior According to the American Psychiatric Association, Autism is characterized by a triad of impairments in the areas of socialization, communication, and ritualistic behavior

4 Social Interactions

5 A person with Autism usually has problems interacting with people in the following ways: May avoid or lack eye contact May avoid or lack eye contact May not imitate others May not imitate others May not point or use other hand gestures May not point or use other hand gestures May prefer to be alone May prefer to be alone May not understand social cues May not understand social cues

6 Communication

7 A person with Autism will usually have problems communicating, such as: May not speak at all May not speak at all May be severely language delayed May be severely language delayed May have unusual or odd speech patterns (repeat words or phrases heard by others, i.e. tv or videos) May have unusual or odd speech patterns (repeat words or phrases heard by others, i.e. tv or videos) May be unable to initiate or engage in a conversation May be unable to initiate or engage in a conversation May be unable to use their imagination during play, i.e pretending a banana is a phone May be unable to use their imagination during play, i.e pretending a banana is a phone

8 Behaviors

9 An individual with Autism may show restricted, repetitive, or ritualistic behaviors, interests, and activities, for example: May be preoccupied with a narrow range of interests (i.e dinosaurs, astronomy, trains, or roller coasters) May be preoccupied with a narrow range of interests (i.e dinosaurs, astronomy, trains, or roller coasters) May insist on sameness (i.e prefer certain clothing or eat only certain foods) May insist on sameness (i.e prefer certain clothing or eat only certain foods) May line up their toys or objects May line up their toys or objects May flap their hands, or make hand and body gestures May flap their hands, or make hand and body gestures May rock themselves May rock themselves May be self-injurious (i.e head banding) May be self-injurious (i.e head banding) May anger easily or show aggression May anger easily or show aggression May be resistant to change May be resistant to change May become angry or upset if their daily routine changes in any way May become angry or upset if their daily routine changes in any way May focus on only a small part of a toy or object May focus on only a small part of a toy or object

10 “Children do not outgrow Autism, but symptoms may lessen as the child develops and receives treatment”

11 Why the Lyle Torrant Center? Small class sizes Small class sizes Highly structured classrooms Highly structured classrooms On site therapies (OT, PT, Speech) On site therapies (OT, PT, Speech) Teachers trained in ASD intervention techniques (PECS, TEACCH) Teachers trained in ASD intervention techniques (PECS, TEACCH) On site sensory integration rooms On site sensory integration rooms

12 Intervention Techniques TEACCH (Treatment and Education of Autistic and Communication handicapped Children) TEACCH (Treatment and Education of Autistic and Communication handicapped Children) PECS (Picture Exchange Communication System) PECS (Picture Exchange Communication System) Visual Supports Visual Supports

13 TEACCH

14 What is TEACCH? The long-term goals of the TEACCH approach are both skill development and fulfillment of fundamental human needs such as dignity, engagement in productive and personally meaningful activities, and feelings of security, self-efficacy, and self- confidence. To accomplish these goals, TEACCH developed the intervention approach called “Structured Teaching.” The long-term goals of the TEACCH approach are both skill development and fulfillment of fundamental human needs such as dignity, engagement in productive and personally meaningful activities, and feelings of security, self-efficacy, and self- confidence. To accomplish these goals, TEACCH developed the intervention approach called “Structured Teaching.”

15 The principles of Structured Teaching include: Understanding the culture of autism. Understanding the culture of autism. Developing an individualized person- and family- centered plan for each client or student, rather than using a standard curriculum. Developing an individualized person- and family- centered plan for each client or student, rather than using a standard curriculum. Structuring the physical environment. Structuring the physical environment. Using visual supports to make the sequence of daily activities predictable and understandable. Using visual supports to make the sequence of daily activities predictable and understandable. Using visual supports to make individual tasks understandable Using visual supports to make individual tasks understandable

16 How do we use TEACCH? Structured classroom environment (separated areas within the class for specific purposes) Structured classroom environment (separated areas within the class for specific purposes) Individualized teaching at the Teacher Table (1 on 1 teaching) Individualized teaching at the Teacher Table (1 on 1 teaching) Independent skills practiced in individual Work Stations. Independent skills practiced in individual Work Stations. Visual Supports used throughout the school and classrooms. Visual Supports used throughout the school and classrooms.

17 PECS

18 PECS Teaches functional communication that is immediately useful Teaches functional communication that is immediately useful Is appropriate for anyone having difficulty using speech Is appropriate for anyone having difficulty using speech Is augmentative or alternative Is augmentative or alternative Does not disregard speech Does not disregard speech

19 PECS Functions Functions Requests: direct reinforcement Requests: direct reinforcement Comments: social reinforcement Comments: social reinforcement Spontaneous vs. responsive

20 Phases of PECS Phase 1-Teaaches Students to initiate communication by exchanging a single picture for a desired item Phase 1-Teaaches Students to initiate communication by exchanging a single picture for a desired item Phase 2-Teaches students to be persistent communicators-actively seek out pictures to make a request. Phase 2-Teaches students to be persistent communicators-actively seek out pictures to make a request. Phase 3-Teaches students to discriminate pictures and select the picture that represents the item. Phase 3-Teaches students to discriminate pictures and select the picture that represents the item.

21 Phases of PECS (cont’d) Phase 4-Teaches students to use sentence structure to make a request in the form of “I want _____.” Phase 4-Teaches students to use sentence structure to make a request in the form of “I want _____.” Phase 5-Teaches students to respond to a question “What do you want?” Phase 5-Teaches students to respond to a question “What do you want?” Phase 6-Teaches students to comment about things in their environment both spontaneously and in question form. Phase 6-Teaches students to comment about things in their environment both spontaneously and in question form.

22 How do we use PECS? PECS is a technique used during many Speech therapy sessions. PECS is a technique used during many Speech therapy sessions. PECS is used during meal and play times within the classroom. PECS is used during meal and play times within the classroom. PECS can be sent home for parents to use with their child. PECS can be sent home for parents to use with their child. Each student has their own book and set of pictures to make requests and comments. Each student has their own book and set of pictures to make requests and comments.

23 Visual Supports

24 Visual Schedules Visual Schedules

25 How we use Visual Supports Daily Visual schedule Daily Visual schedule Visuals for communication (PECS) Visuals for communication (PECS) Visuals for skill development Visuals for skill development Visuals for reinforcements and behavior modification Visuals for reinforcements and behavior modification

26 For more Information (Sources) Autism Spectrum Disorders by Amy M. Wetherby and Barry M. Prizant Autism Spectrum Disorders by Amy M. Wetherby and Barry M. Prizant Do-Watch-Listen-Say by Kathleen Ann Quill Do-Watch-Listen-Say by Kathleen Ann Quill


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