Adolescents with Autism Courtesy of CMIS for Maine

Welcome -Intro & housekeeping -Some Definitions -Core components of strategies -The major areas

Working Definitions Adolescence Notice their own & others bodies Assert themselves as choice makers Awareness of their differences and their disabilities Develop ‘higher’ level of relationships and interactions Increase tolerance in sensory systems

Definitions cont’d Autism ‘Traditional’ Autism – but also those diagnoses that often present similar symptoms & respond favorably to similar strategies: PDD (with or without NOS), ADD, Aspergers, Non-Verbal Learning Disorder to name a few….

Core Strategy Components Concrete Visual Practice and feedback in ‘safe’ settings Guided practice in ‘real’ settings Repeat

The Process Identify the current skills, Identify the next logical or developmental step Teach that step until fluent Maintain ability through regular practice Repeat

Social – Quality Interactions EXAMPLES Lower Functioning Student: –Greetings include ______ (eye contact, stopping, some communication). –Labeling 2-3 interactions –Distinguishing the times for 2-3 interactions –Recognizing the times for hi, bye, thank you

EXAMPLES Cont’d ‘Mid-Range’ of Abilities: The focus and teaching is very different: Facilitate conversations with typical peers – model talking to and enjoying the child with special needs – this makes it easier for the other students to join in… Watch what typical children are doing and saying, use these to teach interactions ‘Reverse’ mainstream

EXAMPLES Cont’d High functioning students: Understanding the need for ‘social smarts’ How to read the environment for cues about the ‘rules’ that are in place – facial expressions body language watching the others

Other Social Aspects The expanding differences – in interests, in abilities and in academics. Relationships & Friendships – Different definitions, different expectations – some proactive ideas and some preventative measures.

Medical Medication Efficacy: Data is your friend…. Samples General guidelines –Wait until you really know the effect –One change at a time –Clinicians that include home and school info

Hormones Hormones: create extreme changes in comfort, in physical patterns, and are related to more and more body systems. Recognize, Respond, Resume, (& Reward)

Sexual Issues Self-Stimulation and Masturbation -Recognize the difference. -Plan a response – with the entire team. -Private and Public -Responsibilities and expectations -Clothing and activities can make a huge difference

Sexuality Attractions and expressing interest –Limits –Acceptable alternatives Orientation and exploration Touching and being touched

Behavioral Patterns Undergo changes related to the physical and chemical aspects of adolescence – with typical and with disabled students. Studies report lessened intensity of behavioral excesses as people physically mature. The identifying features of autism also undergo a decrease in intensity although they remain observable.

Preoccupations & Stereotypy These are some of the most difficult behaviors to change. The key is to find a compromise – a form that can meet the person’s needs but not stigmatize. A strong preoccupation can lead to an expert or a career if limits are learned!

Questions & Notes

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