Presentation on theme: "A Unique Child Ann Yates Early Years Consultant March 10."— Presentation transcript:
A Unique Child Ann Yates Early Years Consultant March 10
The triad of impairments Triad of impairments Communication Social understanding Flexibility of thought and behaviour (Sensory processing)
Recognising Autism in the Early Years What sort of behaviours might you see that could indicate that a child is on the autism spectrum ?
How do children with autism differ from their peers? They are much less likely to understand the needs, views and feelings of others. They are likely to find it more difficult to make friends, to form good relationships with adults and peers, and may need additional support to help them to learn to take turns and share. They will have greater difficulty in using language, particularly joining in with conversations, and understanding jokes and non-literal language. Some children with autism may not speak, instead communicating in other ways, including through their behaviour.
How do children with autism differ from their peers? They are less likely to explore new ideas and objects, and more likely to stick to what they know. They are much more likely to be upset or confused by changes to their routine or environment, or by new and unfamiliar experiences. They are less likely to play imaginatively, such as acting out characters in stories, and much more likely to play in quite a rigid way, in which actions are repeated over and over again with their favourite toys.
Case Studies Ravi Kyle
Partnership working Working with parents Understanding stress Good open relationships Listening to parents Working with other services
Supporting Learning Developing a profile of strengths and needs Involving parents and other agencies Monitoring progress
How do we communicate ? Use childs name first, to get attention Give choices Break up instructions, reduce your language Use then to help child understand a sequence of events Use finished to help understand duration of an event Say things in order in which they will happen Tell the child what to do, rather than not what to do Use visual ways to help the child understand Give time for the child to process and respond to instructions
Entering the childs world Following the childs lead, imitating sounds, movements. Playing alongside, modelling play Focussing on interactive play and early social interaction skills Providing short bursts of structured play
Working with the childs interests Finding out – what? Using interests to extend childs experiences Using interests as incentives/ rewards Interests as a starting point for developing learning
Adapting the environment Providing visual structure Providing opportunities to make choices Importance of routines Opportunities for time out
Golden Rules Understand the Autism Reduce your language Use structure Change the environment Reduce anxiety Be consistent Plan transitions Use rewards that motivate the child