Presentation on theme: "Autism Spectrum Disorders & The ‘Stress Bucket’."— Presentation transcript:
1 Autism Spectrum Disorders & The ‘Stress Bucket’. Mapping your way through the ASD Maze:Autism Spectrum Disorders & The ‘Stress Bucket’.Kevin BaskervilleKB Autism Services +Leicestershire AOS (IS) ManagerNational Team Teach ConferenceMarch 2013
2 does not know / understand rules changes in routine poor concept of timedoes not know / understand ruleschanges in routineunsure what is going to happenanxious about failureSTRESSdifficulties with communicationsensory difficultiesliteral interpretation of situationWhat ‘Fills your Bucket?The Stress Bucket
3 What affects the ‘size of your bucket? The Stress BucketBucket Size (ability to cope) InfluencesExperiences prior to involvement at school/workHow are you feeling?Memory – previous influencesActivity plannedCommunication skills – receptive & expressive abilitiesStaff & students involved in the activity+ many other abstract influences – CAN YOU THINK OF MORE?What affects the ‘size of your bucket?KB Autism Services 2009
4 ASD: Triad of Impairments + Sensory+ Anxiety IssuesBehaviour (Range of Activities and Interests)Social InteractionLanguage andCommunicationORInflexibility & Rigidity of Thought & ImaginationWing , L. 1980
5 Don’t know how to ask for chase game Can’t say what the matter is The ‘Iceberg’ of Behaviour: “Understand the Function to Understand How to Prevent”.HITTINGGet me out of hereSensory overload- panicYou’re crowding meWhere are you taking me?Don’t know how to ask for chase gameCan’t say what the matter isI like the ‘buzz’
6 Anxiety Issues in Individuals with ASD Social Communication PhobiaAvoidant of social contact with other people (differing degrees)Avoidant of speaking within social situationsUnsure of social rules – therefore avoidMemory ConcernsBeen there/similar before – therefore avoidFears/WorriesWhat if…? “1% chance is still a chance Kevin!”Watch Mark – QED – at end
8 Neurological AspectsDifferences within the cerebellum and limbic systemFunction of Limbic Systemappreciation of noveltymaintaining attentionintegration of sensory experiencesmemoryrote or habit memoryrepresentational or cognitive associative memoryFunction of Cerebellum- ability to anticipate- motor planningstatic balancemodulation of emotionmodulation of fine and gross motor skillsuse of mental imageryword retrieval, attention shiftingWrite up notes for speakers – with explanationsVideo: Rage for Order
10 ‘The Anxiety Plan’Identify that your child is anxious and/or stressed and to what levelEstablish techniques for reducing stressTeach the individual to recognise their stress and to communicate this to an appropriate individualImplement the relaxing strategy and observe for changeTeach self-reliance through self-relaxing strategiesKB 2005
11 1. Identify that your child is anxious and/or stressed and to what level
12 Anxiety Issues: Anxiety Level Assessment Clearly define levels of anxietyFor each time period, environment, activity rate the level of anxietyLook for patterns in time, activity, environmentAlso see Groden & Cautela (2001) ‘Stress Survey Schedule for Individuals with Autism’nt/jt x37172/
13 What Does it Look or Feel Like? Example.‘The Incredible 5-Point Scale’ – Baron, Curtis (2003)
14 5 LOST IT! I need you to help me now. How do I feel? 4 Leave what you are doing: listen to some music. Tell an adult what is wrong4 I am angry. I want to shout or scream, to make a noise.3 Walk away. Find an adult to talk to. Do something you know helps you feel better. Tell someone how you feel.3 I am starting to feel cross – I don’t like what is happening.2 Take time to calm a little – read a book, ask for help, think about something you like2 I feel a bit upset and sad. I am unsure what to do - puzzled1 Keep doing what you are doing1 I feel calm. Everything is ok.
18 Using the 95% to Reduce Stress Positive Handling – the full range of strategies and interventions (physical and non-physical)Use of spaceChanges to the environmentStance and postureFacial expressionsIntonationSimple positive messagesWhat Can I Do To Reduce Their Stress?
19 In Addition – Use Their Interests (A.S.K.) Focus on the things they like to ease their stress &/or to show them a better wayThomas the Tank EngineCanal Systems of GBFlags of the WorldPower Cards (Elisa Gagnon)sources/factsheets/powercard.shtml
21 Physical Layout – to reduce stress Planning with the Child in Mind Location of Classroom within SchoolStructuredEasy to UnderstandEasy to UsePromotes Self-ManagementSeating ArrangementClearly Marked Centres or AreasIndependent Work Areas - (with fewer distracters)A “Comfort-Zone” - (a defined physical space)
22 Anxiety Issues: Relaxation Progressive Musclesequence task that requires a tightening and relaxing of musclestwice a day to begin to recognize when muscles are tense or relaxedbegin prior to situations when anxiousRelaxation Powerpoint
28 Happy Book I feel happy when I am playing with a Koosh ball What would be in yours or your child’s?Adapt dependent on age/interestsHappy BookI feel happy when I am playing with a Koosh ballI feel happy when I am watching a Thomas video.I feel happy when I am eating an Oh Henry bar or a bag of chips.Or maybe Happy/Chilling Music, TV or Movie Clips – all that can relax or redirect
29 Visual Imagery What image relaxes you? Perhaps a Relaxing Powerpoint Presentation will help?Cognitive Picture RehearsalWhat image relaxes you?
30 Corey’s Bus Home (A Cognitive Picture Rehearsal Example) Corey’s Bus Home (A Cognitive Picture Rehearsal Example)1. At the end of school I can get my bag.6. Take a Deep Breath2. Take a Deep Breath7. Get on the bus3. Put on my coat!8. Take a Deep Breath4. Take a Deep Breath9. Mum is there to meet me off the bus5. Line up for the bus
31 3. Teach the individual to recognise their stress and to communicate this to an appropriate individual
32 Hidden CurriculumBrenda Smith MylesThe set of unwritten rules that no one has been directly taught, but everyone knows. Violations of these rules can make an individual a social outcast.Phrase associated with hidden curriculum:“I shouldn’t have to tell you but … ““Everyone knows that … ““It’s obvious … “How Men Screw Up Romance – Hidden Curriculum Chaps!!!
33 How do I tell someone I’m stressed? Augmentative Communicative DevicesCard/token/ use ‘my levels’ used to express they are leaving room – plan swings into actionText, note, pre-arranged signals – with staff & special peersSafe place needs to be sort/createdStudent & TA/LSA etc have agreement staff member will read situation & remove
34 4. Implement the relaxing strategy and observe for change
35 Implement & WatchWhen are they not stressed (when do they seem happy?)What can you learn from when they are not stressed to implement at times when they are?Implement relaxation devicesWhat words can be used to describe improvements – to give them a voice?
36 The 4 Basic (but) Essential Questions That Need Answering! What am I doing?How long am I doing it for?What will I be doing next?When will I get to do the things that I really want to do?Answering these consistently and you are onto a winner!Can you answer them for yourself?What happens if you don’t know the answer to one of the above questions at any time? What do you do?KB Autism Services 2010
37 5. Teach self-reliance through self-relaxing strategies
38 Check How I’m Feeling! What has worked? How can I keep it going? Self-monitoring scoring systems; use the calendar; look for patterns of positivitySelf-talking – reminding myself how I am feeling, how well I have done & what I have achievedMind mapping – to work out longer term plans (to help focus for the future); to answer ‘What’s the positive that can happen?’Strategies to keep things going – write my own social stories, cognitive picture rehearsal (over-rides mental imagery issues) ; self- rewarding charts (keeping my levels under check I can reward myself)Understand my own diagnosis – a process to go through (Dean Beadle)
39 Let’s Review: Strategies/Techniques Help Individual Recognize His/Her Own Anxiety (where possible)Improve Expressive Communication Skills + Develop Communicative Accuracy in Ability to Express Fear/AnxietyRelaxation Strategies – Incorporated into Regular Daily Schedule, As a Preventative &/Or in Response to Anxiety
41 Thanks For Listening! Further Workshops Include (+ others) Understanding & Teaching Friendship SkillsSensory Processing Issues, ASD and the ClassroomCognitive Strategies to Help Students with an ASD: Social Stories, Power Cards, Cognitive Picture Rehearsals, SOCCSS + many morePeer Discussion about ASDDiscussion about DiagnosisWhy Do They Do That? Understanding Behaviour in Individuals with an ASDContact me on - workshops can be evening, ½ day, Full Days or in the form of a 15 hour 6 Week Course (Based in Warwickshire, Solihull, Coventry, Oxfordshire & Leicestershire)Cheers – Kevin