1. Understanding how it is to be ASD

2. Aims To develop an understanding of how it is to be ASD To explore the range of difficulties and differences associated with ASD and the impact on the individual To consider ways of minimising the impact of these issues and creating a more ASD friendly environment To develop an understanding of how it is to be ASD To explore the range of difficulties and differences associated with ASD and the impact on the individual To consider ways of minimising the impact of these issues and creating a more ASD friendly environment

3. Introduction The world is a sensory place We are all sensory beings yet our experiences are unique We all have different ways of reaching the sensory experience. The world is a sensory place We are all sensory beings yet our experiences are unique We all have different ways of reaching the sensory experience.

4. What difficulties are ASD students facing? On post it notes list as many difficulties that are faced by ASD students as you can.

5. Central zone Crisis Optimal Learning – Calm / Alert Understimulated

6. . Hyper- Sensitive A hair trigger sensory system that allows too much of the sensory message to the brain. AVOIDER Hypo-sensitive A sluggish sensory system that allows too little of the sensory message into the brain. SEEKER

7. Sensory Avoider Hyper-sensitive. Covering up ears Wanting to remove clothes, shoes or only wearing certain types Dislikes movement, crowds, playgrounds etc Dislikes certain tastes or textures These students have flight, fight or freeze reactions that often produce anxiety.

8. Sensory Seeker Hypo- Sensitive Over filling their mouth with food – likes spicy or crunchy texture Doesn’t notice if they are touched Doesn’t respond to name being called Can fall and hurt themselves but don’t notice Pinches, bites and scratches.

9. SPD When the sensory input is not integrated or organised appropriately in the brain, or may produce varying degrees of problems in development, information processing and behaviour.

10. What are the Indications? Attention problems Difficulty maintaining an alert but relaxed state. Avoidance of touch or movement Self-stimulation – persistent or interfering with tasks. Self injury Rigidity, inflexibility, difficulty tolerating or adjusting Unpredictable explosion of emotions.

11. Why is it difficult for an ASD student to make sense of the world?

12. Difficulties for an ASD student: Attending to other people Understanding language and intentions Communicating their needs and wishes Cooperating with others and understanding what they want Enjoying the company of others and wanting to join in Attending to other people Understanding language and intentions Communicating their needs and wishes Cooperating with others and understanding what they want Enjoying the company of others and wanting to join in

13. Being able to learn from experimental play Playing with ideas – eg pretending Being flexible in their response to everyday activities Interpreting and understanding some of their sensory experiences Understanding sequences and predicting what may happen

14. Card Meaning Look at your card. Without verbal or written communication try to explain to your partner what you are saying.

15. Behaviour The point of behaviour is to get our needs met. Problem behaviour may communicate something about a child’s unmet needs. Behaviour is more likely to change when the environment changes. The point of behaviour is to get our needs met. Problem behaviour may communicate something about a child’s unmet needs. Behaviour is more likely to change when the environment changes.

16. Using structure to prevent problem behaviours. Structure helps overcome these difficulties: Routines help alleviate anxiety Visual timetables and written instructions decrease confusion and make explanations clearer. Do not keep swapping seating plan Consistency helps with understanding of expectations eg use same vocabulary each time you make a request. Setting clear boundaries eg time limits “ That will take 10 minutes…….” Structure helps overcome these difficulties: Routines help alleviate anxiety Visual timetables and written instructions decrease confusion and make explanations clearer. Do not keep swapping seating plan Consistency helps with understanding of expectations eg use same vocabulary each time you make a request. Setting clear boundaries eg time limits “ That will take 10 minutes…….”

17. Organising the day Try to make things predictable Explain in advance any changes Allow time for activities Use visual reinforcement Try to make things predictable Explain in advance any changes Allow time for activities Use visual reinforcement

18. Clarifying our language Make sure you have their attention – start your sentence with their name. Use shorter sentences and emphasise key words Add visual clues to support what you are saying Avoid open ended questions Demonstrate what you mean Make sure you have their attention – start your sentence with their name. Use shorter sentences and emphasise key words Add visual clues to support what you are saying Avoid open ended questions Demonstrate what you mean

19. Rules to Manage Behaviour Remain calm Think about your own language – use students name, use key words, keep it simple Provide structure and routine. See the situation from the students perspective – are they understanding? Frustrated? Anxious? Be clear and POSITIVE. Say what you want, not what you don’t want Use distraction if you see a problem looming. Demonstrate yourself appropriate actions Be consistent, don’t change the rules. Persevere Have a sense of humour – changing behaviour is difficult so remain positive Remain calm Think about your own language – use students name, use key words, keep it simple Provide structure and routine. See the situation from the students perspective – are they understanding? Frustrated? Anxious? Be clear and POSITIVE. Say what you want, not what you don’t want Use distraction if you see a problem looming. Demonstrate yourself appropriate actions Be consistent, don’t change the rules. Persevere Have a sense of humour – changing behaviour is difficult so remain positive

20. Rules Ctd Don’t expect change overnight. Positive change will come as a result of: Understanding ASD and behaviour Planning Consistency Perseverance Working collaboratively and consistently as a team will have a far greater impact than one person alone. Don’t expect change overnight. Positive change will come as a result of: Understanding ASD and behaviour Planning Consistency Perseverance Working collaboratively and consistently as a team will have a far greater impact than one person alone.

21. Suggested Activities Calming heavy muscle work: Movement breaks Stress balls / blu tac High fives (unless you at risk from too much pressure!) Hand massage / squeeze – redirect to this rather that pinching / biting/ hitting Carry heavy items Backpack with heavy items Help move furniture (health and safety) Crunchy / chewy foods – aids concentration by cutting out other sensory stimuli / aids relaxation Pushing / pulling heavy doors open and shut Clapping Brain Gym Drying hands vigorously with towel. Calming heavy muscle work: Movement breaks Stress balls / blu tac High fives (unless you at risk from too much pressure!) Hand massage / squeeze – redirect to this rather that pinching / biting/ hitting Carry heavy items Backpack with heavy items Help move furniture (health and safety) Crunchy / chewy foods – aids concentration by cutting out other sensory stimuli / aids relaxation Pushing / pulling heavy doors open and shut Clapping Brain Gym Drying hands vigorously with towel.

22. Physical Activities Swimming – water pressure on the body allows the child to feel where their body is in space. Trampolining – provides deep pressure to joints and muscles (can over stimulate an already aroused child) Wall push ups – Place Blu tac or similar on wall for student to press until flat. Swimming – water pressure on the body allows the child to feel where their body is in space. Trampolining – provides deep pressure to joints and muscles (can over stimulate an already aroused child) Wall push ups – Place Blu tac or similar on wall for student to press until flat.

23. Suggestions for PE Put out PE equipment / mats / apparatus Have regular job at each PE lesson so they know the routine Swinging from bars Bouncing / catching big firm balls Throwing balls / beanbags at a target Hug knees to chest tightly and then relax slowly. Tug of war Obstacle course – crawling, pushing, pulling, carrying Play “Simon says” – involve different body positions such as stretching, bending, curling, swinging arms, pushing up against wall. Structured running can stimulate nervous system. Put out PE equipment / mats / apparatus Have regular job at each PE lesson so they know the routine Swinging from bars Bouncing / catching big firm balls Throwing balls / beanbags at a target Hug knees to chest tightly and then relax slowly. Tug of war Obstacle course – crawling, pushing, pulling, carrying Play “Simon says” – involve different body positions such as stretching, bending, curling, swinging arms, pushing up against wall. Structured running can stimulate nervous system.